Where Do You Live?

Third Grade Life Science Unit

Regions of Georgia These are drawings of

the Georgia Regions by Lainey and April of Holsenbeck Elementary School in the fourth grade SCOPE class.

Plateau Ridge and Valley Blue Ridge Piedmont Upper Coastal Plain Lower Coastal Plain

Plateau

Ridge and Valley

Blue Ridge

Piedmont

Upper Coastal Plain

Lower Coastal 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 there.

Big Ideas Habitat

Big Ideas Organisms

Plants, Animals, Fungi

Related contentS3L1. 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 animals.

How Students Learn ScienceS3CS3. Students will use tools and instruments for observing, measuring,

and manipulating objects in scientific activities utilizing safe laboratory procedures.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 UnderstandingsFor any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.A habitat provides the optimum conditions for the organism to survive.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 survival.Georgia has different regions that have different habitats.

Essential QuestionsHow do organisms know where to live?Why do similar organisms live in similar habitats?What do regions in Georgia have in common?How are regions in Georgia different?What living things can you find in small habitats?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 KnowUse language correctly.Identify and compare various environments in which organisms are found naturally.The characteristics that help organisms meet their needs in the habitatThe characteristics of landforms in different regions in GeorgiaPollution and humans can change the habitat of an organism to harm or benefit it.Common organisms living in each regionThe similarities and differences in the different regions of GeorgiaThere is diversity of life in different habitats.What organims are living in a playground habitat.

                   

                                

Conner, age 7

What Students Should Be Able to DoCommunicate 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

(endangered) 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 AttractionsStage 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 BeachesYou 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 habitat.

Mini-HabitatMake 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 Rubric1 2 3 4

Engagement of Learner

(Participation)

Refused/did not join in task

Watched others work on task

Worked on task part of the time

Stayed on task until completion

Cooperation Would not share with or listen to others (caused a disturbance)

Did not participate Shared/listened part of the time

Listened and shared with others

Science Knowledge

Did not show any concept of understanding

Tried but did not show correct understanding

Showed partial understanding of concept

Demonstrated an understanding of concept

Science Language Did not use any science vocabulary

Used vocabulary incorrectly

Used some of the vocabulary correctly

Used all vocabulary correctly

Productivity Did not accomplish goal Barely accomplished task

Just did what he had to do

Was highly productive

Effective Use of Time

Time without purpose Got off track frequently

Did well once ideas were clear

No wasted effort—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

understanding

Resources Georgia Wildlife

Federation http://www.gwf.org

Georgia Museum of Natural History Science Box Program http://

museum.nhm.uga.edu/htmldocs/scienceboxes/scibox.asp

Georgia Science Links http://

www.georgiascienceteacher.org/links.htm

Georgia Wildlife Web http://

museum.nhm.uga.edu/gawildlife/gawwregions.html

Georgia Learning Connections http://www.glc.k12.ga.us

National Wildlife Federation http://www.nwf.org