Lesson Name:
Garden Habitats
Summary:
Gardens aren’t only places for people to grow food and find shade,
they are habitats for a variety of living species such as birds,
insects, fungi, squirrels, lizards and frogs.
Grade Level: 1-8th
Duration: 60 min
Indoor/ Outdoor/ Both:
Objectives/ Standards:
Students will be introduced to the key services that a diverse
garden provides to it inhabitants and will be able to explore
their gardens in search of its inhabitants.
Background: Gardens that have a diversity of plants, trees,
vines, ground covers, and water sources provide all that is
required for a number of insects, birds, fungi, reptiles,
amphibians and mammals to survive. The Key elements of a
complete habitat are: shelter, water, food, and space to raise
one’s young. In general, gardens with a greater variety of space,
food, and water sources will be home to a greater diversity of
inhabitants. They will also be more resistant to destruction from
outside environmental factors such as extreme heat and cold, or
outbreaks of pest populations.
A variety of critters may already inhabit your garden or the
place where you want to build a garden and should be considered
when planning out what you would like to plant and build.
Potential existing wildlife includes worms, birds, squirrels,
moles, and ants. Also to consider are the types of wildlife that
you may like to attract, especially if they will help to add diversity
or make your garden more productive. These might include
butterflies, praying mantises, ladybugs, frogs and snakes.
Essential Questions:
 _What is a garden?___
 _What is a habitat?___
 _What kinds of critters might use a garden as their habitat?_
Vocabulary/Terms:
 Garden
 Habitat
 Diversity
 Decomposers
 Pollinators
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Materials:
o paper
o pencils
o colored pencils
o clipboards
o magnifying lens
o color pictures of
garden critters
o pencil sharpener
Notes:
* Make sure you go over
good observation
practices : Silent, Slow,
listening.
* Also go over garden
rules before going
outside: No throwing
ANYTHING, No
pushing, running or
shouting, and always
replace a log or stone
after turning it over.
* bring a small pencil
sharpener
Set-up:
notes: Each students should have a sheet of paper with list areas titled Bugs, Birds, Reptiles,
Amphibians, Mammals under which the kids can list the different kinds of critters they find.
There should be space on the side of each section for them to draw the ones they don’t know the
names of.
Procedure:
Lead-In
Ask the kids if they know what a Garden is? Do any of them have gardens? What types of things
are growing in their gardens? (Limit the answers on this one) Then ask them if they know what
a habitat is? A habitat is where a creature lives, finds food and water, and seeks shelter and
space. What is their habitat like at home? In their homes can they find food and water when
they need it? What about a place to rest or get up and move around? What kind of critters
might your school garden be home to?
The Activity:
5. After asking the kids all the lead in questions show them pictures of
various critters that might make their homes in the school garden.
6. Ask them if they know how to look for wildlife. How should one act?
What skill should one use?
7. Go over general garden behavior: no throwing anything, no
pushing, running, or screaming, and always put things back where
you found them whether it is a stone, log, or living thing.
8. Hand out clipboards with observation sheets and pencils. Bring a
container of colored pencils out to share when they are drawing.
9. Upon arriving at the garden quiet everyone down and have them
first listen for the sounds of garden wildlife. Then observe with your
eyes and finally use your hands to start searching around.
10.
have them stop at one or two points in their searching to draw
the critters they are finding
11.
12.
13.
Wrap-up:
1. Return to the classroom and have them share what types of wildlife they found
inhabiting their garden habitat.
2. Describe how a diverse garden setting provides for a diversity of wildlife.
3. Ask them if there are any kinds of wildlife that they would specifically like to attract to
their garden and why? Will they help pollinate, protect, or decompose?
4. What kinds of things might they add to their garden to provide a more diverse habitat?
Assessment (how will students demonstrate their understanding?):
 Students find and list a diversity of garden wildlife

Students will be able to identify what things they might add to their garden to
increase its diversity.
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Extensions
A. Balloon Plants activity
B. Habitat match game
Relevant Books:
 Gaia’ Garden
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Other Relevant Activities/ Games:
 Guerrilla Gardening lesson
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Additional information attached
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