GRADE 4

HABITATS AND COMMUNITIES

TEACHER RESOURCE BOOKLET
TO THE TEACHER

Welcome! This resource guide has been designed to help you enrich your students’ learning
both in the classroom and at the Toronto Zoo. All activities included in this grade 4 booklet are
aligned with the Understanding Life Systems strand of The Ontario Curriculum, Grades 1-8:
Science and Technology, 2007. The pre-visit activities have been developed to help students
gain a solid foundation about biodiversity before they visit the Zoo. This will allow students to
have a better understanding of what they observing during their trip to the Toronto Zoo. The
post-visit activities have been designed to help students to reflect on their Zoo experience and
to make connections between their experiences and the curriculum. We hope that you will find
the activities and information provided in this booklet to be valuable resources, supporting both
your classroom teaching and your class’ trip to the Toronto Zoo.

WHERE DOES IT FIT IN?

Strand: Life Systems Topic: Habitats and Communities

Specific Expectations Met:

Understanding Basic Concepts

 3.3 identify factors that affect the ability of plants and animals to survive in a specific habitat
 3.2 demonstrate an understanding of food chains as systems in which energy from the sun is
transferred to producers (plants) and then to consumers (animals)
 3.5 classify organisms according to their role in a food chain
 3.1 demonstrate an understanding of habitats as areas that provide plants and animals with
necessities of life
Developing Investigation and Communication Skills

 2.2 build food chains consisting of different plants and animals

 2.5 use appropriate vocabulary, including correct science and technology terminology, in describing
their investigations, explorations, and observations

Relating Science and Technology to Society and the Environment

 1.1 analyze the positive and negative impacts of human interactions with natural habitats and
communities
1.2 identify reasons for the depletion or extinction of a plant or animal species and evaluate the
impacts on the rest of the natural community
PRE-WORKSHOP ACTIVITIES

1. SEEING IS BELIEVING
(Adapted from Project Wild)

This activity will teach students to identify different kinds of vision as an example of adaptation in
animals.

1. Set up three stations or learning centres in the classroom: one with kaleidoscopes (the kinds
you can see through); the second with either binoculars or telescopes or both; and the third
with a fish-eye mirror (or photos taken with a fish-eye lens on a camera).
2. Have students visit each station, trying out the different kinds of vision.
3. Ask the students to guess what kinds of animals might have each of these three types of
vision, emphasizing that the way an animal sees is a form of adaptation. Adaptation is
something animals have in order to survive an environment. For example:
Binoculars—Predatory birds (eagles, hawks, owls) have acute distant and depth of vision
similar to telescopic vision. They do not have tunnel vision, however, as a telescopic vision
might suggest; they have exceptional peripheral vision. This allows them to see their prey
from great distances.
Kaleidoscopes—Insects have compound ayes. Each facet of their eye functions like a
separate eye and allows them extreme peripheral visions. This allows them to detect
predators.
Fish-eye mirror or photos—Fish have eyes with wide-angle perception. They can see
predators, prey, and other food sources

4. Divide the class into three groups and have each group cut out magazine pictures and make
a poster for one of the three stations, showing the kinds of animals that have that particular
kind of vision.

Feeling Bold?
Have students write a paragraph with the title “I’d like to see like a __________”, in which they
would describe how they would see things and why they would like to be able to see that way.
They could also describe what that animal’s view of the world would be like.

Tying It All Together

The Arts Strand: Visual Arts
- D1.2 demonstrate an understanding on composition, using selected principles of design to
create art works on a theme or topic

Language Strand: Writing

- 2.1 write more complex texts using a variety of forms
- 2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements
that convey a specific mood
- 2.3 use specific words and phrases to create an intended impression

2. READ A BOOK!
Select a book from our Resource List and read it to your
class to introduce some of the workshop topics.
While reading, allow opportunities for students to make
predictions about what is going to occur, comments about
what is occurring, and what their opinion is of the topic
after the book reading.
 Tying It All Together
Language Strand: Reading
- 1.1 read a variety of fiction and non-fiction materials
- 1.5 make inferences about texts using stated and implied ideas from the texts as evidence
- 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge,
experience, and insights, to other familiar texts, and to the world

3. ENVIRONMENT WEB
Through this activity, you can assess your students’ prior knowledge about food chain concepts
and introduce them to the idea that living things are intimately connected.

Stand with your students in a large circle. You will hold a large ball of yarn and say aloud: “I am
the algae in the ocean that depends on the sun to grow and survive”. After saying this, throw the
ball of yarn to a student using a one-hand underhand throw. This student will in turn name
another living organism that depends on the algae to grow and survive (e.g. I am the _______
that depends on the algae to live) and throw the ball of yarn to another student. Students must
use a one-hand underhand throw and will continue throwing the yarn until it reaches the last
student. All students should hold on to a piece of the yarn before throwing it so that a web can be
created. When the ball reaches the final student, he/she will then say “I am a human and have
accidentally created an oil spill in the ocean” and proceed to sit down. When this student sits
down, the rest of the class will be pulled towards this student (due to the yarn connections),
thereby illustrating the interdependence of all living things on the earth.

Tying It All Together

Health and Physical Education Strand: Movement Competence; Skills, Concepts and Strategies
- B1.4 send and receive objects of a variety of shapes and sizes at different levels and speeds,
using different body parts and equipment, while applying basic principles of movement

FOLLOW-UP ACTIVITIES

1. WETLAND HABITAT
Through this activity, your students will demonstrate their knowledge and understanding of
wetland habitat components, pollution, and habitat destruction. This activity will provide you with
an opportunity to assess your students’ knowledge of these concepts. Please note that this
activity can be adapted and used to discuss other habitats.

After a discussion of wetland habitats and a review of how

habitats can be destroyed (e.g. through the draining of wetlands,
excessive littering, atmospheric pollution, trampling, hunting,
introduction of non-native species, pesticides and herbicides,
etc.), students will demonstrate their understanding by illustrating
a healthy wetland and a wetland that has been negatively altered.
The final product should clearly present the differences between
a ‘healthy’ and an ‘unhealthy’ wetland through the use of at least
two elements of design such as colour, line, shape, space, and
texture.
 The students can use construction paper to cut out a large rectangle. When placed horizontally,
this will become the body of the camera. A smaller rectangle cut from construction paper can be
attached to the top left portion of the large rectangle to serve as the ‘shutter.’ In the centre of the
large rectangle, draw a large circle. Trace two large circles (the same size as the ones you
traced on the large rectangle) on white paper. Draw your picture of a ‘healthy’ wetland on one
circle and an ‘unhealthy’ wetland on the other circle. Cut out the two circles when you are done
drawing. Glue the ‘unhealthy’ wetland circle onto the large rectangle. Use a staple or piece of
tape at the top, back portion of the ‘healthy’ circle and place this picture on top of the ‘unhealthy’
circle to create a ‘flipbook’ effect.

Tying It All Together

The Arts Strand: Visual Arts
- D1.3 use elements of design in art works to communicate ideas, messages, and understandings
- D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by
their interests and experiences

How To Assess
Teachers may take the following into account when assessing students’ products:
 Does the student use two or more elements of design in their piece?
 Does the student show a clear understanding of the difference between a healthy and sick
habitat?
 Does the student show knowledge of the components that make up a wetland?
 Does the student show knowledge of the factors that cause habitats to become degraded?
 Can the student explain and justify the choices they made in creating their illustrations (e.g.
color, size, etc.)

2. OUR COMMUNITY
Through this activity, students will demonstrate an understanding of habitats, communities, and
will identify the needs and adaptations of animals in particular habitats.

Materials
(Teachers can pick and choose what they wish to use, depending on availability)
plasticine construction paper foil wax paper
yarn toothpicks pebbles sand
glue felt tape fabric
plastic wrap popsicle sticks dried leaves cotton balls
paint markers crayons pipe cleaners
wire burlap
Cardboard cut into equal sizes (required)

As a class, students will select a region of the world for their project (e.g. African Savanna,
Tropical Rainforest, Temperate Rainforest, Canadian Shield, etc.) by a class vote. Once the
region is decided, the teacher will have a predetermined set of animals and their habitats for
students to select from and, in groups of three, students will choose (or be assigned) a particular
animal and its habitat. Time should be set aside for students to research their particular animal
and its habitat. Once research is completed, groups will each receive a large piece of cardboard
(size to be determined based on available display space in the school/classroom) on which to
create and present their three-dimensional, free-standing animals and habitats. Each habitat
should consider four important elements: food, water, shelter, and space. The animal should also
be included in the habitat. When their products are completed, students will be given a chance to
present them to the class, or to different groups.

Students will comment on others’ products, describe any problems or challenges they had in the
construction of their product, and explain the choices they made in the selection of materials
used. This part of the activity should be preceded by a discussion on how to provide positive and
constructive comments, as well as how to accept comments and criticism.

Following the presentations, the habitats will be placed side-by-side on a large presentation table
in order to create a large community (e.g. African Savanna). In this way, students will be able to
visualize the difference between habitats and communities.

Variation #1
This activity could be linked to the Social Studies Strand, Canada and World Connections, where
students must describe the distinguishing physical features of regions within the provinces and
territories. In this way, students can select a particular region of Canada (e.g. Great Lakes/St.
Lawrence lowlands, interior plains, Appalachians) to study.

Variation #2
As an alternative to building a three-dimensional habitat, students can create an advertisement
(e.g. in the form of a commercial or poster) for their habitat. The objective of the piece is to
convince the appropriate ‘animal buyers’ to move to this area (e.g. you would not advertise the
Interior Plains of Canada to the Atlantic Salmon). Through this, students can show their
understanding of particular habitats and how they meet the needs of animals that live in them.

Tying It All Together

The Arts Strand: Visual Arts
- D1.1 create two- and three-dimensional works of art
that express feelings and ideas inspired by their interests
and experiences
-D2.4 identify and document their strengths, their
interests, and areas for improvements as creators and
viewers of art

Language Strand: Oral Communication

- 2.2 demonstrate an understanding of appropriate
speaking behaviour in a variety of situations, including paired sharing and small- and large-group
discussions
- 2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a
readily understandable form

Language Strand: Media Literacy

- 3.4 produce media texts for specific purposes and audiences, using a few simple media forms
and appropriate conventions and techniques

How To Assess
During evaluation, teachers may take the following into account:
 Did each student effectively contribute to the group?
 Did students work cooperatively within their group?
 Does the product contain the four elements of food, shelter, water, and space?
 Is the product three-dimensional and free-standing?
 Did the students give and receive comments in a constructive, positive manner?
  Participation in group discussion
 Use of appropriate vocabulary

3. TAKING ACTION THROUGH LETTER-WRITING

Through this activity, students will explore conservation issues (e.g. pollution, littering,
habitat destruction) relevant to their community and use their knowledge to take action.

Here are some ideas for topics:

- protecting locally sensitive areas that have been threatened (e.g. Oak Ridges Moraine,
wetlands)
- lack of recycling (in shopping malls, fast food restaurants)
- cleaning up litter in parks
- endangered species (e.g. sea turtles, tigers)
- Canadian rainforest (e.g. logging in British Columbia)

Examples of individuals/organizations the class can address the letter to (addresses can be found
on government and corporate websites):
- local MPPs
- Provincial Premier
- Prime Minister
- Provincial Environment Minister
- Federal Environment Minister
- Mining and Forestry companies

Tying It All Together

Language Strand: Writing
- 1.1 identify the topic, purpose, and audience for a variety of writing forms
- 2.1 write more complex texts using a variety of forms
- 1.2 generate ideas about a potential topic using a variety of strategies and resources
- 1.6 determine whether the ideas and information they have gathered are relevant and adequate
for the purpose and do more research if necessary

4. FOOD CHAIN FILMSTRIP

Through this activity, students will be able to demonstrate their understanding of food chains as
systems.

After a review and discussion on food chain concepts, students will individually create a food
chain filmstrip. Each scene of the film should build upon the previous one in a logical sequence
(e.g. a carrot uses energy from the sun to grow in the first segment, a rabbit eats the carrot in the
second segment, then the fox eats the rabbit in the next segment). Students will accompany
each segment with a few sentences describing what is occurring in the scene.

Tying It All Together

The Arts Strand: Visual Arts
- D1.1 produce two-dimensional works of art that communicate thoughts, feelings, and ideas for
specific purposes and to specific audiences

Language Strand: Writing

- 1.1 identify the topic, purpose, and audience for a variety of writing forms
- 2.1 write more complex texts using a variety of forms
- 2.4 use sentences of different lengths and structures
How To Assess
Teachers may consider the following in their evaluations:
  Does the filmstrip follow a logical sequence?
 Is each scene accompanied by appropriate text?
 Does the student use simple and compound sentences?
 Does the student demonstrate a clear understanding of food chain concepts?

5. MINI AQUATIC ECOSYSTEM

(adapted from Bosak, Susan. 2000. Science Is. Scholastic Canada Ltd.: Markham. Pg 210)

In this activity students will create a closed aquatic ecosystem in

a jar. The activity will demonstrate the important elements of a
healthy ecosystem, and is easier to maintain than an aquarium.

Materials
- Aquatic plants (elodea)
- Animals (snails and 3-4 small mollies)
- 6-8cm of bottom sediments (sand, gravel)
- Water in large containers
- Large, very clean jar (at least 3-4 litres, ideally, 15-27 litres)
with lid
- Optional – paraffin wax

Allow several large containers of tap water to stand for a few days so that the water is free of
chlorine and well aerated. Place bottom sediments in a large empty jar. Place some aquatic
plants into the jar (secure to the bottom with weights if necessary). Add small snails to the jar,
then fill ¾ full with the aerated water. Close the lid securely and place jar near a window (avoid
direct sunlight otherwise water temperatures will get too high). The ecosystem (particularly the
plants) must have adequate light. Wait several weeks until the ecosystem becomes adapted to
the light source. Put the fish in a sealed plastic bag. Put the bag and contents into the
ecosystem so that the temperature of the water in the bag gradually becomes the same as the
water in the ecosystem. After several hours, release the fish into the jar. After a few weeks, once
the ecosystem is functioning and appears to be balanced, seal the jar by melting some paraffin
wax and applying it around the lid so that no air can enter or escape.

There are certain things to keep in mind when setting up the jar in order to allow its contents to
better function as an ecosystem. Balancing the ecosystem can be tricky, especially if you are
using a smaller jar; filling the jar only three quarters full of water leaves the remaining quarter for
air. The amount of oxygen in the air and water is constantly replenished by green plants, which
give off oxygen during the day when they manufacture food for themselves (photosynthesis).
Although algae may work in a closed aquatic ecosystem, they are not ideal because they
reproduce rapidly and use up a lot of oxygen as they decompose. Elodea is a better plant choice.
The plants provide animals in the ecosystem with food and oxygen. The fish must be plant-
eaters, tolerant of salinity, and able to survive in low-oxygen conditions. Snails in a closed
aquatic ecosystem act as consumers as well as decomposers. If the ecosystem is a balanced
one, the animals should never go hungry. If their population becomes too large for the food
supply, the weaker members will die off until their numbers are in proportion to the food available.

As the ecosystem is being developed students should record their observations of the changes
that they see. They can also make predictions of what they think will happen in the coming days.
Once the ecosystem is complete they can use their observations to write a brief report about the
methods used to create the ecosystem, and how it works. Students can also research other
ecosystems to discover how their mini ecosystem is similar to natural ecosystems. Remember
that the only experiment that is a failure is one from which we learn nothing. If your ecosystem
should die discuss some of the possible causes and consider trying again.
 Tying It All Together
Language Strand: Writing
-1.1 identify the topic, purpose, and audience for a variety of writing forms

6. THE ENDANGERED HOPPIT

(adapted from Bosak, Susan. 2000. Science Is. Scholastic Canada Ltd.: Markham. Pg 356.)

This activity reinforces the concept of extinction as an imaginary creature called a hoppit is
threatened with extinction.

Mark off a small “home” area with masking tape. Spread

small objects throughout a larger playing area. Students
become “hoppits”. Hoppits are imaginary creatures, which
hop. Their life consists of gathering as much food (small
objects) from the ground as possible. The object of the
game is for hoppits to keep hopping and gathering food.
Hoppits collect their food in a small pile in the home area;
they can also stop hopping and rest in the home area. To
start the game, hoppits hop about on two legs and gather
food. They can pick up only one piece of food (object) at a
time and take it to their food pile. Each hoppit has its own
food pile in the home area, and tries to keep the pile at least as large as other piles. After about
10 minutes, hoppits are told that bad weather has made it harder to get food. This harder life is
represented by hoppits now being able to hop on one leg only. If a hoppit hops on two legs, it
“dies” and is out of the game. The one-legged hoppits should hop about and gather food for
another 5-10 minutes. Hoppits are now told that humans have built a shopping plaza on their
home. Hoppits can leave their food piles where they are, but can no longer stop and rest in the
home area. To stay alive, hoppits must continuously hop on one leg, while adding to their food
piles. How many hoppits survive after 5 minutes? 10 minutes? 20 minutes? At least two hoppits
must survive for the species to continue. Discuss the reasons for the hoppits’ extinction.

Tying It All Together

Health and Physical Education Strand: Movement Competence: Skills, Concepts, and Strategies
- B1.3 perform different combinations of locomotor movements with and without equipment, alone
and with others, moving at different speeds and levels, using different pathways and going in
different directions

Health and Physical Education Strand: Active Living

-A1.1 actively participate in a wide variety of program activities according to their capabilities,
while applying behaviours that enhance their readiness and ability to take part

7. BUILDING HABITATS
Through this activity, students will demonstrate their understanding of different types of habitats.

Materials
- 4 sheets of paper per group (use cardstock if you want a sturdier display)
- scissors, glue
- variety of classroom materials (e.g. plasticine, toothpicks, felt, pipe cleaners) for building the
habitat

In pairs, students will construct four separate ‘trioramas’. A template for the triorama can be
found at the end of this booklet and can be photocopied on to an 8.5x11-inch piece of paper. Fold
the paper along the solid black lines that are labeled on the template. Cut along the dotted black
line. Place glue on the triangle on the left hand side of the sheet and pull the top triangle down,
over top of the triangle that has glue on it. You should now have an open-faced pyramid.
Students will select and construct four habitats in each triorama display: such habitats may
include a tropical rainforest, desert, grassland, wetland, or ocean. The front rectangular flap of
each triorama will contain a description of the habitat that is displayed. The trioramas can be
glued together to form a square unit, with four scenes.
Students may be given the opportunity to present and
display their habitats to the rest of the class.

Tying It All Together

The Arts Strand: Visual Arts
- D1.2 demonstrate an understanding of composition, using
selected principles of design to create narrative art works
or art works on a theme or topic
- D1.1 produce two- and three-dimensional works of art
that express feelings and ideas

Language Strand: Writing

- 1.1 identify the topic, purpose, and audience for a variety of writing forms
- 2.1 write more complex texts using a variety of forms

How To Assess
Consider the following points in your assessment:
 Individual participation and contribution to product
 Cooperation among group members
 Clear visual distinction between different habitats (each
has different characteristics)
 Appropriate labeling and description of habitat
 Appropriate characteristics for each habitat
VOCABULARY LIST
adaptation Special characteristics or features animals/plants have developed which make them
better suited to their habitat and niche in nature.

community All the living things in an area.

conservation The act of protecting and preserving plants, animals, and their environment or habitat;
planned management of a natural resource to prevent exploitation, destruction or neglect.

consumer A living thing that must eat other living things to survive.

decomposer A living organism that breaks down dead animals or plants in order to get food.

endangered A species whose population is down 50% in the last decade, or whose habitat is less
than 500 square kilometers, or where there are less than 2500 individuals or 250 matured
individuals, or a species in immediate danger of extinction.

extinct The total loss of a species in all parts of the world.

habitat The type of environment where an animal or plant species lives; components include
food, water, shelter and space.

niche The role or place an animal occupies in its environment or habitat.

producer A green plant that makes food which is the first step in a food chain; photosynthesis is the
process by which plants makes and stores food.
RESOURCES
*S = student friendly site
*T = teacher appropriate site

www.ontarionature.org (T)
This site includes ideas and activities if your class wants to get involved in conservation.

https://ecworlddynamics.wikispaces.com/Lorax+Text (T&S)
Full-text of the story “The Lorax” by Dr. Seuss. It is a great story to read to your kids to introduce to them
the concept of sustainability, habitat destruction, and the importance of conservation. Students can even
write a sequel to the story as it ends on an unfinished note.

http://www.science.ca/ (T&S)
Excellent searchable, Canadian website with a wealth of information. Includes current science news and
events, the opportunity to interview a Canadian Scientist, an area to post questions on specific topics, an
activities resource, and a ‘questions of the week’ section posted by Canadian students.

http://school.discoveryeducation.com/teachingtools/teachingtools.html (T)
Quick and easy-to-use worksheet generators.

http://www.cosewic.gc.ca/eng/sct1/index_e.cfm (T)
Search engine to easily find information about endangered species of Canada; includes pictures and fact
sheets for animals. Site also includes status reports on endangered species.

www.enchantedlearning.com/biomes (T&S)
This site has general descriptions of a wide variety of habitats throughout the world.

Books

Cherry, Lynne. 2001. The Great Kapok Tree: A Tale of the Amazon Rain Forest. Houghton Mifflin
Harcourt. Cherry combines illustrations that reveal a naturalist’s reverence for beauty with a
myth-like story that explains the ecological importance of saving the rainforests.

Jenkins, Steve, & Page, Robin. 2005. I See A Kookaburra! Discovering Animal Habitats Around The
World. Houghton Mifflin Books for Children.
A colourful introduction to six different biomes around the world, presented clearly and with seek-
and-find fun!

McClements, George. 2009. Dinosaur Woods: Can Seven Clever Critters Save Their Forest Home?
Beach Lane Books.
When their habitat is threatened by the development of a new factory, seven woodland creatures
devise a plan to protect their home.

Okimoto, Jean Davies, & Trammell, Jeremiah. 2007. Winston of Churchill. Sasquatch Books.
As global warming threatens their habitat, a group of polar bears (led by Winston of Churchill)
work together to convince humans to help save their home.

Schimmel, Schimm. 1994. Dear Children of the Earth, A Letter from Home. Northward Press:
Minnetonka, Minnesota.
A fictional picture book with a positive message about environmental appreciation.

Wright, Alexandra. 1992. Will We Miss Them? Charlesbridge Publishing: Watertown MA.
A non-fiction picture book about endangered species.