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					Title of Unit:    Georgia Regions with Science
Authors:        Sheli Jones, Megan Preston, Jennifer Roth, Dallas Thompson, Edie Matson, Lisa Vincent, Mary
Rollins Lothridge
Email Addresses:        sheli.jones@gcssk12.net, megan.preston@gcssk12.net, jennifer.roth@gcssk12.net,
dallas.thompson@gcssk12.net, edie.matson@gcssk12.net, lisa.vincent@gcssk12.net, mary.lothridge@gcssk12.net
School:              CAA                      Grade(s):      3rd             Date: 5/09

A. Standards:
    1. Academic Standards: Knowledge / Skills: (give identifying information)
Language Arts
ELA3W1 The student demonstrates competency in the writing process.
ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to
literature.
The student produces informational writing (e.g., procedures, report, correspondence) that:
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Sustains a focused topic.
c. Includes the appropriate purpose, expectations, and length for the audience and the genre.
d. Includes relevant examples, facts, anecdotes, and details.
e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities
and differences, questions and answers).
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.
g. Provides a sense of closure.
h. May include prewriting.
i. May include a draft that is revised and edited.
j. May be published.
Math
TECHNOLOGY M3P1. Students will solve problems (using appropriate technology).
Science
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 there.
             b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
             c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
             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 animals.
           b. Identify ways to protect the environment.
                     • Conservation of resources
                     • Recycling of materials




Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
Social Studies
MAPS: SS3G1 The student will locate major topographical features of the United States of America.
CHARACTER: SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms
in a democracy.
   2. Character Traits Addressed: (from Core Ethical Values and other sources)
        Respect, Responsibility, Caring
        In order to ensure that we have a diverse region and to make sure it stays that way, we must respect
        the plants and animals in our habitats. We must be responsible and reduce, reuse, recycle, and take
        care of our environment. We must care for the animals, plants, and other people that live in our region.
   3. Arts Standards Addressed: (from http://www.glc.k12.ga.us/qcc-5-8-2008/QCC-Curriculum-in-PDF-
format/Fine%20Arts/K5FineArts.pdf or http://artsedge.kennedy-center.org/teach/standards/standards_912.cfm)

B. Significant Question & Deepening Questions:
         Why should we classify things into regions?
         Why it is important to take care of our regional ecosystems?
         What are possible consequences if we do not protect and conserve our environment?
         What makes Georgia a unique state and the separate regions unique?
         Why is diversity an important factor in discussing Georgia?

C. Concept: Consider Universal / Interdisciplinary Concepts –
      Relationships

D. Masterwork & How it is introduced and Experienced (1):
       Georgia on My Mind, Ray Charles – song (main)
       P is for Peach, by Carol Crane (supplemental)

E. Engagement / Arts Based Strategies / Accommodations
       Dramatic Arts – creating, drafting, and performing a play; human paragraph for writing the brochure
       with details listed in each section
       Fine Arts – Strand: Theatre Arts, Grade 3 – Topic: creating, performing, producing; Standard: 1 identifies
       basic drama and theatre vocabulary (e.g., stage, role, pantomime, director);2 applies cooperative
       group behavior in dramatic activities; expresses mental images through dramatic actions;; 16 plans a
       scenario based on a story or personal experience both individually and with a group.
       Culinary Arts – creating and decorating a cookie map to show physical map of regions
       Visual Arts – creating a flip map with paper and art materials
       Fine Arts – Strand: Visual Arts, Grade 3 – Topic: artistic skills and knowledge: creating, performing,
       producing; Standard: 2 produces art in each of the following art areas: drawing, painting, sculpture,
       printmaking, and crafts; Topic: Connections, Standard: 7 applies concepts and ideas from other
       disciplines and their topics as a source of ideas for own artwork.
       Technological Arts – creating a brochure using the computer divided into 3 sections: plants, animals,
       regions

F. Focus Statement: (What is to be learned so deeply so as to last forever?)
        Georgia is a uniquely diverse state, and all the regions are unique inside of Georgia. We need to take
        care of it in order for it to stay that way.

G. Original Creation (all come from the inquiry centers)
            1. A flip-map to depict the animals and plants located in each region of Georgia.
            2. Brochure for regions on computer and PPT for regions.
            3. An original play created to illustrate the various rocks, minerals, animals, and plants indigenous
               to Georgia.
            4. A version using the Georgia fight song to help children remember unique characteristics for
               each region.

Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
           5. Students will create a cookie in the shape of Georgia and use baking ingredients to show the
              separate and unique regions.
           6. Informational Writing using research skills and informational writing standards.
           7. A small cookie cake to show the various regions of Georgia.

H. Reflection (4) / Assessment: (Basic-What did I actually observe? Higher-What inferences am I drawing? What
did I learn? How did I learn it? What important standards did I master? How might I apply what I learned to
something very important? How would I teach this, better, to others?
         Students will be led to create a 4-fold reflection paper. The paper is folded horizontally into 4 sections.
The headings for each section are: What did I observe/learn? What did I infer? What did I like the best? What
might I change if I could teach this unit? The students will be instructed toward the beginning of the unit to
write a journal entry only in the “observation” section. At a later date, the students would be instructed to write
a journal entry only in the “inference” section. Even later, the students would fill out their favorite activity, and
then last they would fill out the advice section. Students would be able to fold it out and look at all the ways
they learned and be able to have a metacognitive (aha!) moment about how they learn best to further
prepare them to be engaged in many types of learning throughout their learning careers.

I. Inquiry Centers – (show the Deepening Question, Activities, Original Creation,
    Accommodations & the nature of the Reflection, for each Inquiry Center)

       1. Flip Map – Jennifer Roth

                                             Georgia Region Flip Map

Objectives: Students will name plants and animals belonging to each region. Also, students will be able to
write a description of each region’s land features and list at least one adaptation specific to each region.

Materials: printed region map on 4 different colored pieces of paper for each student, colored pencils
(markers or crayons), and a stapler.

Procedures:

   1. The students will cut out each region along the black line.
   2. Next, the students will use their region mini books from the previous lessons to name at least two animals
      and plants, write a description of the land specific to each region, and list one animal or plant
      adaptation associated with the region’s characteristics. Each item will be labeled, for example,
      “Adaptation: thick bark because the winters are cold.”
   3. Students can color any drawings of plants and animals with colored pencils, markers, or crayons.
   4. With the teacher’s assistance, students staple the cut-out regions to the main background sheet of
      paper (with all of the regions outlined in black).

*****Be sure to only staple the top edge of each cut-out region so that you can flip it up and review the
information.

      2. Brochure – Megan Preston
Objective: to train students to develop a brochure on habitats using Microsoft Publisher.
            Habitat information must include climate, plants, animals, and terrain of one particular habitat.
               Students must also list effects in organisms that would occur if the habitat was changed.
            Habitat information should be researched before writing.
            Habitat information should be written, using guidelines appropriate to grade level.

Materials needed:
            Student draft of brochure
            Computer with Microsoft Publisher software installed

Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
GPS standards:
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 there.
           b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
           c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
           d. Explain what will happen to an organism if the habitat is changed.

Detailed teaching plan:
            Open Microsoft Publisher.
            Click Publications for Print.
            Choose template for brochure
                  o Scroll through choices and allow student to choose an appropriate template.
                  o Ask students to use template and replace template words with their words.
                  o Students can use each flap to organize the four sections of information: plants, animals,
                     climate/terrain, changes that can occur.
                  o Students will use back cover to list sources from which they gather information.
                  o After completing text, students may experiment with graphic and design choices and
                     insert as appropriate into text.
                  o Students will need to add 3 clip-art images as illustrations for the habitat. Students can
                     also add a caption to describe the illustration.


      3. Classification Diagram/Map – Mary Rollins Lothridge

Key Question: What are the plants and animals that belong in each Georgia habitat?
Objective: to review the characteristics of the 5 regions of Georgia, and classify the organisms that live in each
area.
               -   Students will read passages about 5 different Georgia habitats
               -   Students will find plants and animals that comprise their habitats
               -   Students will report their findings to their classmates

Materials needed:
            Rubberband books on each region (enough for small groups)
            1 set organism cards
            Habitat pictures
            Organism checklists
            5 sheets chare paper
            Crayons, scissors, glue
Vocabulary:
              -   observing
              -   comparing and contrasting
              -   inferring
              -   classifying
              -   drawing conclusions




Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
GPS standards:
       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 there.
           b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
           c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
           d. Explain what will happen to an organism if the habitat is changed.



Detailed teaching plan:
            Divide class in five groups. Each group will need one habitat picture .
            Copy and cut one set of the organism cards. It is not necessary to carefully cut the out…just be
              sure to leave the names with the pictures. You may have students color them.
            Each student in each group with need a copy of the coordinating rubber band book for his/her
              habitat.
            Ask the Key Question and state the objective of the lesson.
            Have students read rubberband books with their groups and discuss.
            Tell them you have over 100 pictures of organisms that belong in these habitats. Explain that this
              is not exclusive or exhaustive, but a good sampling of each habitat’s native organisms.
            Inform them that you will mix the pictures up and distribute randomly to groups. When told to do
              so, students must go to other groups and trade accordingly with their checklist with a minimal
              amount of talking.
            Hand out checklists to each group, and allow time for them to trade and collect their organisms.
            Once all organisms have been gathered, distribute chart paper. Tell students to transfer the
              picture of their habitat to the chart paper by illustrating themselves and coloring, and then
              placing the organisms accordingly.
            Invite groups to present their habitats to the class. Hang in hallway or in classroom.


       4. Georgia Region Cookie Cake
Activity: Edible map of Georgia

    Materials:
     Guide map of Georgia (blank)
     color pencils
     Hershey’s kisses
     Mini-chocolate bars
     Coconut
     Chocolate chips
     Powdered sugar
     cookie Georgia (2 rolls of cookie dough)
     blue tube icing (for rivers – using white icing and food coloring)
     tube icing (to put on M&M’s)
     M&M’s (for mountains)
     several tubs of icing (dyed 5 different colors to represent the 5 regions)
     7 toothpick flags pre-labeled the 7 major rivers
Prior Preparation:
Make toothpick flags
Make cookie Georgia
Dye icing

Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
Activity Directions
Pass out maps of Georgia and paper outlines. Together, identify, color, and label the regions, major features,
and rivers of Georgia on the outline of Georgia.

   1. Students will then use the guide map to help them correctly place the icing on the different regions of
       Georgia.
   2. Student will place Hershey Kisses for the Blue Ridge Mountains.
   3. Now go south to the Piedmont region. This region is not as high as the Blue Ridge Mountains, but it is
       higher than the coastal plains. Use chocolate chips and mini Hershey Bars for this habitat. The
       combination of candies symbolizes the raised land found in the Piedmont region.
   4. Put a small amount of white icing in a small Ziploc bag. Add a few drops of red food coloring. Close
       the bag and mix until the icing is red.
   5. Now put a few spots of red icing on the Piedmont plateau. This red icing represents the red clay found
       at the Piedmont Region.
   6. Create a row of chocolate chips for the Fall Line.
   7. Put coconut in the small bag. Add a few drops of green food coloring. Close the bag and mix until the
       coconut is green. Now sprinkle green coconut on the Coastal Plans Habitat. This green coconut
       represents Georgia’s Farming Area. The other habitats have farms, but the Coastal Plans has the most.
   8. Take a big spoonful of chocolate icing and create the muddy land/water found in the swamps. Take
       some coconut and stick a few pieces in the muddy swamp. The coconut that is standing up represents
       the tall grasses and reeds found in the swamp.
   9. Sprinkle powdered sugar on Georgia’s coast. The powdered sugar stands for the sand found at the
       Coast.
   10. Use blue icing and spread it on the Atlantic Ocean. The blue icing is the water. You can add gummy
       fish if you choose.


      5. Informational Writing – Edie Matson

                                         Animal Habitat Research Report

Objective: Students will produce a research report pertaining to a specific animal from one of the 5 regions of
Georgia. This report will include how the region/habitat is important to the animal to sustain life, and the
features of plants and animals that live there. By the end of this unit of study, students will understand that
report writing allows them to share their understanding of a topic with readers. They will continue to develop
their understanding that reading and writing go hand-in-hand. They will begin to understand the process of
research and paraphrasing information gleaned from their research. They will continue to develop as effective
and active listeners. Students will work to develop their speaking and listening skills through ongoing
participation in formal and informal responses to the reports as they are presented.

Materials needed: Teaching Georgia’s Habitats by Tina Marsh and Kimberly Taylor, Regional Mini-Books from
Teaching Georgia’s Habitats, Encyclopedias, Internet access, non-fiction books from the library, paper, pencil.

Procedures:

   1. Students will be assigned an animal from a region in the State of Georgia. (See attached list).
   2. Students will be given a planning sheet to record information and gather facts.
   3. Students must find information for all areas of their report (Description, habitat, what the animal eats,
       adaptations and interesting facts).
   4. Next, the student will design the front cover of their research report. Students will be provided with a
       color picture of the animal, and will design a realistic habitat around the picture. Students will also
       include the title and author’s name on their cover.
Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
   5. Students will take facts listed on their fact sheet and write an introductory paragraph, 3 detail
       paragraphs and a conclusion.
       *****SEE ATTACHED DOCUMENTS AT THE END OF UNIT WRITE-UP.


      6. Play for habitats – Dallas Thompson

                                                 G is for Georgia

Objective: Students will listen to the book, P is Peach by Carol Crane and compare the information in the book
to what they have already learned thus far in the unit about the animals and plants in the various regions of
Georgia. Students will also discuss the people listed in the book (Juliette Gordon Low, Jimmy Carter, Franklin D.
Roosevelt, John Stith Pemberton, Xavier Roberts). The teacher would initiate a discussion about how these
Georgians in the book demonstrate good character by showing caring, respect, and responsibility for our great
state and the animals and plants in our habitats.

Materials needed: P is for Peach by Carol Crane, pencils, paper, various arts and crafts items for making a set

Procedures:

      1. Students will listen as the teacher reads the book P is for Peach.
      2. Students will break into small groups to discuss the people listed in the book (1 famous person per
          group). The teacher will write these questions on the board: How did this person show caring for the
          state or the region? How did this person show responsibility for the state or the region? How did this
          person show respect for the state or the region? The students will present their information to the rest
          of the class after discussing.
      3. Students will be instructed that they will be broken into different groups and assigned letters
          (example, A-D, E-H, etc). Students will create a sentence for each letter of the alphabet then write a
          paragraph to give more information about that item. For example, “A is for the alligator that lives in
          the swamp.” Students must include a plant, animal, or mineral and the region in which they are
          located.
      4. Students will create a rubric including the information required and the point values to be assigned.
      5. Students will use the rubric and the book as a guide to create a play of “G is for Georgia.” They will
          work together to write the statement and the paragraph to accompany it.
      6. After the sections of the play have been written, the students will work to put together a set and
          create props to use in the play.
      7. The final assessment will be for the children to perform the play for other students and/or parents.


J. Arts Partner Role/Contribution:
        Wall mural in school, collaborating with 2nd grade in vertical alignment and our school’s art teacher,
        Bonnie Martin

K. Relationship to the System/School Improvement Plans
       Some recent additions to our School Improvement Plan include writing, technology integration, teacher
       collaboration, etc.

Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
L. Academic Service Learning
      Students rotate to other classes to teach their peers about what they have learned. They own the
      material and feel like experts and are able to share their knowledge, increasing the knowledge they
      retain.

Resources & Materials Needed:
       A list of materials is provided at the beginning of each lesson.




                      EXTRA DOCUMENTS ADDED FOR RESEARCH REPORT LESSON: continued




Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
                               Georgia Animals and Their Regions

Region                         Animal                              Student
Piedmont                       1.River Otter
                               2. Opossum
                               3. Deer
                               4. Squirrel
                               5. Eastern Screech Owl
Mountain                       6. Black Bear
                               7. Woodpecker
                               8. Salamander
                               9. Red Fox
                               10. Bobcat
                               11. Trout
Swamp and Marsh                12. Mallard Duck
                               13. Alligator
                               14. Diamonback Rattlesnake
                               15. Heron
Coastal Plain                  16. Wild Hog
                               17. Alligator Snapping Turtle
                               18. Rabbit
                               19. Muskrats
                               20. Bog Turtle
                               21. Pocket Gopher
Ocean                          22. Loggerhead Turtle
                               23. Right Whale
                               24. Shark




Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
Name: _______________________


                 Animal/Habitat Report Planning Sheet
Name of Animal:_________________________________


Is it a mammal, bird, fish, amphibian, or reptile?________________________


Is its body covered with fur, scales, feathers or skin? ____________________


What does the animal eat? ___________________________________________________


What region of Georgia does your animal live in? ________________________________


Why is this region important to the animal? _____________________________________
_________________________________________________________________________


What adaptations help this animal survive in this regions? ________________________________
_______________________________________________________________________________


List 3 interesting facts about your animal.


1. ______________________________________________________________________
________________________________________________________________________
2. ______________________________________________________________________
________________________________________________________________________
3. ______________________________________________________________________
________________________________________________________________________




Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
Name:__________________________________________________

                                    Animal Report

1st paragraph: Your first paragraph introduces your animal. You need to capture
your reader’s interest, so they will want to read more!!
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

2nd Paragraph: The second paragraph contains more facts about your animal. Your
interesting facts can be found here as well.
_________________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
_______________________________________________

3rd Paragraph: The last paragraph is where you “wrap it all up.” You are allowed to
state your opinion in this paragraph.

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________


Life Science GPS S3L1 and GPS S3L2
Research/Writing Process ELA3W1 ELA3C1
                         Rubric for Informational Writing
Domain 1: Ideas – How well does the writer establish a focus and develop the main
points with examples, facts, anecdotes, and details?
  Component            Does Not Meet         Meets Standard      Exceeds Standard
                          Standard
     Focus         Little or no evidence    Good focus; some        Constant focus,
                   of focus, purpose, or       evidence of a     purpose, and point
                        point of view.    purpose and point of          of view.
                                                   view.
   Supporting          Examples and           Includes some      Related examples,
     Details        details are few and      examples, facts,     facts, anecdotes,
                   may be unrelated to     anecdotes, and/or        and details are
                          the topic.         details that are   used throughout the
                                          related to the topic.          paper.
     Use of          Little or no use of    Some evidence of     Appropriate use of
   Resources       resources; may copy      information from    reference materials
                    text from reference   reference materials    and information is
                          materials.         and restated in       in student’s own
                                              student’s own              words.
                                                  words.
 Development/            Not enough       Enough information           Complete
 Completeness          information to      to explain the topic    information; the
                      explain the topic                              topic is well-
                                                                       developed

Domain 2: Organization – Is the report arranged in a clear order with an introduction,
body, and conclusion?
  Component           Does Not Meet          Meets Standard        Exceeds Standard
                          Standard
 Organizational   There is no evidence         Contains an             Contains an
    Pattern        of an organizational    introduction, body,        organizational
                           pattern.          and conclusion.          pattern with a
                                                                  strong introduction,
                                                                        body, and
                                                                       conclusion.
  Grouping of           Ideas are not       Related ideas are      Related ideas are
     Ideas              arranged in a       generally grouped        always grouped
                    meaningful order.            together.          together and use
                                                                   strategies such as
                                                                      question and
                                                                  answers, cause and
                                                                 effect, similarity and
                                                                     difference, etc.
  Transitions      Little or no evidence      Transitions are          A variety of
                       of transitions.       used but may be     transitions are used.
                                                  limited.



                                                                                    12
Domain 3: Style – How well does the writer control the language to capture the
reader’s interest?
  Component          Does Not Meet         Meets Standard        Exceeds Standard
                        Standard
  Word Choice      Language is simple, There is a mixture of      Continued use of
                      repetitive, or    simple, ordinary, and interesting language.
                        incorrect.      interesting language.
   Audience            Little or no       Some attention to        Attention to the
  Awareness           awareness of       the audience; some        audience in the
                       audience.         sense of the writer’s   introduction, body,
                                                voice.             and conclusion;
                                                                writer’s voice is clear
                                                                  and appropriate.




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