UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3)LTDE 5302 | Foundations of Learning, Technology,

and Design

Instructional Designer:Gloria Michele Leal Unit Title: Organisms and Environments

Intended Audience: 3rd grade students Subject Area:Science Topic: Animals and Habitats

REQUIREMENTS

STAGE 1: DESIRED RESULTS

Goals
The student is expected to explore how structures and functions of plants and animals allow them
to survive in a particular environment.

Understandings
Students will understand that:
- mammals reproduce and have live young.
- habitats include: forest, aquatic, desert, grassland, and tundra
- animals and plants have characteristics that enable them to survive and thrive in their
environment.

Essential Questions
What are the characteristics of each habitat (forest, aquatic, desert, grassland, and tundra)?
What are the characteristics of mammals, amphibians, and reptiles?
What are some features that help animals survive in their environments?

Knowledge (Students will know…) and Skills (Students will be able to…) to be Acquired
Students will know:
- organisms undergo similar life processes and have structures that help them survive within their
environments
- habitats provide food and shelter for animals
- animals have characteristics that help them survive and thrive
Students will be able to:
-identify animals as mammals, reptiles, or amphibian
-label parts of fish and describe how the parts help them survive
-work in small groups to create a presentation on animals and plants in the desert

Timeframe: 2 week unit

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 1 of 4

 STAGE 2: ASSESSMENT EVIDENCE
Performance Task(s): must have at least one
Choose a habitat and create a presentation that shows the features of the habitat, animals and plants
that live in the habitat, and characteristics of the animals that live in the habitat that helps them
survive and thrive.

Performance Task Rubric: must have at least one

Please see attachment

Other Evidence: tests, quizzes, etc. – include content covered for each
Formal Assessment:
weekly quizzes (1 about habitats/environments; 1 about mammals, amphibians, and reptiles)
daily exit tickets: short answer summarizing what they learned (3-5 sentences)

Summative assessment:
1) Students will independently create a presentation on the habitat of their choosing and discuss features of
the habitat, animals that live in their environment, and identify features that can help them survive.
2) Students share their presentation with the class.

STAGE 3: LEARNING EXPERIENCES and PLANNED PACING

Key teaching and learning activities:

•
Monday Tuesday Wednesday Thursday Friday
10/5/2020 10/6/2020 10/7/2020 10/8/2020 10/9/2020

1. Show students 4. Brief review of 8. Brief review of 12. Spelling test on 15. Multiple choice
pictures of various mammals (15 amphibians (15 key terms quiz on mammals,
mammals and minutes). minutes). amphibians and
discuss similarities 13. start discussion reptiles.
and differences 5. Show students 9. Show students on how animals are
they observe. pictures of reptiles quick video on affected by the 16. Free reading
and discuss amphibians: environment they and extra credit
2. Iintroduce key characteristics live in. Introduce opportunity:
terms using a word https://www.yout concept of habitats. students choose 1
wall. Students will 6. Divide students ube.com/watch?v= reptile, 1
choral read the key into groups of 4-5 TIbTs5mKN_0&t=1 14. Quiz review amphibian, 1
terms as a class and have them 44s mammal, and 1 fish
along with create a Venn and write about
definitions. Class diagram 10. review fish life how their
will discuss comparing cycle and parts of characteristics help
examples of the mammals and fish them survive.
words (ie: pets that reptiles.
are mammals). 11. Provide parts
7. Have students of fish handout and
3. Exit ticket: choose a have students fill in
UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 2 of 4
 Students will write representative the blanks. Review
a brief paragraph from their group as class.
selecting an animal add a
and explain what characteristic to
characteristics the class Venn
make it a mammal. diagram.

Monday Tuesday Wednesday Thursday Friday

10/12/2020 10/13/2020 10/14/2020 10/15/2020 10/16/2020

17. Introduce unit 21. Brief review on 23. Teacher will 26. Students will 27. Students will
project: Choose a desert (10 show students work on their show their
habitat and create minutes). pictures of tundras presentations for presentations to
a presentation that and forest and Friday. the class.
shows the features 22. Have students discuss any
of the habitat, research similarities and 28. Exit ticket:
animals and plants characteristics of differences they Students will
that live in the grasslands and observe. choose a different
habitat, and aquatic habitats. habitat from the
characteristics of Students will 24. Students will one covered on
the animals that create their own be divided into 2 their presentation
live in the habitat presentation with teams play game and write what
that helps them their findings on Socrative.com they learned from
survive and thrive. that covers their peers
23. Discuss habitats. presentation.
18. Provide findings as a class
students with and compare and 25.Students will
rubric contrast to desert work on their
habitat. presentations for
19. Students will Friday.
view desert field .
trip video

https://www.yout
ube.com/watch?v=
nQVOM1uBhZ0&t=
200s

Teacher will pause

periodically to
review what
students have seen
and ask for any
observations.
Teacher will ask
students to think
about key terms
that apply to the
desert, desert
animals, and desert
plants

20. Exit ticket:

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 3 of 4

 Students will write
brief paragraph
summarizing their
observations from
the desert field trip
video

UNIT DESIGN TEMPLATE (STAGES 1 THROUGH 3) Page 4 of 4