Unit One Organizer: Third Grade Habitats (Approximate Time) 12 weeks

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1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit One Organizer: Third Grade Habitats (Approximate Time) 12 weeks OVERVIEW: This unit teaches five of the habitats in various regions of Georgia and the organisms that live there. STANDARDS ADDRESSED IN THIS UNIT Focus 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. STANDARDS ADDRESSED IN THIS UNIT Supporting Standards: S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter records later. b. Offer reasons for findings and consider reasons suggested by others. S3CS3. 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. a. Write instructions that others can follow in carrying out a scientific procedure. April 16, 2007 Page 1 of 5

2 b. Make sketches to aid in explaining scientific procedures and ideas. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. 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. 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 1. For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. 2. A habitat provides the optimum conditions for the organism to survive. 3. Different organisms live in different areas in Georgia (mountains, marsh/swamps, coast, Piedmont, Atlantic Ocean). 4. Organisms include all living things such as plants, animals, fungi, and microorganisms. 5. Plants have features that allow them to live and thrive in different regions of Georgia. 6. Animals have certain features that allow/help them to live and thrive in different regions. 7. Changes in a habitat force the organisms living there to die, change/adapt, or move. 8. Organisms interact with one another in many ways including providing food to create a habitat. ESSENTIAL QUESTIONS: 1. What is a habitat? 2. How are regions in Georgia different? 3. How do the characteristics of the habitat determine the organisms that live there? 4. How are Georgia habitats different from other habitats? 5. How do the features of a plant help it survive in a certain region of Georgia? 6. How do an animal s features and/or characteristics allow it to live and thrive in its habitat? 7. How do changes in a habitat affect the organisms living there? April 16, 2007 Page 2 of 5

3 8. What is a food chain? What role do plants (producers) play in the food chain? 9. What are consumers and decomposers? What are food webs and how do they connect to food chains? 10. Why is it important to protect the habitats of plants and animals? MISCONCEPTIONS PROPER CONCEPTIONS All plants and animals can live in any part of the state. For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. Animals and plants can adapt to changes in a habitat. Changes in an organism s habit are sometimes beneficial to it and sometimes harmful. CONCEPTS: KNOW AND DO LANGUAGE EVIDENCE OF LEARNING Georgia has many different habitats. Differentiate between habitats of Georgia in various regions (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. Habitat Georgia Organism Mountain Marsh/swamp Coast (costal plains) Piedmont Atlantic Ocean Ridge and Valley Appalachian Plateau Journal Research paper Identify features of green plants that allow them to live and thrive in different regions of Georgia. Identify features of animals that allow them to live and thrive in different regions of Georgia. Draw pictures of plants showing the features that allow them to live and thrive in the different regions of Georgia Draw pictures of Animals showing the features that allow them to live and thrive in the different regions of Georgia April 16, 2007 Page 3 of 5

4 Explain what will happen to an organism if the habitat is changed You are a plant or animal living in a fresh water marsh. The salt water is intruding into your area explain to us what is happening to you. LANGUAGE: Explain the effects of pollution (such as littering) to the habitats of plants and animals. Go on a nature walk and list the types of pollution that you see. Explain what the effects of this may be on the plans and animals that live in that habitat. habitat- -Habitat provides food supply, shelter, and a place to raise young- A habitat is an animal or plant s living environment. Georgia- one of the southern states within the United States the one in which we live. organism- any living thing. -Types of habitats in Regions of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) based upon physical features. mountains- the highest of earth s land forms; Blue Ridge mountains, ridges, basins. marsh/swamp-low land covered at times by water; soft, wet land. Coast (Coastal Plain) where the ocean meets the land; soils, sands and sandy clays are of marine origin and are usually acidic, beaches, swamps, ponds, islands, sand hills. Piedmont- lying along or near the foot of a mountain range; rolling hills and isolated mountains, rivers, and ravines. Atlantic Ocean- the ocean located east of North and South America. Ridge and Valley: mountains, ridges, valleys. Appalachian Plateau: mountains, ravines. EVIDENCE OF LEARNING: 2 Ideas By the conclusion of this unit, students should be able to demonstrate the following competencies: Culminating Activity: Goal: To help develop a zoo that will have a sample of the plants and animals from all the habitat regions of Georgia. Role: You are a biologist sent to find out what kinds of plants and animals live in each of the five habitat regions and what adaptations they have to live in those regions. April 16, 2007 Page 4 of 5

5 Audience: General Public Scenario: In order to build a zoo that will house samples of both plants and animals from the different regions of Georgia you will need to find out about the plants and animals that life in those regions and the features that they have that allow them to thrive there. Make a list of what you will need to include in your zoo to insure their survival. Product: A drawing of the zoo showing what conditions your area would have to have in order for the plants and animals from that region to survive there. A report on the plants and animals from your region. By the conclusion of this unit, students should be able to demonstrate the following competencies: Culminating Activity: GRASPS Goal: Your goal is to create an exhibit for the Georgia Wildlife Federation to show the regions of Georgia and the plant and animal life that is indigenous to each habitat. Role: You are part of a team selected by your teacher to create an exhibit for the Georgia Wildlife Expo. Audience: Spectators from all across the state, Judges of Georgia Wildlife Federation Contest Scenario: Your teacher has entered the class in a contest sponsored by the Georgia Wildlife Federation. You are to follow the rules and guidelines of the contest in order to create an exhibit. Rules and Guidelines for the Contest are as follows: All work must be student created and original. Information presented must be valid. There must be visual representations of plants and animals in their habitats Product: The purpose of this project is to show the plant and animal life within each of the habitats of Georgia. Instructional Ideas Read Turtle Bay Play Sea Turtle Survival (from Project Wild) Sea Turtle webquest Create a brochure of animals and plants in each habitat, with locations in GA Internet Resources: Georgia Wildlife Federation: Georgia Museum of Natural History Science Box Program: Georgia Wildlife Web: National Wildlife Federation: April 16, 2007 Page 5 of 5

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