People Change Habitats

Overview

In this second lesson of Our Living World, students investigate how human actions can change habitats and affect the organisms living there. They use familiar New Zealand examples to build an evidence-based impact chain: action → habitat change → effect on organisms.

Learning intentions

• WALT describe how human actions can affect habitats.
• WALT explain how a habitat change may affect living things.
• WALT use an example to support a scientific explanation.
• WALT discuss possible positive and negative effects of human actions.

Success criteria

• I can name a human action that changes a habitat.
• I can describe a positive or negative effect on a living thing.
• I can explain my thinking using an example.
• I can listen, contribute and manage myself during group investigation.

Curriculum links

• Biological Science — Organism Diversity: describing how organisms are affected by changes in their surroundings.
• Geography — Temperate and Tropical Rainforest Biomes: recognising that plant adaptations match environmental conditions and that environmental change can alter those conditions.
• Science capabilities — interpreting representations and engaging with evidence.
• Key Competencies — thinking, managing self, and relating to others.

Lesson structure (45 minutes)

1. 0–5 min · Hook: habitat freeze-frame. Teacher displays the opening habitat freeze-frame prompt and calls out habitats such as a stream, ngahere, wetland or beach; students move safely into a silent freeze-frame showing organisms and their surroundings. Pause to ask, “What does this organism need from its habitat?” and “What might change this place?” Briefly connect to the previous lesson’s learning about habitats and organisms.

2. 5–13 min · Build background knowledge. Teacher plays a short, age-appropriate section of the pre-selected SciShow Kids: Human Impact on the Environment video, using the video focus and before-and-after habitat images to pause for prediction and clarification. Students identify actions they notice, such as pollution, land clearing, resource use or protecting habitats, and turn-and-talk about one possible effect. Emphasise that human actions can have harmful, helpful or mixed effects.

3. 13–25 min · Group scenario investigation. Teacher places students in seven groups of three and gives each group the picture scenario investigation sheet with one illustrated scenario: litter, introduced predators, stream pollution, land clearing, water use, kauri protection or pest control. Teacher models one example, such as: “When people leave rubbish in a stream, it may cause water pollution, which can harm tuna and other stream organisms.” Students study their picture, discuss what is happening, identify the habitat change and record an effect on one or more organisms. Encourage groups to use evidence visible in the image rather than guessing beyond it.

4. 25–40 min · Create an impact chain. Teacher displays the impact-chain model and sentence frames and guides groups to complete the three-part chain on their worksheet: human action → habitat change → effect on organisms. Students draw arrows, add labels or write a short explanation. They may use the frames “When people ___, it may cause ___” and “This can affect ___ because ___.” Circulate and ask: “What changed in the habitat?” “Which organism is affected?” and “What evidence supports your idea?” Invite students who finish early to add a second affected species or compare a short-term and long-term effect.

5. 40–44 min · Pair-share and respond. Teacher asks students to pair with someone from another group and use the pair-share prompts to explain their impact chain. Students take turns saying the action, habitat change and effect, then ask one respectful question or offer one possible solution, such as reducing litter, protecting kauri roots or controlling introduced pests.

6. 44–45 min · Reflection. Teacher displays the final reflection prompt. Students complete the final reflection box on the worksheet: “One human action that changes a habitat is ___. It affects ___ because ___.” Collect sheets to identify students ready to extend or needing further support.

Resources

• the People Change Habitats slide deck
• the picture scenario investigation sheet
• Pre-selected SciShow Kids: Human Impact on the Environment video
• Seven picture scenario cards or projected scenario images
• Whiteboard and markers
• Pencils, coloured pencils and clipboards if working around the room
• Timer or classroom chime
• Optional headphones or audio instructions

Assessment

• During the freeze-frame and video discussion, listen for students identifying habitats, human actions and organisms affected.
• Check group worksheets for a logical three-part impact chain and an example that supports the explanation. Confer with groups that confuse the action with the habitat change.
• Use the final reflection as an exit check. Sort responses into: identifies an action; explains an effect; explains an effect with supporting example.

Differentiation

• Pre-teach and act out key words including habitat, organism, action, pollution, protect, predator and restore. Pair each word with a picture and gesture.
• Provide picture-based scenario cards, the completed model chain and sentence frames. Allow partner discussion, oral recording, scribing or speech-to-text before students write.
• For dyslexia-friendly access, use audio instructions, uncluttered worksheets, large-print flow charts, high-contrast images, extra spacing, spelling support and a clear sans-serif font.
• Support multilingual learners with mixed-language or supportive peer partnerships, labelled diagrams and opportunities to rehearse ideas orally. Accept labelled drawings as evidence of understanding.
• Extend confident learners by asking them to compare short-term and long-term effects or identify how one action could affect several species. They may suggest a realistic action to reduce harm or restore the habitat.

Extension

• Students design a simple “help the habitat” message showing one action people can take and the positive effect it may have on organisms.
• Students connect two impact chains and explain how an effect on one organism could influence another organism in the same habitat.