Lesson Plan of Types of Environment
General Science Grade IV
Students’ Learning Outcomes
· Differentiate between different types of environments.
· Explain the characteristics of animals and plants which enable them to survive in a particular environment.
Information for Teachers
· There are three types of environments:
n Land (terrestrial) environment.
n Water (aquatic) environment.
n Air environment.
· Mountains, deserts, forests and plain areas are the examples of land (terrestrial) environment.
· Rivers, lakes, ponds and seas are the examples of water (aquatic) environment.
· The place where birds and insects fly is an example of air environment.
· Land animals (particularly desert animals) have thick skin to stop the loss of water from their body.
· Land animals have strong legs for movement.
· In aquatic environment, fishes have gills for respiration, fins and boat-like body swimming.
· Some animals (birds, insects) fly with the help of their wings.
· Plants have roots to absorb water and for holding the plant body in soil.
· Plants have pores in their leaves for exchange of gases.
· Water plants have elastic body while air sacs for floating. These characteristics prevent them from breaking due to water currents.
Material / Resources
Pictures / charts of terrestrial, aquatic and air habitats, textbook
Worm up Activity
· What is the environment of our class? Land, Water or Air.
· Show the picture / chart of a plant and an animal to students and ask:
§ Which part of the plant helps in absorbing water?
§ –Which part of the body does an animal use for movement?
· Ask students to share with the class what they know about birds.
· Show pictures 9cut from books/ newspaper / magazines / stickers) of different animals and plants that live in following areas to students. By using these pictures explain;
n Mountainous animals and plants
n Desert animals and plants
n Plain area animals and plants
n Forest animals and plants
· Ask students to observe and tell how these animals and plants live on land.
· Explain the characteristics of animals and plants for land environment (the role of legs and skin in animals while the role of roots and leaves in plants may be taught)
· Show pictures (cut outs from books / magazines / newspaper/ stickers) of aquatic animals and plants. By using these pictures explain the following:
n Gills for respiration
n Fins for swimming
· Ask students to observe and tell how these animals live in water.
· Explain the characteristics of animals and plants suitable for aquatic environment (the characteristics of fins, gills and boat-shaped body in fishes while the characteristic of leaves, roots and stems in aquatic plants may be taught)
· Show pictures (cut outs from books / magazines / newspaper/ stickers)of the animals (insects, birds and bat that fly in air)
· Ask students to observe how birds fly in the air.
· Discuss its characteristics in such animals that help them in flying. (The characteristics of wings, light body weight and strong flight muscles may be taught).
· Draw the following table on board and fill it by interactive questioning and answering with the students.
Parts of body
Sum up / Conclusion
· There are three types of environments;
n Water (aquatic) environment
n Air environment
· Organisms have characteristics that enable them to live in a particular environment.
· Terrestrial animals have thick skin for the prevention of water loss; strong legs for movement and lungs for respiration.
· Aquatic animals have fins and tail for movement while gills for respiration.
· Animals that fly in air have hollow bones and wings that help in flight.
· Ask following questions from students:
n Name any four animals that live in water.
n Name any four plants that live on land.
n Do you know any animal that can live both in water and land?
n How do insects and birds fly?
n A fish can live in water but a cat can’t why?
· Divide students into groups of 4-5 individuals and assign them following tasks;
n Search magazines / newspaper / books for pictures of animals from different environment (plain, mountainous, deserts, aquatic areas).
n Cut and paste the pictures on the top of a plain leaving space underneath for writing. There should be one picture per paper.
n Identify the characteristics of animals and write them below the picture. Also write why they believe that characteristic is useful.
n Imagine the animal in the new environment and write how the characteristic will be helpful or harmful in the new area.
· Each group will assemble the information in the following format.
Characteristics of animals:
How these characteristics are helpful to animals?
If the animal is in different environment, how the characteristics will be helpful or harmful?