Grade Level: 3-6
Duration: 60-90 minutes
Subjects: Science, Language Arts, Visual Arts
Learning Objectives
By the end of this lesson, students will be able to:
- Explain what a species is.
- Observe and describe features of different plants and animals.
- Use simple tools (field guides, apps, or ID cards) to help identify local species.
- Group species based on shared characteristics (e.g., type, habitat, body covering).
Materials
- Clipboards or notebooks
- Pencils and crayons/markers
- Magnifying glasses or tablets/cameras for photos (optional)
- Local field guides, ID cards, or access to digital ID tools (e.g., iNaturalist)
- Chart paper for class brainstorming
Curriculum Connections
- Science: Biodiversity, ecosystems, life cycles, classification.
- Language Arts: Descriptive writing and communication.
- Visual Arts: Drawing and labeling natural forms.
Terms
- Species: A group of living things that are alike and can reproduce.
- Habitat: The natural home or environment of an organism.
- Adaptation: A feature that helps a species survive in its environment.
- Observation: Carefully watching or noticing details.
- Classification: Grouping things based on their similarities.
Instructions
Introduction – What is a Species?
Discuss how we can tell them apart: size, shape, colour, sound, where they live, what they eat.
Begin by asking: What do you think a species is?
Share the definition: A species is a group of living things that are alike and can have babies (offspring) or make seeds together.
Show pictures of similar but different species (e.g., chickadee vs. sparrow, maple vs. oak tree, black bear vs. grizzly bear).
Observation Walk or Image Study
Option 1: Outdoor Version (Using Field Guides)
Take students outside (schoolyard, garden, nearby park) and ask them to find 3-5 living things (plants, animals, insects, fungi).
- Record or sketch what they see.Write or draw key features: colour, number of legs, leaf shape, size, etc.
Encourage them to notice patterns – Does it fly?, Does it grow in the shade?, etc.
Option 2: Indoor Version
Use images of local species (printed or digital). Have students work in pairs to observe the species using the same features above.
Identification & Grouping
Create a class chart showing species found and their categories.
Provide species ID cards or use an app to help identify what they observed.
Have students fill out the following for the species:
- Colour(s)
- Size (compare to an object: e.g., as long as a pencil)
- Shape or Body Features (e.g., wings, legs, leaves, tail, shell)
- Texture/Covering (e.g., smooth, furry, scaly, rough)
- Movement (flies, crawls, swims, grows, stays still)
- Habitat (where you found it – forest, garden, near water)Sound/Smell (if any)
- Behaviour or Action (what was it doing?)
- Other Observations or Fun Facts
Guide students to sort species into categories:
- Plant | Animals | Fungi
- Land | Water | Air
- Mammals | Birds | Insects | Reptiles
Reflection & Sharing
Have each student choose one species they identified and share:
- What clues helped them figure out what it was
- One fun or surprising fact about that species
Extensions
- Art, English, Science: Create a class biodiversity book showing all identified species.
- Math: Do the same observation over several days and calculate the average number of each species spotted.
- Language Arts: Write a short ‘Who Am I?’ riddle describing a species for others to guess.
- Art, Language Arts: Students draw species stats cards – trading-like cards with their species’ name, picture, and fun fact similar to the Nature and Urban BioKit stats on the red fox and the beaver.
