Camp Kawartha

Habitat-tat-tat

People live in villages, towns or cities – Each person has a place that they call home. Animals and plants have their homes too. The place where a living thing finds its food, water, shelter and space is called a habitat. Here at Camp Kawartha we have beautiful examples of meadow, forest and wetland habitats. Students will play games, participate in scavenger hunts and explore each of these areas, learning about how they are the same and how they are different. We’ll also discuss ways in which students can enhance their own schoolyard and backyard habitats.

Season Availability: Fall, Spring

Feel free to contact us about modifying any of our outdoor education programs to suit older or younger students.

Grade 4 : Science Curriculum Links *

Understanding Life Systems: Habitats and Communities

Overall Expectations
2.   investigate the interdependence of plants and animals within specific habitats and communities;
3.   demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

Specific Expectations
1.1   analyse the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives of a housing developer, a family in need of housing, an ecologist), and evaluate ways of minimizing the negative impacts
1.2   identify reasons for the depletion or extinction of a plant or animal species (e.g., hunting, disease, invasive species, changes in or destruction of its habitat), evaluate the impacts on the rest of the natural community, and propose possible actions for preventing such depletions or extinctions from happening
2.3   use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on features of their habitat to meet important needs
2.5   use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication
3.1   demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food, water, air, space, and light)
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)
3.3   identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat
3.4   demonstrate an understanding of a community as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a patch of forest)
3.5   classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer) 3.6 identify animals that are carnivores, herbivores, or omnivores
3.7   describe structural adaptations that allow plants and animals to survive in specific habitats
3.9   demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support
3.10   describe ways in which humans are dependent on natural habitats and communities

* Curriculum links & expectations for this program are based on “The Ontario Curriculum, Grades 1-8: Science and Technology”