Science · Grade 1 · Living Things and Local Environments · Term 1

Basic Needs of Animals: Food, Water, Shelter

Students will investigate what animals need to survive, focusing on food, water, shelter, and space through case studies and role-play scenarios.

• Ontario Curriculum Expectations
• K-LS1-1

About This Topic

Local Habitats explores the specific places where plants and animals live and how these areas provide for their needs. In Ontario, this includes diverse ecosystems like wetlands, woodlands, and urban spaces. Students learn that a habitat is not just a location but a complex system of interactions. This topic also touches on how humans and wildlife share space, which is a key part of understanding treaty relationships and our responsibility to the land.

Students investigate how living things can change their environment, such as a bird building a nest or humans building parks. They also consider the impact of environmental changes on local species. This topic comes alive when students can physically explore their schoolyard or a local park to map out different micro-habitats.

Key Questions

1. Analyze how different animals obtain their food and water.
2. Justify why shelter is important for animal survival.
3. Predict the challenges an animal might face if its habitat loses its resources.

Learning Objectives

• Identify the primary food sources for at least three different animals.
• Explain how water availability influences an animal's habitat choice.
• Classify different types of animal shelters and describe their function.
• Analyze the relationship between an animal's needs and its environment.
• Predict the consequences for an animal if its shelter is destroyed.

Before You Start

Characteristics of Living Things

Why: Students need to understand that animals are living things before exploring their specific needs for survival.

Introduction to Local Environments

Why: Students should have a basic understanding of what an environment or habitat is before investigating the specific needs animals have within them.

Key Vocabulary

Habitat	The natural home or environment of an animal, plant, or other organism. A habitat provides food, water, shelter, and space.
Food Source	Anything that an animal eats to get energy and nutrients. This can include plants, other animals, or insects.
Water Source	Any place where an animal can find water to drink. This could be a river, lake, puddle, or even dew on leaves.
Shelter	A place that provides protection for an animal from weather, predators, and other dangers. Examples include nests, burrows, or caves.
Space	The area an animal needs to live, find food, raise young, and avoid conflict with other animals.

Watch Out for These Misconceptions

Common Misconception

Animals only live in the wild, far away from people.

What to Teach Instead

Many children think 'nature' is somewhere else. A schoolyard walk helps students discover that urban areas are active habitats for hawks, squirrels, insects, and hardy plants, showing that humans and nature are connected.

Common Misconception

A habitat is just a house.

What to Teach Instead

Students often equate habitat with 'shelter' only. Through collaborative mapping, teachers can show that a habitat must also include food and water sources within a reachable distance for the animal.

Active Learning Ideas

Stations Rotation: Habitat Match-Up

Set up stations for different Ontario habitats (Pond, Forest, Meadow). At each station, students sort cards of animals and plants into the habitat where they belong based on the food and shelter available.

30 min·Small Groups

Inquiry Circle: Schoolyard Bio-Blitz

Students work in small groups to find and record as many different living things as possible in a small square of the schoolyard. They discuss why those specific things chose that spot (e.g., shade, moisture).

45 min·Small Groups

Formal Debate: To Build or Not to Build?

Present a scenario where a new playground might replace a local grassy patch. Students take sides to discuss how this change helps humans but might hurt local insects or birds, practicing perspective-taking.

20 min·Whole Class

Real-World Connections

• Wildlife biologists study animal needs in places like Algonquin Provincial Park to understand how to protect endangered species by ensuring they have adequate food, water, and shelter.
• Zoo keepers at the Toronto Zoo carefully design enclosures to mimic natural habitats, providing specific food, water access, and shelter structures that meet the needs of animals like polar bears or tigers.
• Urban planners consider the needs of urban wildlife, such as squirrels or pigeons, when designing parks and green spaces, ensuring there are trees for shelter and access to water sources.

Assessment Ideas

Exit Ticket

Give each student a picture of a common Canadian animal (e.g., beaver, robin, deer). Ask them to draw or write one sentence for each of the following: What does this animal eat? Where does it find water? What kind of shelter does it use?

Quick Check

Present students with three different scenarios on cards: 1) A pond dries up. 2) A forest fire destroys trees. 3) A new road cuts through a field. Ask students to choose one scenario and explain, using the terms food, water, or shelter, what challenge an animal might face.

Discussion Prompt

Facilitate a class discussion using the prompt: 'Imagine you are a squirrel. What are the three most important things you need to find every day to survive in your park habitat? Explain why each is important.'

Frequently Asked Questions

How can I teach about habitats in an urban school?

Urban habitats are rich with life. Focus on 'micro-habitats' like the space under a rock, a crack in the sidewalk, or a single tree. These small areas provide excellent opportunities for students to see how even tiny spaces meet the needs of living things like ants or moss.

What is the best way to introduce Indigenous land stewardship?

Use the concept of 'The Land' as a provider. Discuss how Indigenous peoples have lived in balance with these habitats for thousands of years. Highlight local treaties and the idea that we are all Treaty People with a duty to protect the habitats around us.

How does active learning support the study of habitats?

Active learning, particularly outdoor exploration, allows students to use all their senses to understand an environment. When students physically move through a space to map it, they notice details like temperature changes or soil moisture that a textbook cannot convey. This direct experience builds a stronger emotional connection to conservation efforts.

What should I do if a student is afraid of insects during outdoor activities?

Model calm curiosity. Use clear viewing containers so students can observe from a distance. Explain the 'job' the insect has in the habitat (like a bee pollinating or an ant cleaning up) to transform fear into respect.