Title: Georgia Habitats

Subject/Course: Science
Topic: Georgia Habitats
Grade: 3
Time Frame: 1 week

Stage 1: Desired Results

Established Goals:
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.
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.
c. Scientists use technology to increase their power to observe things and to measure
and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all
ages and backgrounds.
S3CS6. Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify
the sources used.
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 the records later.
b. Offer reasons for findings and consider reasons suggested by others.
c. Take responsibility for understanding the importance of being safety conscious.

Big Idea: All organisms, plants and animals, live in a habitat. There are six types of habitats
located in Georgia.
Understandings:
Students will understand that…
~There are six identified habitats in Georgia.
~Each habitat has characteristics and features that make it unique from the other habitats in
Georgia.
~All organisms, including plants and animals, live in a habitat.
~Plants have distinct features that allow them to live and grow within the habitat in which they
are found.
~Animals have distinct features that allow them to live within their habitat.
~Organisms interact with one another within their habitat in ways that provide food for them to
live.
~Changes made to a habitat affect the organisms within the habitat.
~Everything within the habitat revolves on an action and reaction cycle.
~Every cause has an effect.

Essential Questions: Topical and Overarching

What is a habitat?
What makes the habitats different from one another?
What are the distinct features of each habitat?
What kind of plants and animals live in each habitat?
What characteristics do plants have that allow them to live and grow in their habitat?
What characteristics do animals have that allow them to live in their habitat?
How do organisms interact to produce food within their habitat?
What types of changes take place within a habitat?
What is an action/reaction cycle? How is the cycle different within each habitat?
What are the causes and effects that take place within a habitat?
Why is it important to protect the habitats and organisms within the habitat?
Why should we learn about the habitats found in Georgia?

Students will know…

Distinct features of each Georgia habitat.
Plants and animals that are found in each habitat.
The needs of plants and animals to be able to survive in their habitat.
The causes and effects that take place in a habitat.
The life cycles of plants and animals within their environments.
Vocabulary words used in relation to habitats.

Students will be able to…

Use internet research, if needed, to aid in differentiating between the six different habitats in
Georgia.
Classify plants and animals into their habitats using a graphic organizer.
Identify the characteristics of plants and animals that allow them to be in their particular
environment.
List the causes and effects that take place when there are changes in a habitat.
Explain the life cycle that takes place within a habitat.
 Stage 2: Evidence of Desired Results
Performance Tasks:
Performance Task Assessment #1
Students will use peer pairs and the use of classroom laptops to research the six different
habitats in Georgia. They will classify the plants and animals and their characteristics into
the appropriate habitats using a graphic organizer. *Students will complete this assessment with
teacher guidance to assist with accommodating disabilities. [Facet 1, Facet 2, Facet 3]

Performance Task Assessment #2

Students will study/investigate the habitat of the school playground. The students will be placed
in groups of three and collect items they find in small, plastic, zip lock bags. Items can
include things such as plants, small insects, and evidence of pollution to the habitat.
Students will be provided data collection worksheets to record observations. Groups will
classify and display collected data on a display board. Students will discuss and compare
and contrast their findings with the other groups identifying needs of the habitat and ways to
improve the habitat. As a class, students will create a Power Point presentation concluding
their findings. *Students will complete this assessment with teacher guidance to assist with accommodating
disabilities. [Facet 1, Facet 2, Facet 3, Facet 4, Facet 6]

Other Evidence (tests, quizzes, prompts, work samples, observations):

**Copies of worksheets to be used are located in the last section of this document.
Quiz: Students will complete an “Animal Habitats Drawing” worksheet placing the animals in the
appropriate habitats. [Facet 3]
Prompt: Students will be guided through an “Interpret Your Results” session to describe the findings on
the school playground and compare and contrast observations with other groups. They will be required to
record their thoughts in their science journal. [Facet 4 and Facet 5]
Students will be asked to list some of the necessary needs of plants and animals in order to survive in
each of the six habitats identified. [Facet 6]
Work Sample: Graphic Organizer, Class created PowerPoint presentation, display board of data
collections
Observations: Data Collection Sheet – students will record data collections and observations they see on
the school playground. They will use these collections and observations to develop ideas for needs and
improvements to the school playground habitat.
The teacher will also observe group participation for both performance task assessments.
Student Self Assessment and Reflection:
Students will complete self-check rubrics for Performance Task Assessment #1: Self Assessment of Peer
Research Activity and Performance Task Assessment #2: Self Assessment of Playground Habitat Data
Collections.
Students will also record and reflect on the “Interpret Your Results” session in their science journals.

Performance Task Assessment #1

Students will use collaborative pairs and the use of classroom laptops to research the six
different habitats in Georgia. They will classify the plants and animals and their
characteristics into the appropriate habitats using a graphic organizer. *Students will complete
this assessment with teacher guidance to assist with accommodating disabilities. [Facet 1, Facet 2,
Facet 3]

Goal: Identify the six different habitats in Georgia, their characteristics, and list the plants and animals
that are found in each habitat.

Role: Student investigator

Audience: California tourists visiting a local museum

Situation: You are an investigator on a mission to identify the six habitats found in Georgia. You are
presenting the information to a group of tourists from California during their visit to a local museum. The
tourists are from the city and want to learn more about the different habitats found in Georgia.

Product, Performance, and Purpose: Use the internet to research and identify the six habitats,
characteristics of each habitat, and plants and animals that live in each habitat. You will use the graphic
organizer provided to organize the data you collect. You and your partner will orally present your findings
to the group of tourists. You will display your graphic organizer during your presentation.

Standards and Criteria for Success: Your data collections will be evaluated using a peer evaluation
and a rubric completed by your teacher.

Performance Task Assessment #2

Students will study/investigate the habitat of the school playground. The students will be placed
in groups of three and collect items they find in small, plastic, zip lock bags. Items can
include things such as plants, small insects, and evidence of pollution to the habitat.
Students will be provided data collection worksheets to record observations. Groups will
classify and display collected data on a display board. Students will discuss and compare
and contrast their findings with the other groups identifying needs of the habitat and ways to
improve the habitat. As a class, students will create a Power Point presentation concluding
their findings. *Students will complete this assessment with teacher guidance to assist with accommodating
disabilities. [Facet 1, Facet 2, Facet 3, Facet 4, Facet 6]

Goal: Study/investigate the habitat of the school playground.

Role: You are a life science teacher at the local high school

Audience: School PTA

Situation: The school PTA has asked your group to study/investigate the habitat of the school
playground. They have funds available to improve the playground and its habitat. Your job is to collect
items currently in the habitat such as plants, animals (insects), and other things on the playground that
make up its habitat. The PTA wants you to analyze your data, identify needs of the playground/habitat,
and suggestions for improvement. You will present your findings in a PowerPoint presentation at the next
PTA meeting.

Product, Performance, and Purpose: Your group is to collect items currently in the playground habitat.
You will identify the items, and compare and contrast your findings with the other groups. You will
recognize the needs of the current habitat, including any pollution issues, and ways to improve it. You will
display your data on a display board and present your findings in a PowerPoint at the next PTA meeting.
The purpose of this activity is to identify the needs of the playground habitat and give suggestions for
improvement to the school PTA so they can use the available funds in the most efficient way possible.

Standards and Criteria for Success: the members of the PTA will evaluate Data collections and
presentation using a rubric.
Other Evidence Documents:
Quiz: Students will complete an “Animal Habitats Drawing” worksheet placing the animals in the
appropriate habitats. [Facet 3]
Animal Habitats Drawing Worksheet: http://www.teachervision.fen.com/tv/printables/orange/sl-15.pdf

Prompt: Students will be guided through an “Interpret Your Results” session to describe the findings on
the school playground and compare and contrast observations with other groups. They will be required to
record their thoughts in their science journal. [Facet 4 and Facet 5]
Students will be asked to list some of the necessary needs of plants and animals in order to survive in
each of the six habitats identified. [Facet 6]
Interpret Your Results Guiding Questions:
List three living things you saw during your observation of the playground habitat.
List three non-living things you saw during your observation of the playground habitat.
What kinds of food and water would the living things need to survive in the habitat?
What pollution items did you observe or collect from the playground habitat?
How can the habitat be improved?
What might be some things that need to be added to the habitat?
Make a list of the six habitats identified in Georgia.
List survival needs of plants and animals within each habitat.

Work Sample: Graphic Organizer, Class PowerPoint presentation, display board of data collections

Graphic Organizer
Name _______________ Date___________

HABITAT CHARACTERISTICS PLANTS ANIMALS

Mountains

Mars

Swamp

Coast

Piedmont

Atlantic
Ocean
Observations: Data Collection Sheet – students will record data collections and observations they see on
the school playground. They will use these collections and observations to develop ideas for needs and
improvements to the school playground habitat.
The teacher will also observe group participation for both performance task assessments.

Playground Habitat Data Collection Sheet

Name __________ Group Members _____________

Plants Animals/Insects Pollution Other

Evidence Observations
 Stage 3: Learning Plan
Teacher will follow detailed, unit plans located in the Instructional Calendar below.
Where are we going? Why are we learning this?
What are we required to do?
Goals:
To identify and differentiate between the six habitats of Georgia and the organisms that live there.
GPS Standard S3L1

At the conclusion of the unit, students will be able to answer the following essential questions:
What is a habitat?
What makes the habitats different from one another?
What are the distinct features of each habitat?
What kind of plants and animals live in each habitat?
What characteristics do plants have that allow them to live and grow in their habitat?
What characteristics do animals have that allow them to live in their habitat?
How do organisms interact to produce food within their habitat?
What types of changes take place within a habitat?
What is an action/reaction cycle? How is the cycle different within each habitat?
What are the causes and effects that take place within a habitat?
Why is it important to protect the habitats and organisms within the habitat?
Why should we learn about the habitats found in Georgia?

Students will use internet research, collaborative pairs, teacher led PowerPoint lesson, and an
investigative science lab to find answers to the essential questions.

Expectations:
Students will use internet research, collaborative pairs, teacher led PP lesson, and an investigative
science lab to find answers to the essential questions.
Students will work collaboratively in pairs, using the internet, to identify and differentiate between
the six habitats in Georgia (Logical Entry Point). Students will organize their information into a
graphic organizer, provided by the teacher, to classify the habitats and their unique characteristics.
They will also classify plants and animals that live in each habitat in the graphic organizer.
Students will present their findings to the class (see grading rubric). (Aesthetic Entry Points)
Students will also work in groups to complete the investigative science lab using the school
playground (grading rubric, data collection records, and detailed instructions will be given to
students at the time of the assignment) (Aesthetic Entry Point).
Using teacher guidance, students will create a Power Point presentation to report their findings
(Experiential Entry Point).
*All assignments will be accompanied with detailed requirements/expectations for the assignment
and a grading rubric.

In addition, students will be able to…

Use internet research to aid in differentiating between the six different habitats in Georgia.
Classify plants and animals into their habitats using a graphic organizer.
Identify the characteristics of plants and animals that allow them to be in their particular
environment.
List the causes and effects that take place when there are changes in a habitat.
Explain the life cycle that takes place within a habitat.

Relevance and Value:

To understand every organism, plants and animals, live within one of the six habitats in Georgia.
Effects to the habitat, such as pollution, can greatly impact the habitats structure and the organism
that live there (Narrative Entry Point, Foundational Entry Point).
Understanding these things will help students be aware of their own impact on the different
environments.

Diagnosis:
Students should already be familiar with the general concept of habitats. Students should have
prior experience using the internet and search engines to find information.
Students will use prior knowledge of charts/tables to organize information.

Common Misconceptions:
Students may believe we all reside in one habitat.
Students may not be aware that six habitats actually exist within Georgia.
Students may think information on the internet can only be found using popular search engines
such as Google or Yahoo.
Students will be evaluated on these misconceptions using a KWL chart (Logical Entry Point).

** Teacher will follow detailed, daily instructions below located in the

Instructional Calendar to deliver instructional content. **
Hook and Hold
Begin the unit by asking the students what is a habitat. Allow students to answer and share ideas.
Pass out the KIM charts to allow students to fill in what they know based on previous knowledge.
Allow five to seven minutes for this activity. Explain to students we will fill in the last column at the
end of the lesson.
Collect the KWL charts and begin a guided discussion by asking questions such as:
What do you already know about habitats? How many habitats do you think exists in Georgia?
What kinds of habitats do you think are found in Georgia? What types of plants and animals do
you think are found in the different habitats? During the discussion/Q and A session of habitats,
project on the Promethean board pictures of the six types of habitats in Georgia (Logical Entry
Point).

To assist with hooking the students, students will then listen to the story Stellaluna by Janell
Cannon at storylineonline.net to learn how Stellaluna had to learn to survive in her habitat when
she was separated from her mother. Summarize the story during the reading and discuss
attributes about Stellaluna’s environment.

Present PowerPoint Podcast to the class as the core of the lesson.

Watch teacher tube video: http://www.teachertube.com/viewVideo.php?video_id=152755 to
reinforce PP information.

Assign students to collaborative pairs and pass out the graphic organizers. Provide instructions to
filling in the graphic organizers. Provide each pair of students with a laptop computer to begin
finding characteristics of Georgia habitats and the plants and animals that reside in each habitat.
Explore and Equip
Experiential and Inductive Learning:
Class discussion identifying the six different habitats found in Georgia (Logical Entry Point).
Introduce the Collaborative pairs Research Project – in peer pairs, students will use the internet
and the search engine of their choice to fill in the graphic organizer provided by the teacher
(Logical Entry Point, Aesthetic Entry Point).
Introduce Investigative science lab of school playground. Students will complete Data Collection
sheet provided by the teacher and use the materials provided to collect items (Aesthetic Entry
Point, Logical Entry Point).

Direct Instruction:
List the six habitats found in Georgia that each peer pair will search.
Teacher will demonstrate on the Promethean board the use of a search engine to find information.
The class will come up with a list of key words to enter in the search engine box to help locate
important information. The teacher will give clear instructions for filling in the graphic organizer
with information.
The teacher will assign groups, administer the data collection sheets, and thoroughly explain the
investigative lab.

Homework and Out of Class Experiences:

Student will be placed in groups and complete the investigative science lab of the school
playground.

Rethink, Revise, Reflect

In peer pairs, students will make sure their internet research data collections are consistent on their
graphic organizers (Facet 1, Facet 2, Facet 3).
Students will present their finding in an oral presentation to the class. There will be a question and
answer session after each presentation for students to reflect on the six different habitats and their
organisms with their peers. (Facet 2) (Foundational Entry Point)
Students will reflect on their peer research project and complete a self-assessment (Facet 2 and
Facet 6) (Foundational Entry Point).

Students will collect (Experiential Entry Point), record, analyze, and reflect (Narrative Entry Point)
on the items collected from the school playground and the effects of pollution on the environment.
A Data Collection Sheet will be provided.
Students will display and label their collected data on a display board (Experiential Entry Point).
As a class, students will develop a PowerPoint presentation concluding their playground findings
and individual groups will present to the class (Facet 1, Facet 2, Facet 3, Facet 4, Facet 6) (Experiential
Entry Point).
Students will reflect on their group work by completing a self-assessment (Facet 2 and Facet 6)
Foundational Entry Point

Students will rethink back to the habitats identified in their peer project and complete an “Animal
Habitats Drawing” worksheet placing the animals in the appropriate habitats (Facet 3) Experiential Entry
Point.
Students will work on an Interpret Your Results section in their journals to rethink and reflect on
their data collections and projects (Facet 4, Facet 5, Facet 6) Foundational Entry Point.

Encouraging Self-Evaluation
Students will have a daily self-evaluation question to write in their journals (Facet 1, Facet 2, Facet 3,
Facet 4, Facet 5, Facet 6; Foundational Entry Point, Logical Entry Point, Narrative Entry Point). They must choose
one question per day, answer the question, and self reflect. Students can choose from the
following pool of essential questions related to the unit:
Why should we learn about the habitats found in Georgia?
List survival needs you have to be able to live in your habitat.
Describe a habitat in which you live. Examples: your home, your bedroom, your desk space in the
classroom, etc.
What do you really understand about habitats?
What do you really understand about the effects of pollution on a habitat?
What was your level of interests before we began studying habitats?
What is your level of interests now that we have studied habitats?
What part of the peer project are you most proud of?
Did you learn anything new while completing the peer project? Explain.
What was your favorite part of the investigative science lab?
How does what you have learned connect to things you already know?
How has what you’ve learned changed your thinking?
What types of things will you do differently to protect the habitats from pollution and other
destruction?

Tailoring
The students within my target group fall into three special needs categories: mild intellectual
disability, autism, and emotional behavioral disorder/ODD. All assignments and assessments have
been designed and modified to fit the needs of the entire group of students. The assignments and
assessments will all be completed with the help of guidance from the teacher. The following
specific accommodations will also be provided to assist the students in maximizing their learning.
Students with Mild Intellectual Disability will be accommodated through explain/clarify/reword
directions, shortened assignments as needed, extended time for assignments as needed,
instructional support through the use of manipulatives, oral reading/computerized reading of
materials, calculator as needed but not to become dependent upon, preferential seating.
Students with Autism will be accommodated through explain/clarify/reword directions, shortened
assignments as needed, extended time for assignments as needed, instructional support through
the use of manipulatives, oral reading/computerized reading of materials, calculator as needed but
not to become dependent upon, peer tutoring, small group instruction, preferential seating, close
proximity during lessons, multiple uses of technology within lessons when available.
Students with Emotional Behavioral Disorder/ODD will be accommodated through
explain/clarify/reword directions, shortened assignments as needed, extended time for
assignments as needed, instructional support through the use of manipulatives, oral
reading/computerized reading of materials, calculator as needed but not to become dependent
upon, preferential seating, close proximity as necessary, behavior rewards/incentives for positive
interactions with peers/teachers, complying with directions, and following the rules across all
school settings.
**Students who are on an average learning level, for example average reading or processing skills,
will receive all assignments with no accommodations. The assignments will not be shortened and
they will not receive additional time to complete their work. The teacher will give clear directions
for each project/assignment and help as needed, but they will be expected to complete the
assignment without additional, one on one teacher guidance. Students will be given an alternate
assignment to complete if they finish their required assignments early.
Organize Learning
Attached calendar has the instructional unit broken down into day-by-day lessons and activities.

Monday
Begin the unit by asking the
students what is a habitat?
Week One Allow students to answer and
share ideas.
Pass out the KIM charts to allow
students to fill in what they know
based on previous knowledge.
Allow five to seven minutes for
this activity. Collect the KWL
charts and begin a guided
discussion by asking questions
such as:
What do you already know
about habitats? How many
habitats do you think exists in
Georgia? What kinds of
habitats do you think are found
in Georgia? What types of
plants and animals do you think
are found in the different
habitats?
During the discussion of
habitats, project on the
Promethean board
pictures/facts about the six
types of habitats in Georgia
found at
http://www.lilburnes.org/Student
s/Habitats/
Listen to the habitat song found
on the page.
Students will then listen to the
story Stellaluna by Janell
Cannon at storylineonline.net to
learn how Stellaluna had to
learn to survive in her habitat
when she was separated from
her mother.
Teacher led discussion will
Instructional Calendar
Tuesday
Have students complete a
journal entry: What I thought
you taught about habitats…
Review the six habitats using
the lilburnes.org web page.
Introduce Peer Project
assignment to students. Assign
students peer pairs, pass out
the graphic organizers, and
classroom laptops to each pair.
Provide instructions to filling in
the graphic organizers.
Display on the Promethean
board an example of how to use
a search engine to locate
information. Make a list of
words students can enter in the
search boxes. Assist students
with finding characteristics of
Georgia habitats and the plants
and animals that reside in each
habitat.
Students will need to fill in the
graphic organizers.
At the conclusion of the lesson,
students will fill in a class
graphic organizer compiling
their findings.
Wednesday Thursday Friday
Begin the class with Journal entry: No journal entry.
journal acrostic: Students can choose Students will present
HABITAT. Have one of the questions their graphic
students list attributes from the “pool of organizers and
about habitats for each questions” for their details for two of the
letter. Allow a Think- journal topic and write habitats of their
Pair-Share time (5 - 7 three to five choice.
minutes) for students to sentences. We will
share their ideas and fill use the “POPCORN” Once presentations
in letters they may be method to share their have been
missing. entries and review completed, students
Continue Peer Projects, habitats. will use the laptop
internet research on Students will continue computers to create
classroom laptops, and working to complete a wordle to display in
filling out graphic their graphic the classroom.
organizers. Teacher organizers and Students will choose
will assist students with prepare their their favorite habitat,
research and filling in presentations. go to
the graphic organizers. www.wordle.net and
If all pairs have create a wordle to
Once pairs have finished, we will begin display in the
completed their presentations. classroom. Students
research, they will will enter all of the
begin preparing for words they found
their presentations. that describe their
Pairs will need to favorite habitat and
decide which two the website will
habitats (one for each generate a collage of
partner) they will the words. Students
present to the class on can print out their
Friday. wordle through
**Advanced students network printing and
can opt to present their mat it on
information in a Power construction paper
Point presentation in or colored card stock
addition to the verbal to display in the
presentation. classroom.
At the conclusion of
the class, students
 follow discussing Stellaluna’s
habitat and adaptive behaviors.
Self reflection: Complete a
journal entry describing what
you would do if you were
Stellaluna.
Teacher leads PowerPoint
Podcast/Vodcast containing the
core instruction of the lesson.
Show teacher tube video to
reinforce info in PP
presentation:
http://www.teachertube.com/vie
wVideo.php?video_id=152755
Hook the students back into the
study of habitats using the
Week Two wordle’s created on Friday.
Read some of the descriptive
words to see if students can
figure out which of the six
habitats we are describing.
Allow students to each receive a
laptop computer. Students will
use the discovery education
website to create a word search
for their classmates. Students
will use teacher guidance on
completing this assignment.
They will have twenty minutes
to create their puzzle using all of
the vocabulary words in their
science books related to
habitats. Students can
complete this using peer pairs.
Once completed, students will
exchange stations with a
classmate and complete the
word search he/she created.
http://puzzlemaker.discoveryedu
cation.com/WordSearchSetupF
orm.asp
Journal entry: Students will
choose from the pool of
questions and take 5 – 7
minutes to complete their
journal entry. Allow three
students to share their journal
entries.
Talk about pollution and how it
affects habitats. View the three
slides (32 – 34) in the
PowerPoint presentation found
at
http://www.fultonschools.org/sc
hool/hillside/Grade
%20Level/Third/Georgia
%20Habitats.ppt.
View the BrainPop video on one
type of pollution: water pollution
at
http://www.brainpop.com/scienc
e/ourfragileenvironment/waterp
ollution/
Take the quiz at the end of the
video.
Create a web graphic organizer
using mindmeister.com.
Transfer the organizer on a
poster board. Label pollution as
will complete a self-
assessment of the
Peer Projects.
Students will choose Journal entry: Students will get
one habitat they have Students will choose back in their groups.
studied. They will have from the pool of They will closely
a “mad minute” to write questions and take 5 – examine the data
down as many words 7 minutes to complete they collected and
as they can think of that their journal entry. Do analyze various
describes the habitat a “Think-Pair-Share”, parts of the
and/or organisms that allow students to find environment. Each
live in the habitat. a partner and share group will have an
Do a quick review of their journal entry. opportunity to share
ways habitats become their findings with
polluted and the Divide students back the class. Groups
harmful effects they into their groups of will need to be sure
have on the organisms three. Pass out all data collected is
that live in a habitat. playground map, data labeled and
Introduce students to collection sheets, and classified as a
the Investigative materials to collect plant/animal,
Science Lab. Describe data (zip lock bags, pollution evidence,
the directions of the plastic gloves, sticky or other. As a class,
science lab and create labels). the teacher will
a map of the organize each
playground using the Students will go group’s collections
Promethean board. outside on the school into each category
Explain to students playground and and prepare to
their jobs as examine various parts display it on the
investigators and of the habitat. display board. The
display the data Students will record teacher will have the
collection sheet on the their observations on display board ready
PB. Give an example their data sheet to display the

Journal entry: What changes
did you notice needed to be
Week Three made on the school playground
to help improve its habitat?
Have students complete the
journal (7 – 10 minutes).
Students will work in
collaborative groups to discuss
changes they would make to the
playground. Teacher would
lead a discussion reviewing the
display board and the various
items collected on the school
playground. The teacher would
introduce students to a
PowerPoint presentation and
give the instructions for creating
a class PowerPoint presentation
reporting the school playground
findings. The teacher will lead
the creation of the PP. The PP
will include a list of animals the
students found, a list for plants
collected that were a part of the
the subject and allow the
students to fill in various ways
that habitats become polluted.
Post the poster in the hallway
for display.
Students will begin the lesson
by opening up the PP
presentation created in the
previous class. Students, with
teacher guidance, will revise the
PP presentation and ways to
improve the school playground
habitat. Students will prepare a
brief presentation for the
School’s PTA meeting Thursday
night at 7pm. They will
decorate their display board and
have it prepared for display at
the meeting as well.
Students will conclude the
lesson with an “Interpret your
Results” guiding questions. The
teacher will lead the questions
and the students will record
their answers in their journals.
Once students complete the
journal assignment, they will
complete a diagnostic
of things they would put including plants and collected items.
in each column. animals. They will Students will assist
Conclude the lesson by also examine, collect, with posting the
dividing the students and record any collected items onto
into their groups. The pollution evidence the board.
groups will meet and they find on the To conclude the
assign roles – recorder, playground. lesson, students will
data collectors. watch a Brain Pop
video about Humans
and the
Environment.
(http://www.brainpop
.com/science/ourfrag
ileenvironment/huma
nsandtheenvironmen
t/) Teacher will lead
the quiz and activity
at the end.
Students will begin the Students will begin the Student will be given
class by completing the lesson by choosing a back their KIM charts
“Animal Habitats journal question from filled out in the
Drawing” worksheet. the pool of questions. beginning of the unit.
They will draw the Students will also They will be given 10
animal in their correct include 3 – 5 – 15 minutes to fill in
habitat, and color the sentences about their the L section of the
worksheets for hallway most favorite and least chart listing the
display. favorite part of the things they have
habitat unit learned throughout
Students can choose to (assignment/activity, the habitat unit.
work individually or in etc) and include one Students will
pairs to create their fact they learned, that compare what they
“dream school they did not know wanted to learn with
playground”. Students previously, from the the items they
will use expired habitat unit. actually learned from
playground equipment the unit.
magazines, collected Students will revise Students will
by the teacher, cut out and edit the PP conclude the habitat
pictures of the presentation for the unit with a Dirt Cake
equipment they would PTA meeting. They celebration. The
like on their playground will add any needed teacher will make
and paste it on an decorations to the the dirt cake, which
11x14 poster paper. display board. will contain items
habitat, and a list of pollution
evidence. Students will work
together to create the PP; the
teacher will input the
information. Students will also
create a slide with suggestions
for improving the school
playground habitat. Students
will work on the presentation
until the conclusion of the class
period.
assessment self-assessment to
conclude the habitat lesson.
Students should also Students will rehearse found in an outside
include pictures of for the meeting and go habitat (serve in a
animals, collected from over their speaking flower pot - vanilla
science magazines, parts for the pudding for mud,
which would live on presentation. (Media crushed Oreos for
their playground. specialists will set up dirt, gummy worms
Students will write a media equipment for for the animals,
brief 3 – 5 sentence presentation). artificial trees for the
description of the plants, and
habitat and the plants additional edible
and animals that reside treats upon
in it. availability to
Teacher will display in represent the
the hallway. habitat).
The remaining class
time will be free time
on the computer:
www.primarygames.
com
www.brainpop.com
www.edheads.com
www.wordle.com
www.storyonlineline.
net
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Diagnostic Assessment

KWL Chart
KNOW WANT TO KNOW LEARNED
What do I already know What I want to learn about What have I learned about
about habitats? habitats and the organisms habitats and the organisms
that live within them? that live in them?
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Self-Assessment of Peer Research Activity

Name ______________________________ Partner’s Name ______________________________

DATE ______________________________

Place a check mark in the yes or no column based on you and your partner’s completion of
the assignment.
CATEGORY RESPONSIBILITIES YES NO
We collected information about habitats using
sources from the internet.
The information we collected related to our topic of
habitats, their characteristics, and plants and
animals that live in the habitats.
Content The information we collected will be useful and
informative when presenting to the tourists.
We feel we are knowledgeable about Georgia
habitats.
We accurately organized the information we
collected in the graphic organizer provided.
We stayed on topic when gathering data.
Our data is neatly organized on the graphic
Organization organizer and correctly labeled.
Our graphic organizer has a title that describes the
data we collected.
The information in the graphic organizer is legible
Visual Aids and for our audience.
Technology Use The graphic organizer is neat and attractive.
The information within the graphic organizer is free
from spelling or grammar errors.
We spoke using a tone that kept our audience
interested in hearing our information.
Delivery We made eye contact with the audience.
We paced our presentation so the audience could
clearly hear and understand the information we
were presenting.
We used the internet to collect our information.
We documented the use of other materials we may
Resources have used during data collection.
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Graphic Organizer

Name _______________ Date___________

HABITAT CHARACTERISTICS PLANTS ANIMALS

Mountains

Mars

Swamp

Coast

Piedmont

Atlantic
Ocean
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Presentations of Graphic Organizers and Data Collections

Group Members __________________________________________________________________

Exceeds Meets Needs Does not meet

expectations expectations Improvement expectations
CATEGORY
3 2 1 0
All content is All content is Content is mostly Content is not
accurate and accurate. accurate, with related to topic.
Content contains supporting minor
details. discrepancies.
Data is correctly Data is correctly Data is organized Data is incorrect
organized and organized and in the graphic and/or not
Organization labeled within the labeled within organizer. Some correctly
graphic organizer. the graphic information and/or categorized. No
Data is on topic, organizer. labels are labels are on the
neat, and legible. incorrect. organizer.
The group utilized The group The group utilized The group did not
Visual Aids internet access and utilized internet internet access. use internet
multiple sources. access. Data is Data is sloppy, access. Data is
and Data is neat, neat and legible. ineligible, and ineligible and
Technology legible, and contains some contains multiple
contains no spelling/grammar spelling/grammar
Use spelling/grammar errors. errors.
errors. Organizer
contains attractive
graphics.
Each group Each group Only one group One group
member presented member member member
Delivery information in a way presented presented presented, no eye
that captivated the information, information, eye contact with the
audience’s maintained eye contact with audience, group
attention, contact, was audience was member could not
maintained eye clearly heard lacking, parts of be heard or
contact, and and understood. the presentation understood.
presented was hard to hear
information that was and/or
easily heard and understand.
understood.
Group used internet Group used Group used Group did not use
Resources and additional internet to internet to gather internet to collect
resources for data gather data and data. Sources data.
collection. All documented were not
sources were sources. documented.
documented.
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Self-Assessment of Playground Habitat Data Collections

Name_______________________________________Date_________________________

Group Members__________________________________________________________________

Based on your group work, rate your performance on the assignment with four being the
greatest and one the least.

CONTRIBUTION TO GROUP GOALS

4 I worked consistently toward group goals; willingly accepted and
fulfilled individual roles within the group.
3 I worked toward group goals without occasional prompting; I
accepted and fulfilled my individual roles within the group.
2 I worked toward the group goals with occasional prompting.
1 I worked toward the group goals only when prompted.
Your rating:

CONSIDERATION OF OTHERS
4 I showed sensitivity to the feelings of my group members; I
valued others’ opinions, knowledge, and skills, and encouraged
others during group work.
3 I showed and expressed sensitivity to the feelings of my group
members; I encouraged others during group work.
2 I showed sensitivity to the feelings of others.
1 I needed occasional reminders to be sensitive to the feelings of
others.
Your rating:

CONTRIBUTION OF KNOWLEDGE
4 I consistently and actively contributed my knowledge, opinions,
and skills without having to be prompted or reminded.
3 I contributed knowledge, opinions, and skills without having to
be prompted or reminded.
2 I contributed information to the group with occasional prompting
or reminding from the teacher.
1 I contributed information to the group only when the teacher
reminded or prompted me to do so.
Your rating:
 Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

WORKING AND SHARING WITH OTHERS

4 I helped the group identify necessary changes and
improvements; I always did the assigned work without having to
be reminded.
3 I willingly participated in changes and improvements to the
group work; I usually did the assigned work and rarely needed a
reminder.
2 I participated in necessary changes and improvements; I
needed minimal reminders to finish the assigned work.
1 I participated in needed changes and improvements when
prompted by the teacher and/or other group members
encouraged me to do so. I often relied on others to complete
the assignment.
Your rating:

Total point rating ____________

Playground Habitat Data Collection Sheet

Name __________ Group Members _____________

Plants Animals/Insects Pollution Other

Evidence Observations
 Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Group Presentation of PowerPoint

Group Members __________________________________________________________________

Exceeds Meets Needs Does not meet

expectations expectations Improvement expectations
CATEGORY
3 2 1 0
Content was Content was Content was Content was
completely accurate, mostly accurate, somewhat inaccurate, the
Content information was some information accurate, information was
specific contained errors information incorrect and/or
or was contained errors misleading to the
inconsistent and was audience.
inconsistent
Information was Information was Information was Information was
extremely well presented in a somewhat misleading and
Organization organized, information thoughtful, organized, difficult to follow,
flowed from one idea organized manner. information did not there was not a
to the next, Most slides move smoothly smooth flow from
information was transitioned from one slide to one slide to the
organized in a way smoothly. the next. next or one idea to
that captured the the next.
audiences attention
Presentation was Presentation was Presentation was Presentation
Creativity original and captured interesting and basic; graphics displayed little to
the audience. kept the were commonly no creativity, very
Graphics and audiences used, minimal basic, no graphics,
transitions used attention. Good transitions transitions were
enhanced the ideas and between slides. not smooth.
presentation. transitions.
Group members were Group members Presentation was Presentation was
engaging and hooked made the interesting, at extremely basic,
Presentation the audience presentation times could not minimal eye
and throughout the entire interesting, used hear the contact and voice
presentation, some visual aids, presenter, eye projection, no use
Delivery presentation was projected good contact was of visual aids;
colorful, used visual voice volume, minimal, audience did not
aids, eye catching, good organization presentation was stay attentive
voices projected so of presentation, very basic, no during the
the audience could eye contact additional visual presentation.
hear, eye contact maintained aids were used.
maintained through majority of
throughout the presentation.
presentation.
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Group collected Group collected Group collected Data samples

Data multiple data data samples, minimal data were incorrectly
samples, displayed displayed them on samples, data was collected, no
Collections them in an interesting display board, displayed on display board was
way, and suggested made suggestions display board with used, no
multiple ways to for improvements minimal errors, suggestions for
improve the minimal improvements
playground habitat suggestions for
improvements

Interpret Your Results Guiding Questions:

List three living things you saw during your observation of the playground habitat.
List three non-living things you saw during your observation of the playground habitat.
What kinds of food and water would the living things need to survive in the habitat?
What pollution items did you observe or collect from the playground habitat?
How can the habitat be improved?
What might be some things that need to be added to the habitat?
Make a list of the six habitats identified in Georgia.
List survival needs of plants and animals within each habitat.
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

Performance Based Assessment Rubric for Performance Tasks

Task Completed Attempted Not

but attempted
2 points Incomplete
1 point 0 points
Animal
Habitats
Drawing
Worksheet
Interpret Your
Results
Science
Journal
Daily Self
Evaluation
Journals
Class
Participation

Grand Total:
Totals

7 - 8 points = A
5 – 6 points = B
3 – 4 points = C
0 – 2 points = F

Alternate Assignment
Facet 3, Facet 6
Students who have completed all of their assignments early, will be assigned the alternate
assignment. Students should select their one favorite of the six habitats, choose an animal that lives
in that habitat, and find information on the animal using an Internet search engine of their choice.
Students will search for details about the animal, things the animal eats, when it sleeps, and how it
survives its habitat. Also, students will include any additional details/facts they find interesting about
the animal. Students will compose their findings into a small report and draw a picture/diagram of the
animal living in its habitat.
Candi Partridge – FRIT 7530

Technology Integration Unit Plan

Science Lesson Plan (UbD Model)

References
About.com, (2009). A List of Typical Special Ed. Accommodations. Retrieved

June 11, 2009, from About.com Web site:

http://specialed.about.com/od/iep/a/accomod.htm

National Center for Learning Disabilities, Inc., (2006). Accommodations for Students with LD.

Retrieved June 10, 2009, from LD Online Web site:

http://www.ldonline.org/article/Accommodations_for_Students_with_LD

All other materials are referenced within the WHERETO sections and/or within the Instructional Calendar.