By Jeannette Corbett

Curriculum Fit: Unit A: Concepts:	Grade 7 Science Interactions and Ecosystems Interactions and interdependencies of species and their environment, and extinction.
Description of Activity:	Habitat Lab Sit This activity was taken from: Western Regional Environmental Education Council (1993) Project Wild Boulder Colorado
Objectives:	The objective of this activity is to have the students: · “identify the components of their habitat, · recognize how humans and other animals depend upon habitat, and · interpret the significance of loss or change in habitat in terms of people and wildlife.
Materials:	No specific materials are required for this activity. You could have coloured labels or cloths for the students to represent their need. To conduct this activity you need an open area. Students could move their desks to the sides of the room or this activity could be done outside.
Procedure:	1. Have the students create a list of wildlife or human needs (i.e. air, water, shelter, food, space). 2. Have the students create a list of wildlife or human wants (i.e. computer, car, t.v.). 3. Number the students off from 1 – 4. All the ones go to one corner of the room, all the twos to a second corner, etc. 4. Assign each of the groups a need. Group 1 – water, group 2 = food, group 3 = shelter, group 4 = air. 5. The students will have to form a circle by building chains of food, water, shelter, and air. “A student from each of the four groups walks toward the cleared area. The four students stand next to each other, facing toward the center of the circle. Four more students – one from each group- join the circle. Keep adding to the circle in sets of four until all the students are in the circle.” 6. “Ask the students to all turn toward the right, then take one step toward the center of the circle. They should be standing close together with each student looking at the back of the head of the student in front of them.” 7. “Ask everyone to listen carefully. Everyone should place their hands on the shoulders of the person in front of them. At the count of three, you want the students to “sit down... on the knees of the person behind them, keeping their own knees together to support the person in front of them.” Explain to the students “food, water, shelter and air – in the proper arrangement are what is needed to have a suitable habitat.” Students can stand up. (see back) 8. Repeat the lab–sit again, but this time after the students sit down ask one of the groups to leave. To do this you should have prearranged scenarios, such as: § Water source became polluted all water must leave the circle. § New resort is being build, lost of habitat, all shelter’s must leave. The other students must try to keep the circle in tact.
Evaluation:	This type of an activity can lead to discussions on how ecosystems are interconnected and how change and human activities can effect species. It could also lead to discussions on species extinction. A great example is the recovery of the Peregrine Falcon and the DDT issue. Possible questions for the students are: What factors would have the greatest effect on wildlife living in mountains? What factors would have the greatest effect on wildlife living in southern Alberta? What might happen to a wildlife species if their water source was polluted? What might happen to a species if their space or home range was reduced?