Teacher’s Name: Kerry Lance
Grade Level(s): 3rd
Title of Exploration: New Inhabitants to GA Habitats
Curriculum Connection Content Areas: Science, Technology, Language Arts
Essential questions:
- How do plants and animals survive within different habitats?
- What are features of plants and animals that help them survive in certain habitats?
- How do animals change or adapt over time to become better suited to their habitats?
Standards -
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.
NETS (from ITSE):
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.
What is the assignment given to students?
- Students will use what they have learned (and conduct further research) about 2 different GA habitats and work in partnerships to complete a digital venn diagram (created using MS auto-fill tools, Attached) comparing and contrasting the features of each habitat.
- Students will work in partnerships to invent a new GA species with appropriate adaptations for living in either of the habitats they researched.
Possible product or performance resulting from research?
- Students will create digital Venn Diagrams comparing 2 GA habitats
- Students will present new species to class using Power Point or Xtranormal Video
- How will you differentiate requirements?
- ELL students will work with a peer helper in group of 3
- Students achieving above standards will be offered opportunity to work alone on project or to discover/create a plant species as well as an animal
- Students achieving significantly below standards will work with peer helper in group of 3 and be assigned only a specific portion of project
Assessment
- As students are progressing through work, they will be monitored and questioned by the teacher to formatively assess progress. They will also be asked to complete a group work checklist to assess their levels of input and cooperation.
- Once the students have completed their projects, they will have a summative assessment on their digital venn and their Power Point or XTranormal video (as well as their presentation) with a rubric.
Prerequisites
Previous content knowledge for students to apply to this assignment
- Students will have been studying GA habitats and the plants and animals that live in them for at least a week at this stage. Through previous lessons, homework and research, they will have a foundation for understanding the diversity of habitats and the plants and animals that are a part of them.
Previous technology knowledge for students to apply to this assignment
- Students will have prior knowledge (it can be limited if able to provide support) of conducting internet research, MS Power Point and Xtranormal videos.
Instructional Procedures
· Timeline: Approximately 5 days, 45-60 minutes per day, will be needed to complete this lesson/project/webquest
· Instructional strategies: cooperative grouping
· Collaboration: Students will be collaborating within their groups throughout the project and then will be sharing a presentation with the entire class.
· Day One: Students will be introduced to the project via a webquest: http://gahabitats.blogspot.com/ Teacher will review all parts of webquest, including rubrics and expectations. Then students will be placed into cooperative groups of 2-3 to begin work on first part of project which is to gather information on 2 GA habitats that will be used for the following day’s activity. Research can also be conducted as part of homework.
· Day Two: Students will continue to conduct research and begin work on their first product (step one of webquest), a digital venn diagram which compares and contrasts the 2 GA habitats. The venn diagram will be made available on classroom computers and autofill options will be offered.
· Day Three: Students will begin work on discovery of new GA species (step two of webquest). They will be required to answer questions about their new species and its adaptations to the 2 GA habitats they researched. Once they have compiled this information, they will use it to create a Power Point presentation or an Xtranormal video about the discovery of this new species.
· Day Four: Students will complete Power Points or Xtranormal videos and prepare for presentation (Step 3 of webquest).
· Day Five: Each group will share their findings with the class in the form of a “Third Grade Convention on New GA Species.”
Technology Tools and Resources
· Students will have classroom computers and library of resources available to them. This lesson could also be conducted in a lab setting.
· A template with autofill options will be provided for filling in the venn diagram.
· Students have option of which program to use to complete final project.
Closure and Reflection (including reinforcement activities and bridges/scaffolding to next level) (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself?
- Students will reflect upon their work by scoring their effort, input and cooperation on a self-monitoring checklist.
- Students will be sharing their projects in the form of presentations.
