3 Science Alternative Integrated Framework Habitats Georgia On My Mind

One Stop Shop For Educators 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.
Georgia Performance Standards Framework
Georgia On My Mind 13 weeks (Habitats of Georgia/Interdependence of Man-Pollution/Conservation)

OVERVIEW: In this unit students will research and explore the habitats of organisms which live in various regions of Georgia. The effects of pollution and how humans affect the environment will focus on the regions of our state (mountains, marsh, swamp, coast, Piedmont, and Atlantic Ocean) then looking more globally at mans role in conservation. Students will view habitats as interactive and connected to help recognize the importance of protecting ones environment. Students will highlight the habitats as they discover interesting facts about a particular habitat in our state. Students will learn every organism lives in a unique place or habitat which provides for its needs and survival. This Georgia On My Mind unit connects prior learning from the units Is It Hot Enough? & Rocks and More. The GRASPS link all science units in two culminating learning activities. STANDARDS ADDRESSED IN THIS UNIT
Focus Standards: S3L1. Students will investigate the habitat 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. S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. Conservation of resources Recycling of materials 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.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Science Grade __ Title: June 1, 2008 Page 1 of 17 Copyright 2008 All Rights Reserved
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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.
STANDARDS ADDRESSED IN THIS UNIT S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. c. Investigate the transfer of heat energy from the sun to various materials. ELA3LSV1. The student uses oral and visual strategies to communicate. b. Uses oral language for different purposes: to inform, persuade, or entertain. ELA3W1. The student demonstrates competency in the writing process. d. Uses organizational patterns for conveying information (e.g. chronological order, cause and effect, similarity and difference, questions and answers). i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. ELA3R3. The student uses a variety of strategies to gain meaning from grade-level text. The student k. Self-monitors comprehension to clarify meaning. M3P4. Students will make connections among mathematical ideas and to other disciplines. d. Recognize and apply mathematics in contexts outside of mathematics SS3E1. The student will describe the four types of productive resources: a. Natural (land)
LITERATURE SELECTIONS Source of Recommendation NSTA Teaching Through Trade Books April/ May 2008 Picture Perfect Science Lessons (NSTA) NSTA Recommends More Picture Perfect Science Lessons (NSTA) CBC/NSTA Outstanding Science Trade Book 2004 NSTA Teaching Through Trade Books April/May 2008 NSTA Recommends Title Just A Dream Oil Spill! People and the Environment The Important Book On the Way to the Beach Weslandia Animal Wise: Sand, Leaf, or Coral Reef A Book About Animal Habitats Author Chris Van Allsburg Melvin Berger Jennifer Boothroyd Margaret Wise Brown Henry Cole Paul Fleischman Patricia M. Stockland ISBN 0-395-53308-2 0-06-445121-6 9780822586012 0-06-020720-5 0-688-17515-5 0439227771 1404809325
ENDURING UNDERSTANDINGS Different organisms live in different areas in Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean). Animals have certain features which allow them to live and flourish in different regions of Georgia. Plants have features which allow them to live and flourish in different regions of Georgia. Organisms interact with one another in many ways including providing food that helps create a habitat. Harmful effects of pollution impact habitats. It is important to protect the environment from pollution. It is important to protect the environment from large energy changes. Some materials conduct heat energy much better than others.
ESSENTIAL QUESTIONS: What is a habitat? What makes up a habitat? How are the regions of Georgia different? How do the characteristics of the habitat determine the organisms that live there? How do an organisms characteristics allow it to live and thrive in a certain habitat? How do changes in a habitat affect the organisms living there? Why are the habitats important to us? Why is it important to protect the habitats of plants and animals? What are the effects of pollution on organisms and their habitats? What are the effects of large energy changes on an organisms habitat? What materials work best to create a comfortable living environment in a particular region of Georgia? MISCONCEPTIONS All organisms can live in any part of the state of Georgia. PROPER CONCEPTIONS In any particular environment, some kinds of organisms thrive, some survive with difficulties, and some cannot survive at all. Changes in a habitat are sometimes harmful and helpful to an organism. Pollution can come from a variety of sources. Pollution comes from everyone. Insulators slow the transfer of heat energy between objects.
All organisms can adapt to changes in a habitat.
Pollution only comes from industry (factories and cars). We dont have a problem with pollution. Insulators make things hot or cold.
CONCEPTS: Georgia has many different habitats.
KNOW AND DO Differentiate between habitats of Georgia in various regions (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms which live in each.
LANGUAGE Habitat, Region, Georgia, Organism, Mountain, Marsh, Swamp, Coast Coastal Plain, Piedmont Atlantic Ocean, Reef, Ridge and Valley, Appalachian Plateau, Environment
EVIDENCE OF LEARNING Habitat flipbooks Research summaries for habitat presentation Pocket Folder: (See picture of Research Organizer: Pocket Folder folded backwards with pocket cards to hold index cards with notes on last page.) Possible Questions for Research: What is the name of the habitat? Where is the habitat located? What plants live in this habitat? What animals live in this habitat? What type soil does this habitat have? What are the geographical formations in this habitat? What are some interesting facts about this habitat? How do think man impacted the habitat? (Pollution, Housing, etc.) Field Journal of characteristics/ features of plants and animals from the various Georgia habitats.
Organisms have adaptations to survive in certain habitats.
Habitats can change over time which may affect the
Identify features of organisms (plants/animals) which allow them to live in different regions of Georgia. Cause and effect relationships of producers and consumers.
Characteristics, Features Adaptations, Limiting Factors, Carrying Capacity Producer, Consumer, Cause and Effect, Energy Changes
Complete a cause and effect graphic organizer. This information can be used to develop a cause and effect paper on what happens when a change occurs in a habitat. Research the effects of pollution in the area you live. Document with pictures and notes
organisms in that environment.
the changes that are visible. Contact local government or EPA http://www.epa.gov/air/emissions/where.htm Where You Live state & county emission summaries Explain the effects of pollution on the environment and the organisms which live in that particular habitat. Pollution, Types of Pollution: Air, Water, and Land Graphic Organizer of the types of pollution along with the resulting consequence of that pollution on our planet.
Pollution effects the environment and the organisms which live in that environment.
Conserving resources along with recycling protects our environment.
How to recognize the kinds of pollution found on our planet. Explain the many ways we can help protect our habitats. Explore recycled materials and discover community recycling centers.
Littering, Acid Rain, and Conservation
Write about how pollution affects the land, air, and water. Tie in the benefits of conserving to reduce these affects.
Reduce, Reuse, Recycle, Resources, Biodegradable
Develop a plan to design a home for a region of Georgia.
Insulation affects the amount of heat energy transferred between objects.
Test different materials to determine which the best insulators are. Determine the best materials for a certain region of the state.
Insulators, Temperature, Climate
EVIDENCE OF LEARNING: Culminating Activity: GRASPS activity 1 WGHN - Georgia Habitat News GRASPS Goal: To produce a newscast highlighting a habitat of Georgia. The newscast would include research and evidence to support the important features of the habitat and region including organisms, environment, and how pollution has impacted the habitat. The program should include ways to conserve and protect the habitat presented. Role: Students are part of a team involved in a multi-media project which reveals one of the habitats of Georgia for a contest sponsored by the Environmental Protection Agency. The EPA is looking for habitats in the different regions of the country which can support a variety of life and has an environmental protection plan in place. Audience: A panel of community officials to determine if the newscast has merit to be considered for regional competition. Scenario: Your class has been asked to represent the school. You class has completed studies of your states habitats and how man has influenced the environment. You now have the tools necessary to develop a visual information project which reports to the public the importance of maintaining the states natural resources of the rich regions Georgia offers. Product: The purpose of this project is to develop a representation highlighting the organisms and characteristics of the habitats of Georgia focusing on mans role in protecting or damaging the environment in a specific habitat/region. The student teams will be given a story board and a habitat to research information. Once story board research is complete teams will take information and develop a multi-media project using PowerPoint or Photo Story. http://schools.shorelineschools.org/home_education/Forms/Video%20Storyboard.pdf and other examples of storyboards http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=7801
Standards: Description of Habitat (Where is it?) What lives in the habitat? (Animals & Plants) Mans Impact on the Habitat (Pollution, Growth, etc.) Three Points Uses a map and labels where habitat is in the state along with detailed description Provides pictures and names of the organisms of the habitat Gives detailed information and pictures to demonstrate how humans have impacted the environment Provides audience with a conservation plan and examples of unique features of the habitat Presentation uses complimentary colors for lettering & backgrounds and a variety of transitions Two Points Uses a map with no labeling with somewhat detailed description Provides pictures of organisms of the habitat without names given Gives information of how humans have impacted the environment Provides audience with little information on conservation and few unique features of the habitat Presentation uses lettering & backgrounds and transitions One Point No description of habitat and lacks description Little or no pictures of the organisms of the habitat Gives no information of how humans have impacted the environment Provides audience with no information on conservation or features of the habitat Presentation uses no lettering, backgrounds, or transitions
Conservation Plan of Action (Ideas & Unique information) Attention to Detail
EVIDENCE OF LEARNING: Culminating Activity: GRASPS activity 2 (Taken and adapted from December 1, 2007 Unit Organizer on Heat 3rd Grade) AGEEH - A Georgia Energy Efficient Home GRASPS Understand which materials are good insulators Goal: Student teams design an energy efficient home for a certain region/habitat of Georgia. Role: Students will be engineers/architects deciding how to use colors and insulation to create an energy efficient home for each region of Georgia. Audience: Other students, parents, homeowners/buyers looking to settle in those regions of the state.
Scenario: Your team is to design a home for a certain region of Georgia. You are to use different types of insulation and different colored materials to create the most energy efficient home for that region. In the Most Energy Efficient Home contest, when homes are exposed to high and low temperatures, the home that experiences the least temperature change will be declared Georgias Most Energy Efficient Home. Product: Student teams will be given boxes and a variety of materials to be used for insulation walls, and roofs. They will write a rationale for their choices of materials. Upon completion of the project, students will measure, record, and graph the temperature changes within their home when it is exposed to extreme temperature changes (sitting in full sun, shade, in the path of an air vent, and space heater.) Standards: Insulation Three Points Insulation works has the smallest range of temperature change Colors appropriate for seasonal changes of temperature Measure, record, and graph accurately temperature changes Home design is aesthetically pleasing and an original design Two Points Insulation does not work One Point No insulation
Colors
Colors not appropriate for the seasonal changes of temperature
Temperature
Aesthetics
Measure, record, and graph temperature changes but with precision errors Home design is original in design Home design is poorly designed and has some aesthetically and lacks aesthetic pleasing pleasing features features
Did not recognize the use of colors for use of energy efficiency. Measurements do not match the chart or graph.
TASK A Lesson Title: Habitat Whats that? Essential Questions: What is a habitat? What makes up a Habitat? Teacher Instructions: Ask students to think of some animal and plants they are familiar with have students work in groups and list these organisms. Then have students state things these plants and animals need to survive. Allow students time to brainstorm and share what they developed. The activity should have students building the idea organisms need food, water, living space, light, and shelter/place in order to survive and thrive. The teacher can pose the following questions: What do animals eat? What does a plant need to live? In order to co-exist successfully these components must be in the correct amounts. What would happen to these organisms if they didnt get what they needed to survive? The teacher should guide students toward the term habitat. Every organism lives in a unique place or habitat which provides for its needs. This place which supplies the needed things an organism (plant/animal) needs to survive is its habitat. The teacher would read to the class the book On the Way to the Beach by Henry Cole to introduce habitats and ecosystems. Students would compare what they brainstormed about habitats for organisms to the book. Watch Discovery Education Streaming Video Habitats: Homes for Living Things (15 minutes). Assessment: Group presentations of conclusions from brainstorming session and a foldable booklet with illustrations of what makes a habitat: food, water, space, light, and shelter Enrichment/Extension/Homework: A student created habitat. Make a pile of leaves on the soil in a wet, shady corner of the yard (home or school) or get a cinder block and put it in long grass or under a bush. Or take a clear plastic container with a few various sized holes in the bottom of it and place it upside down in a corner of a garden or lawn. Water the soil and the container, brick, or leaves from time to time. Visit your habitat over several weeks, and you should see some animals settle in and some plants begin to grow. Observe and record the changes in your habitat. This could be recorded digitally with cameras, or with sketches. Students could document results in a photo journal. Why did certain organisms move into your man made habitat? Share your findings and compare this habitat to a natural habitat in your area.
TASK B Lesson Title: Where is the best place for a creature to live? Essential Questions: How do an organisms characteristics allow it to live and thrive in a certain habitat? How do changes in a habitat affect the organisms living there? Teacher Instructions: Play Project Wild Oh, Deer Activity http://georgiawildlife.dnr.state.ga.us/assets/documents/Oh_Deer.pdf this activity can be used as a review of habitat requirements. (Share findings and discuss) Read Animal Wise: Sand, Leaf, or Coral Reef A Book About Animal Habitats by Patricia M. Stockland after reading discuss animal adaptations and the unique attributes these animals have for the environments in which they live. List words which help describe organisms characteristics forming a word bank for future writing activities. Discuss adaptations of humans record on chart paper how humans have adapted to live in certain areas of the world. Give groups a plant and animal from the various habitats of Georgia for example: mountains Mountain Laurel (Plant) & Smoky Shrew (Animal), marsh/swamp Cypress (Plant) & Round Tailed Muskrat (Animal), coast Magnolia (Plant) & Pocket Gopher (Animal), Piedmont Pine Tree (Plant) & Gray Fox or Eastern Chipmunk (Animal), Atlantic Ocean Sea grass (Plant) & Right Whale (Animal). Have students work in teams to research looking for characteristics such as size, covering, what it eats, where it lives, and any other interesting or unusual facts about these organisms and the habitat which they live. Students create a poster for each organism illustrating and sharing important details. Add posters to a large classroom map of Georgia habitats so students can link the animals and plants geographical. Assessment: Posters and group presentations of organisms. (This information can be used later for part of the GRASP activity 1.) Scoring Rubric (ALL posters should include the following): Two or More Facts about the plant or animal 4 Points An illustration showing the plant or animal in its environment 3 Points A description of each organism 2 Points A description on back of poster explaining what is an adaptation and an example 1 Point A poem, song, rap, jingle, or creative way to share information to group Extra Credit:
Enrichment/Extension/Homework: An enrichment to this lesson would be to play How many Bears Can Live in this Forest? http://georgiawildlife.dnr.state.ga.us/assets/documents/how_many_bears.pdf the extensions lead into littering and pollution. Watch Forest Habitats (15:00 minutes) from Discovery Education Streaming. Ocean Habitats: Shoreline and Reef (16:00 minutes) along with parts of The Jeff Corwin Experience: Louisiana: Swampy Ecosystem (42:52 minutes) it has some good video of a swamp habitat PICK ONLY SEGMENTS relate to our swamp habitat. Have students explore the Smithsonians National Zoo site http://nationalzoo.si.edu/education/conservationcentral/walk/default.cfm and go on A Walk in the Forest. TASK C Lesson Title: Taking Care of Our Habitats Essential Question: Why is it important to protect the habitats of plants and animals? What are the effects of pollution on organisms and their habitats? Teacher Instructions: Watch Discovery Education Streaming Video Taking Care of Our Earth (17:00 minutes) and read The Important Book by Margaret Wise Brown. These are great discussion starters for the class on what is important in regards to our planet. Teacher may read or have student reading center with a variety of books about the environment such as People and the Environment by Jennifer Boothroyd, Earth Day Hooray! by Stuart J. Murphy, Just A Dream by Chris Van Allsburg, The Lorax by Dr. Seuss, This Is Our Earth by Laura Lee Benson, and Oil Spill! by Melvin Berger. Have students develop a T-Chart and compare two of the above literature pieces focusing on the environment effects of pollution on organisms. Students take a plant or animal from one of the Georgia habitats and place it a story such as Just A Dream or The Lorax creating an additional story scene. Discuss with class the importance of looking toward the future with conservation efforts to maintain the habitats. Create a pollution disaster with either polluting a river or ocean with example activities such as: http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/rbellomo/p10/experiment.pdf or an oil spill cleanup http://smithsonianeducation.org/educators/lesson_plans/ocean/acrobat/polsol.pdf This one has math to determine costs of cleanup. Gather data, determine what worked best for cleanup, how effective was it, did anything clean up the water completely, and discuss the seriousness of keeping our water sources clean. Assessment: Students write an opinion piece on why is it important to protect the habitats of plants and animals. Paper must include a specific habitat and pollution occurrence.
Scoring Rubric for personal opinion paper 4 point response The student writing has a clear beginning, middle, and end. The introduction states what the papers purpose, effectively communicates his or her concerns, and demonstrates an understanding of the importance of maintaining Georgias habitat environments. 3 point response The student writing has organization but lacks understanding of concept or is missing one or two elements. 2 point response The student writing lacks organization and demonstrates a lack of understanding of the concept or is missing three or four elements. 1 point response The student writing is difficult to read and understand only shows slight understanding of the concept. 0 point response The student writing shows no understanding of the concept or does not write a piece. Enrichment/Extension/Homework: Conversation Kids activities: http://nationalzoo.si.edu/education/conservationcentral/pdfs/Module6Appendix.pdf Start an environmental club looking at recycling efforts in the community and various other ways to converse look at concerns for the local area. Possible idea: http://www.epa.gov/kids/club/. Write letters to public officials to express concern and the need to improve efforts to lessen pollution in our states habitats. Have students design two or more before and after drawings to dramatize the effects of polluting our environment. Write and illustrate a poem articulating student concerns for our natural resources (this is a tie back to The Important Book.) TASK D Lesson Title: Get out of the sun or rain! Essential Question: What are the effects of large energy changes on an organisms habitat? What materials work best to create a comfortable living environment in a particular region of Georgia? Teacher Instructions: Review science concepts from earlier in the school year of the effects of heat on our environment. Using the AJC newspaper or other newspaper that has state temperatures and locate the weather page and look at the temperatures in the different regions of our state. Another source for this information is The Weather Channel at www.weather.com. Discuss with students why would it be important for us to protect ourselves from the environment. Temperature and precipitation such as rain, storms, etc. would be a factor on why we would want to have shelter for protection. Teacher reads Weslandia by Paul Fleischman. This story is promotes creativity, conservation, engineering, and problem solving. Discuss how Wesley makes a hat and clothing to reflect the sun then builds a shelter to adapt to the temperature changes.
Place in a bag separate cards the names of the habitats: mountain, marsh/swamp, coast, Piedmont, Atlantic Ocean. Make two to three sets depending on team size with the instructions to develop and brainstorm an idea for a shelter which would work in the habitat drawn. Students work in teams to sketch a design of a shelter which would protect them from the heat of the sun as well as protect them from the rain/precipitation. Groups should look at what possible materials would be used if they were to actually create this shelter. Pose these possible questions: How do we adapt during seasonal changes? How do plants and animals adapt in their habitats during seasonal changes? What makes a good shelter? How can we determine if the shelter is one that will actually protect us from the environment? Assessment: Group design of shelter sketch with a list of materials which could be used and what purpose the design is as a shelter along with class participation during discussion. Enrichment/Extension/Homework: Wet Blanket activity. In small groups students wet two paper towels. Then have the students put one towel in a sunny spot and another in a cool, dark place. Students later observe which towel is dryer. Time the activity and determine how long it took for the towel to dry. How did heat affect the way the towel dried? Does the color of the paper towel make a difference in drying time? Where did the water in the towel go? Have students illustrate and label where the water went on their data collection sheet. Take a closer look at conduction with butter http://pbskids.org/dragonflytv/superdoit/conduction_countdown.html and other living environments by watching snow shelter on Dragon TV by PBS http://pbskids.org/dragonflytv/show/snowshelter.html . Students build a snow shelter to stay warm. Research various shelters from other regions of our country compare and contrast what shelter types work best in the south. Look at infrared images at http://coolcosmos.ipac.caltech.edu/main_html/index.html . Students can explore how much heat something has and gives information about an object's temperature. Students may want to learn more about the Herschel Infrared Experiment.
TEACHER RESOURCES Additional Childrens Literature: Deep in the Swamp by Donna M. Bateman ISBN-13: 978-0-545-07369-1 (Scholastic, Inc.) This Is Our Earth by Laura Lee Benson ISBN 85010-7 (Charlesbridge) Turtles, Bears, & Foxes by Melvin & Gilda Berger ISBN: 0-439-44535-3, 0-439-44533-7, 0-439-44534-5 (Scholastic, Inc.) A Georgia Alphabet:P is for Peach by Carol Crane ISBN: 1-58536-046-5 (Sleeping Bear Press) How Animals Survive by Barbara Donovan ISBN: 0-7608-8893-0 (Sundance) Rachel -The Story of Rachel Carson by Amy Ehrlich ISBN: 0-15-204922-3 Day at the Beach by Jane Keys ISBN-13: 978-0-7608-5662-8 (Sundance) Georgia Hello U.S.A. by Rita C. LaDoux ISBN: 0-8225-4076-2 (Lerner Publications Co) Earth Day Hooray! by Stuart J. Murphy ISBN: 0-06-000129-1 (Harper Trophy) The Lorax by Dr. Seuss ISBN: 0-329-04448-6 (Random House) Where does all the garbage go? Revised Edition (Lets Read-and-Find-Out Science 2) by Paul Showers ISBN 0-06-021054-0 Web Resources: http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php (Regions of Georgia - pictures of animals) http://georgiawildlife.dnr.state.ga.us/content/displaycontent.asp?txtDocument=530 DNR site Georgia http://graysreef.noaa.gov/ (Greys Reef Atlantic Ocean) http://pbskids.org/dragonflytv/index.html Dragonfly TV by PBS kids http://www.epa.gov/education/pdf/peyaapp_March07.pdf Presidents Environmental Youth Awards (Protecting Tomorrows Environment K-12) http://www.fs.fed.us/conf/welcome.htm (Chattahoochee-Oconee National Forests) http://www.gastateparks.org/ (Georgia State Parks) http://www.georgiaencyclopedia.org/nge/Categories.jsp?path=LandResources (New Georgia Encyclopedia - Land Resources: Agriculture, Environment, & Geography) http://www.georgiaencyclopedia.org/nge/Destination.jsp?id=p-54 (New Georgia Encyclopedia Destinations has video clips of Okefenokee and Tallulah Gorge) http://www.knowtheconnection.com/ (All Areas have links and PDF materials for the classroom: posters, various lesson plans, activities, etc.) http://www.nps.gov/cuis/ (Cumberland Island)
Additional Teacher Resources: AIMS Activities Grades 3-5 Overhead and Underfoot ISBN: 1-881431-52-5 : When Its Hot, Its Hot, Bitter Litter, Pollution Solution, and Lets Recycle (Math and Science Process Skills) More Picture-Perfect Science Lessons Using Childrens Books to Guide Inquiry (NSTA Press) Picture-Perfect Science Lessons Using Childrens Books to Guide Inquiry (NSTA Press) Science for 3rd Grade GYSTC (Georgia Youth Science & Technology Centers, Inc.) Supplemental Guide for GPS www.gystc.org Uncovering Student Ideas in Science 25 Formative Assessment Probes (NSTA Press)
Georgia Video Streaming : http://streaming.discoveryeducation.com Forest Habitats (15:00 minutes) Visit deciduous and evergreen forests to see the plants and animals that make this ecosystem their home. Discover how living things change over time and adapt to their surroundings Habitats: Homes for Living Things (15:00 minutes) Peek into the habitats of different kinds of animals to see how they meet their needs. Visit a pond, a desert, a forest, a rainforest, and other habitats to discover how different animals and plants survive and thrive in these unique environments. Ocean Habitats: Shoreline and Reef (16:00 minutes) Discover the unique environment where the water meets the land that includes rocky and sandy shores, as well as tide pools, home to crabs, barnacles, and starfish. Demonstrates how tides and waves affect the other species that live on, in, and out of the water. Students discover the amazing living habitat of the reef. Taking Care of Our Earth (17:00 minutes) Students learn to care about their environment with the help of four animated characters as they take a tour of a landfill. Natural resources are identified and shown as students learn how important it is to conserve them. They also discover how reducing, reusing, and recycling benefit our environment, and how air and water pollution can hurt it.
The Jeff Corwin Experience: Louisiana: Swampy Ecosystem (42:52 minutes) PICK SEGMENTS FOR VIEWING Jeff travels the backwoods and bayous of southern Louisiana. Here he encounters black bears, armadillos, and rattlesnakes, as well as creatures of the swamp including a cottonmouth, a rare white alligator, and the elusive alligator snapping turtle. Example of Research Organizer (See Below): Use sticky notes to change questions. Students record important information onto index cards in their own words which goes into small pockets. The outside pockets of folder keep brainstorming, rough drafts, and all other printed materials needed for research. Students can put a cover sheet into pocket for identification purposes these can be used over and over if laminated.

3 Science Alternative Integrated Framework Habitats Georgia On My Mind

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3 Science Alternative Integrated Framework Habitats Georgia On My Mind

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One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance

Georgia Performance Standards Framework

Georgia On My Mind 13 weeks (Habitats of Georgia/Interdependence of Man-Pollution/Conservation)

One Stop Shop For Educators

One Stop Shop For Educators

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All organisms can adapt to changes in a habitat.

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CONCEPTS: Georgia has many different habitats.

Organisms have adaptations to survive in certain habitats.

Habitats can change over time which may affect the

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organisms in that environment.

Conserving resources along with recycling protects our environment.

Littering, Acid Rain, and Conservation

Reduce, Reuse, Recycle, Resources, Biodegradable

Develop a plan to design a home for a region of Georgia.

Insulation affects the amount of heat energy transferred between objects.

Insulators, Temperature, Climate

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Conservation Plan of Action (Ideas & Unique information) Attention to Detail

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Colors not appropriate for the seasonal changes of temperature

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