South Carolina Aquarium Online Curriculum, K

Detailed Information
This section gives more in-depth background to increase your own knowledge, in case you want to expand upon the activity or you are asked detailed questions.

One of the characteristics of living things is their ability to alter their environment. Rabbits can dig holes in the ground. Beavers build dams on streams that flood the surrounding area. Plant roots can break rock apart as well as hold soil in place, preventing it from eroding when it rains. Plants and animals both release and draw gases from the atmosphere during respiration, subtly altering the composition of the atmosphere.

Of all living things, none has shown more capacity to alter their environment than man. Every time a tree is cut, land is paved, a field is plowed, a dam is built, a mineral is dug up or gas is released through the burning of fossil fuels, man is altering his environment. Man's ability to alter his environment is easily seen almost anywhere. For this reason, a walk around the schoolyard can be a good introduction to young students to show how habitats can be changed by man.

Any time land is developed, it usually results in the removal of many of the plants that inhabited the land. By removing vegetation, not only are the plants rendered lifeless, but habitat for a variety of animals is removed as well. Removing trees and underbrush takes away the homes and food sources of a variety of birds, insects, amphibians, mammals and reptiles. This loss of vegetation also removes the cover that helps many animals to hide from predators. This development results in losses of food and shelter for many animals.

The loss of certain plants will affect other plants. Removing tall trees will change the vegetation underneath. Many small plants that grow in forests are adapted to living in low sunlight. By taking out taller trees, available shade below is reduced and many of the smaller plants do not do well in direct sunlight. Plants adapted to sunlight may now out-compete other sun-intolerant species and soon replace them, changing the habitat.

Usually when land is cleared, if it is not paved or built upon, the vegetation is usually replaced by one species of plant, be it a farmer's field of wheat or a lawn full of grass. By allowing one species to predominate, biodiversity receives a drastic cut. Where once many species may have flourished, one species aided by lawn mowers, plows, herbicides, weeding and fences, now dominates the land. This results in a major loss of habitat for a number of different plants and animals.

Paving and building are also major alterations of habitat. No plants can find root in a parking lot and any animal found in one is probably just passing through. Some birds, insects and small mammals can find homes in buildings, but they are usually considered pests. Besides loss of habitat, pavement and buildings also create changes in rain runoff. The ground now has an impermeable surface over it. The water that once could seep in the ground, now must run along the street until it reaches the permeable soil or a man-made drain. In a place such as downtown Charleston, where much of the land area is now impermeable surfaces, this can lead to flooding as the rainwater collects in the streets.

These surfaces can also create problems with pollution. As the rainwater flows over the streets, anything in the street is likely to be picked up by the water. For example, as cars age they tend to start leaking fluids, such as oil, gasoline and antifreeze. Anyone who has ever seen the rainbow coloration of a puddle in a parking lot has witnessed this type of pollution. These leaked fluids can sit on the road until the rain comes and then picks the fluids up to eventually be carried into local rivers, streams or lakes or to seep into the water in the ground. This contamination of water can be detrimental to many organisms as it has a negative effect on one of their habitat needs.

Litter and garbage disposal can also alter a habitat. Many of the products that are used by people are composed of synthetic materials that are not biodegradable. If these are thrown on the side of the road, they may take hundreds of years to decompose, and so can become a long time fixture of a habitat. Even throwing things away is not the best solution. Americans produce approximately 441 billion pounds of garbage per year, roughly four pounds per person per day. Most trash or garbage is buried in landfills, which fill up quickly and can contaminate the air, water and soil.

All of these alterations of habitats have allowed humans to have a very high standard of living. In altering these natural habitats, people have created habitats for themselves that have allowed them to have comfort, convenience and long, healthy lives. The question is, how do people take what they need from the environment without making it unlivable for the other species that live on the planet, and eventually for the people themselves? This is now a matter of world debate, and decisions are being made regarding this question that will have global consequences. One does not need to be a national government or a major industry to affect the environment. Individuals can and do make decisions that affect the environment in both positive and negative ways every day. With a little effort, individuals can develop habits and projects which can help to lessen their impact on the environment, or even give back to the environment a little bit of what was taken away. These projects can be undertaken by even the youngest kindergarten student.

Students can help to recreate habitat in their schoolyard by planting trees, flowers and other vegetation. Plants, provide food, shelter and cover, as well as produce oxygen, for a variety of animals and thus can increase the biodiversity of the schoolyard. By choosing plants that are native species, and not introduced or exotic species, one can return a little of the original habitat back to the space. Flowers can also be useful educational tools, allowing students first-hand experience of insects and birds at work. Students can also create butterfly gardens allowing students daily observations of these graceful creatures.

Students can also recreate habitat by putting up birdhouses and feeders and bat houses. Birdhouses and bat houses provide shelter and bird feeders provide food, two of the major habitat requirements. By having these on the schoolyard, students will have the opportunity to observe these animals closely. Cheap bird feeders and bird and bat house kits can be found in many places such as the Carolina Science and Math catalog.

Students can also help with garbage disposal issues. Students can do a litter-pickup on or around the schoolyard. This a good way to make students aware of how much litter can collect in an area. Students can also start composting and recycling programs in the classroom and/or in the school. By composting vegetable, fruit and bread remains from the school cafeteria, students will be reducing the amount of wastes that are sent to landfills. The composted remains of this food can then be spread on the schoolyard to provide needed nutrients for the plants that grow there. Recycling also helps reduce the amount of waste that will end up in local landfills as well as reduce the amount of resources that need to be taken from the earth to make more of the product that was recycled.

One of the best ways to promote conservation of habitats is through education. Informed people are more likely to make good decisions. Students can contribute to this by educating other students and staff. This can be done by creating posters showing ways to help local habitats or by allowing students to visit other classrooms to talk about what they have been doing.

Because humans are the only living things we know of with the ability to make decisions based on something else besides survival needs, we have a responsibility to look out for the other living things that inhabit the earth with us. Since all living things depend on their habitats for survival, it is through preserving habitats that we can do the most to ensure their survival. By teaching this to our children, we are helping to preserve our own future.

Grade Level	Standards
Kindergarten	K-1.1, K-1.3, K-1.4, K-2.1
1st Grade	1-1.3, 1-2.1, 1-2.5
2nd Grade	2-1.1, 2-1.3, 2-1.4, 2-2.1, 2-2.3, 2-2.4
* Bold standards are the main standards addressed in this activity.

K-1.1	Identify observed objects or events by using the senses.
K-1.3	Predict and explain information or events based on observation or previous experience.
K-1.4	Compare objects by using nonstandard units of measurement.
K-2.1	Recognize what organisms need to stay alive. (including air, water, food, and shelter)

1-1.3	Carry out simple scientific investigations when given clear directions.
1-2.1	Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth.
1-2.5	Explain how distinct environments throughout the world support the life of different types of plants.

2-1.1	Carry out simple scientific investigations to answer questions about familiar objects and events.
2-1.3	Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language.
2-1.4	Infer explanations regarding scientific observations and experiences.
2-2.1	Recall the basic needs of animals including air, water, food, and shelter for energy, growth, and production.
2-2.3	Explain how distinct environments throughout the world support the life of different types of animals.
2-2.4	Summarize the interdependence between animals and plants as sources of food and shelter.