Kerry Lance
3rd Grade
Science, Language Arts, Technology
Georgia URL for state and/or district curriculum standards used
Georgia Habitats (Interdependence)
During the 3rd quarter of 3rd grade, students are to study Georgia habitats (including their plants and animals and how they are connected). In 2nd grade, students studied the 5 physiographic regions of Georgia and this will serve as a foundation for the beginning of the unit in which we will compare the diverse habitats of our state. Being that much of this study takes place in our own backyard, students will all be able to have a certain amount of experience and expertise to bring to the table. This will also allow for us to have mini-field trips, or “being there experiences,” that will drive our learning. The student body in our school is very fortunate and experience-rich, so it is likely that many will also have experiences from other GA regions to share.
Science is usually an area of high-interest for younger students, especially as it relates to animals and plants. This is also true for me, and my own personal interests (hiking, bird watching, travel) will give me a lot of motivation as well as expertise. Science lends itself to being very hands-on and real-world which also makes it more engaging, for teacher and student alike. The unit will also easily lend itself to extensions in reading and writing as well as a variety of avenues in technology. In terms of technology, the students could conduct online research and create presentations on a specific habitat using a variety of software (Kidspiration, Power Point, etc.). The teacher could integrate technology using online surveys, interactive websites, Smart Board software, etc.
Within the first strand of the standard, it states the student should be able to differentiate, and it is well known that comparing and contrasting are powerful learning tools. The topic of habitats can easily be connected to a broader concept of interdependence which we could then apply in greater contexts. The last strand of the standard also challenges students to think about what happens as habitats are lessened or changed. This is an excellent foray into conservation, a later 3rd grade topic. This is also where students could easily engage in stewardship and other types of community involvement.
Essential Questions:
- What is interdependence?
- How do plants and animals survive within different habitats?
- What happens to plants and animals when their habitats are changed?
GA Science Standards:
S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. Students will:
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.
(Knowledge, Reasoning, Performance Skills, Products, Dispositions)
(Knowledge, Reasoning, Performance Skills, Products, Dispositions)
Evidence:
• Students will take part in a survey (created on Survey Monkey) that shows background knowledge on topic of GA regions and habitats
• Students will complete an digital venn comparing two habitats of their choice
• Students will choose a habitat to research along with a plant and animal within that habitat
• Students will write letters or create brochures (using Word, Power Point, Kidspiration or other technology) for community members sharing tips for caring for their local GA habitat
• Students will create a diorama of a GA habitat that includes at least one plant and animals as well as features of the habitat that allow them to thrive and survive
• Students will take a hike in local habitat and identify a problem within the habitat that negatively affects the animals or plants.
• Students will photograph problem(s) and create a group presentation that shows the problems and potential solutions
• Groups will present findings to class
Georgia Language Arts Standards:
ELA3W1 The student demonstrates competency in the writing process. The student:
d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers).
(Reasoning)
(Reasoning)
Evidence:
• Students will complete an digital venn comparing two habitats of their choice
l. Writes a persuasive piece that states a clear position.
(Knowledge, Products)
(Knowledge, Products)
Evidence:
• Students will write letters or create brochures (using Word, Power Point, Kidspiration or other technology) for community members sharing tips for caring for their local GA habitat
21st Century Reasoning Skills:
Understanding the Problem Solving Framework: Students show the ability to identify problems, formulate procedures for addressing problems, and find solutions.
(Reasoning, Performance Skills, Products, Dispositions)
Evidence:
• Students will write letters or create brochures (using Word, Power Point, Kidspiration or other technology) for community members sharing tips for caring for their local GA habitat
• Students will take a hike in local habitat and identify a problem within the habitat that negatively affects the animals or plants.
• Students will photograph problem(s) and create a group presentation that shows the problems and potential solutions
• Groups will present findings to class
NETS (from ITSE site):
Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
(Reasoning, Performance Skills, Products, Dispositions)
(Reasoning, Performance Skills, Products, Dispositions)
Evidence:
• Students will write letters or create brochures (using Word, Power Point, Kidspiration or other technology) for community members sharing tips for caring for their local GA habitat
• Students will take a hike in local habitat and identify a problem within the habitat that negatively affects the animals or plants.
• Students will photograph problem(s) and create a group presentation that shows the problems and potential solutions
• Groups will present findings to class
