Teachers’ notes – Habitats 2
Synopsis
In this activity, learners compare the two habitats they have studied in Unit 1.4.1 and explore
seasonal changes within habitats. Initially, they list some of the things they found in each
habitat and make a qualitative comparison through discussion. Learners consider some of the
things they counted and measured in the two habitats and use bar charts and line graphs to
record findings. Learners reflect on and self-assess their performance during their fieldwork
enquiries and consider how they might improve. They create and present a ‘Fieldwork guide’
for others preparing to undertake habitat enquiries. Learners compare photographs of the
same tree taken in different seasons and explore and discuss some of the seasonal changes
that might be observed in habitats. Finally, they choose a plant and animal from one of their
habitat studies and show how these might change from one season to another.
Curriculum links
Interdependence of organisms:
4. through fieldwork, the plants and animals found in two contrasting local environments, e.g.
identification, nutrition, life cycles, place in environment
5. the interdependence of living organisms in those two environments and their representation
as food chains
6. the environmental factors that affect what grows and lives in those two environments, e.g.
sunlight, water availability, temperature
7. how humans affect the local environment, e.g. litter, water pollution, noise pollution
Skills
Communication: 1, 2 & 3
Enquiry – Planning: 2 & 3
Enquiry – Developing: 5
Enquiry – Reflecting: 5 & 6
Activities
Tab 1
The first tab in this activity requires learners to list some of the
things that they found in each of the two habitats they studied at
the end of Activity 1.4.1. Again, if learners have not studied two
contrasting local environments then different groups of learners
might provide ideas for the habitat studied by their group and
then comparisons of different habitats could be made. Questions
are provided to support a qualitative comparison of two habitats.
Tab 2

In this tab learners are asked to list some of the things
they counted and measured in each habitat. For example, they
might have counted the number of different types of flower and
measured the temperature over the course of the day. Rollover
questions encourage them to discuss what they counted and
measured and to consider why these factors might be important.
Tab 3
This tab provides learners with a blank template for a bar chart.
They are asked to use the template to show the results of
something they counted or measured in one of the two habitats
they studied. The blank chart has 10 bars, which allows for a
comparison to be made between the two habitats if required. If
each group of learners has only studied one habitat then groups
could be paired for this tab.
Tab 4
It should be noted that drawing line graphs is usually seen as a
level 5 demand and this tab might not be suitable for learners
working below this level. The tab provides learners with a blank
template for a line graph. They are required to draw a line graph
to show one of the variables that they measured in each habitat.
For example, they might have measured daytime temperature in
the school garden and a local pond. Both sets of results could be
drawn on the same line graph template. Again, results from
different groups of learners might be more beneficial to compare.
Remind learners that only continuous data can be used to
construct line graphs.
Tab 5
The aim of this tab is to encourage learners to reflect on their
fieldwork enquiries and consider how they might improve. They
are asked to create and present a ‘Fieldwork guide’ for others
preparing to undertake habitat enquiries. When asking learners
to create something for others it is always worth asking them to
consider success criteria. In this instance they might consider
their audience and determine the most relevant details to include
and consider how to make the ‘Fieldwork guide’ coherent and
engaging.
Tab 6
This tab provides learners with four photographs of the same
pear tree, taken in different seasons. They are asked to describe
how the tree changes from one season to another and to
consider how this might affect animals that live in or near the
tree. This tab aims to introduce seasonal changes to habitats in a
context that will be familiar to most learners.
Tab 7
This tab requires learners to consider how one of the habitats
they have studied might change from one season to another. The
tab provides four recording boxes, labelled – spring, summer,
autumn and winter. Learners are encouraged to draw and write
their ideas about how the habitat might change from one season
to
another.
The aim of this tab is for learners to reinforce their understanding
of the effects of seasonal changes on plants and animals and
where they live. As the next tab encourages a more specific
consideration of changes to individual plants and animals, then
more general consideration might be acceptable in this tab.
Encouragement might be given for learners to consider when
most plants begin to grow, flower and produce seeds and when
many animals begin a new life cycle. Learners might consider
when a habitat is likely to have more colour, growth and activity
and explore reasons why.
Tab 8
The aim of this tab is to develop learner’s ideas and
understanding by encouraging a more specific exploration of
plants and animals in a habitat. Learners are asked to choose
one plant and one animal from a habitat they have studied and to
show how these might change from one season to another.
Encourage them to perhaps consider some of the less obvious
and prominent plants and animals in their chosen habitat.
Learners might use secondary sources to gather information to
help develop their knowledge and understanding.