Where-Do-You-Live by akgame



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									Where Do You Live?

   Third Grade Life Science Unit
Regions of Georgia
   These are drawings of
    the Georgia Regions by
    Lainey and April of      Plateau
    Holsenbeck Elementary
                             Ridge and
    School in the fourth     Valley
    grade SCOPE class.
                             Blue Ridge
   Plateau
   Ridge and Valley
   Blue Ridge               Coastal
   Piedmont                 Plain
   Upper Coastal Plain      Lower
   Lower Coastal Plain      Plain
Content Standard

S3L1. Students will investigate the habitats of
     different organisms and the dependence of
     organisms on their habitat.
  a.    Differentiate between habitats of Georgia
        (mountains, marsh/swamp, coast, Piedmont,
        Atlantic Ocean) and the organisms that live
Big Ideas
 Habitat
Big Ideas
   Organisms
       Plants, Animals, Fungi
Related content
S3L1. Students will investigate the habitats of
    different organisms and the dependence of
    organisms on their habitat.
  d. Explain what will happen to an organism if
       the habitat is changed.
S3L2. Students will recognize the effects of
    pollution and humans on the environment.
  a. Explain the effects of pollution (such as
       littering) to the habitats of plants and
 How Students Learn Science
S3CS3. Students will use tools and instruments for observing, measuring,
   and manipulating objects in scientific activities utilizing safe laboratory
   b. Use computers, cameras and recording devices for capturing information.
S3CS5. Students will communicate scientific ideas and activities clearly.
   b. Make sketches to aid in explaining scientific procedures or ideas.
S3CS7. Students will question scientific claims and arguments effectively.
   a. Support statements with facts found in books, articles, and databases, and
   identify the sources used.
S3CS8. Students will understand important features of the process of
   scientific inquiry.
Students will apply the following to inquiry learning practices:
   a. Scientific investigations may take many different forms, including observing
   what things are like or what is happening somewhere, collecting specimens for
   analysis, and doing experiments.
   b. Clear and active communication is an essential part of doing science. It
   enables scientists to inform others about their work, expose their ideas to
   criticism by other scientists, and stay informed about scientific discoveries
   around the world.
Enduring Understandings
 For any particular environment, some kinds of plants and animals
 survive well, some survive less well, and some cannot survive at
 A habitat provides the optimum conditions for the organism to
 Organisms interact with one another in various ways besides
 providing food.
 Changes in an organism’s habitat are sometimes beneficial to it
 and sometimes harmful.
 Organisms include all living things such as plants, animals, fungi,
 and microorganisms.
 Organisms depend on one another and their environment for
 Georgia has different regions that have different habitats.
Essential Questions
 How do organisms know where to live?
 Why do similar organisms live in similar
 What do regions in Georgia have in common?
 How are regions in Georgia different?
 What living things can you find in small
 What are some conditions that keep all kinds
 of organisms from being able to live in your
 house, at school, outside, or in your car?
What Students Should Know
 Use language correctly.
 Identify and compare various environments in which organisms
 are found naturally.
 The characteristics that help organisms meet their needs in the
 The characteristics of landforms in different regions in Georgia
 Pollution and humans can change the habitat of an organism to
 harm or benefit it.
 Common organisms living in each region
 The similarities and differences in the different regions of
 There is diversity of life in different habitats.
 What organims are living in a playground habitat.
Conner, age 7
What Students Should Be Able to Do
 Communicate with people in other regions of Georgia
 to compare organisms that live there naturally.
 Do a sketch of a grid on the playground depicting
 habitats and the organisms that live there.
 Make murals and models of habitats and the
 organisms that live there.
 Chart similarities, differences and patterns of
 organisms and their habitat. (Color, food choice, body
 covering, temperature range, shelter)
 Locate different regions in Georgia on a map.
 Write a report or story about an organism living in your
 region and share it with a student in a different region.
 Write letters to other students in Georgia.
 Observe and keep records on organisms in a
 playground habitat.
          Official Wildlife of Georgia
   Bird: Brown Thrasher
   Butterfly: Tiger Swallowtail
   Fish: Largemouth Bass
   Flower: Cherokee Rose
   Fossil: Shark's Tooth
   Insect: Honey Bee
   Marine Mammal: Right Whale
   Reptile: Gopher Tortoise (threatened)
   Tree: Live Oak
What happens next?
   Stage 2-- Evidence
       Day 2 – Focus on Balanced Assessment
           How do I know what students understand?
           How good is good enough?
   Stage 3– Unit Design
       Days 3 and 4– Focus on Instructional Decisions
        and Unit Design
           How do I provide learning opportunities?
           When do I revisit, reteach, and reinforce understanding?
Previews of Coming Attractions
Stage 2– Evidence (4 types)
Informal Assessment
  Teacher will observe students as they break
  into groups and discuss matching cards with
  pictures of organisms onto where they live on
  a map of regions of Georgia.
Selected Response

In what kind of habitat would these animals live?
A.   Piedmont
B.   Mountains
C.   Ocean
D.   Swamp
Selected Response

   What type of organisms would be found in the
    above environment?
       Forest
       Mountain
       Marine
       Marsh
Selected Response

Which type of habitat is this animal best suited for?
     Marshlands
     Open grass
     Sandy beaches
     Freshwater ponds
Selected Response

1.        Which of these will probably cause the most
          changes in a pond habitat?
     A.    A frog swimming in a pond
     B.    A human fishing in a pond
     C.    Rocks at the bottom of a pond
     D.    Many years with little rain in the pond
Constructed Response

   Write an illustrated story telling about
    organisms living in your region.
Performance Assessment
From the Mountains to the Beaches
You will produce a public relations campaign for plants, animals,
  and fungi to live in one of the regions of Georgia as assigned.
  Plan your display with a map showing the major landforms
  and an explanation of why each landform would be a good
Make a miniature habitat for 3 organisms in an empty plastic
  container. Label the parts of the habitat and tell why each
  part is necessary for each organism. Write a story telling
  what would have to happen to keep the organisms alive for
  more than 2 or 3 days. Replace the organisms back in their
  original home.
Sample Rubric
                              1                        2                     3                      4

Engagement of      Refused/did not join in   Watched others work   Worked on task part    Stayed on task until
     Learner           task                      on task               of the time             completion
Cooperation        Would not share with or   Did not participate   Shared/listened part   Listened and shared
                       listen to others                                 of the time            with others
                       (caused a
Science            Did not show any          Tried but did not     Showed partial         Demonstrated an
     Knowledge          concept of                show correct         understanding of      understanding of
                        understanding             understanding        concept               concept

Science Language   Did not use any science   Used vocabulary       Used some of the       Used all vocabulary
                        vocabulary               incorrectly           vocabulary             correctly

Productivity       Did not accomplish goal   Barely accomplished   Just did what he had   Was highly
                                                  task                   to do                productive
Effective Use of   Time without purpose      Got off track         Did well once ideas    No wasted effort—
Time                                              frequently           were clear             stayed on target
Instructional Decisions
If I want students to know the characteristics of
   landforms and habitats in different regions in
   Georgia, what learning opportunities will I
   build into my unit plan?
     Resources and materials
     Time for students to learn (Calendar)
     Activities connected to the goal
     Different types of evidence showing student
   Georgia Wildlife                   Georgia Wildlife Web
    Federation                             http://museum.nhm.uga.e
       http://www.gwf.org                  du/gawildlife/gawwregion
   Georgia Museum of
    Natural History Science            Georgia Learning
    Box Program                         Connections
       http://museum.nhm.uga.ed           http://www.glc.k12.ga.us
        u/htmldocs/scienceboxes/       National Wildlife
        scibox.asp                      Federation
   Georgia Science Links                  http://www.nwf.org
       http://www.georgiascience

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