Students will learn that each animal prefers a particular kind of habitat or habitats, eats certain foods, and has a survival status that may be classified as "common", "endangered", or "threatened"
Click on the following links to take you to the materials needed for this lesson. Please print out and copy any maps or worksheets needed for the lesson. Audio-visual program links will provide you with information on how to acquire the needed film or video. Remember, you may need to use your browser's "BACK" button to return to this page.
Pinelands Vegetation Map
"What's My Address?" student worksheet
"What's My Address?" animal illustration cards
Additional Background Information

List on the chalk board or chart paper the different habitats discussed in the lesson "Habitat, Sweet Habitat". Pinelands uplands habitats include pine and oak forests; Pinelands wetland habitats include cedar swamps, hardwood swamps, marshes, and cranberry bogs; and Pinelands bodies of water include streams, lakes/reservoirs, and rivers.

Using the Vegetation Map, point out the various Pinelands habitats listed above and review the habitat requirements of different animals. Emphasize the fact that each animal species requires a particular kind of shelter, food, water, and living area if it is to thrive.

Print out a copy of the "What's My Address?" worksheet linked above, and copy and distribute it to the class.

Next print out the animal illustration card sets linked to above, and cut and mount the illustrations according to the directions given with them. Distribute these cards to the students, or use them as a teacher directed activity.

Display each card's picture in numerical order. Students are to identify each animal, place the animal's name under the correct habitat heading (uplands, wetlands, or bodies of water), determine what foods the animal might eat, and identify the animals survival status (common, endangered, or threatened).

After all responses for each animal are given, the correct answers listed on the back of the animal identification card should be read. Have students make necessary corrections on their worksheets (use the chalk board or chart paper to display the proper answers).

Review carefully with students how each animal gets its food, where it lives, and what its survival status in the New Jersey Pinelands is.


Distribute a new copy of the "What's My Address?" worksheet to the students. Show the students the animal identification cards pictures again, and have the students write the animal's name under the proper habitat heading along with its food and and current survival status. Collect the worksheets and check for accuracy.


1. If students made dioramas or murals of habitats in the previous lesson, they may construct or draw animals that would fit in to the habitat depicted in the diorama or mural. Have students explain what each animal will eat and where it will find shelter.

2. Individual students or small groups of students may want to make animal mobiles. These should include images of the animal as well as the different parts of its habitat.

3. Students may write a report about one of the animals listed on the "What's My Address?" worksheet. This can include more in-depth information about the animals food, shelter needs, etc. Students should discover if the animal can live outside the New Jersey Pine Barrens.

This lesson will introduce the students to the following vocabulary words:(Click on a word to see its definition-use your browser's BACK button to return to this page)

common, endangered, reservoir, status, threatened

This lesson covers the following New Jersey Core Curriculum Standards. Clicking on the standard number will take you to the complete text of the standard. You must use your browser's "BACK" button to return to this page from the linked Core Curriculum Standard pages.

Science standards:

5.1-All students will learn to identify systems of interacting components and understand how their interactions combine to produce the overall behavior of the system.

5.6-All students will gain an understanding of the structure, characteristics, and basic needs of organisms.

5.7-All students will investigate the diversity of life.

5.10-All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.

5.12-All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.

Social Studies standards

6.7-All students will acquire geographical understanding by studying the world in spatial terms.

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