Carman Jelks

MEDT 7476
Dr. Haynes
Assessment Plan
Performance
Task Title
Grade
Designer
Performance
Task Annotation

Georgia Habitats
3
Carman Jelks
Students will use Prezi to design a presentation on the 5 habitats of Georgia. Students will identify
the 5 habitats of Georgia and list at least one plant and one animal from each area. Students will
describe the adaptations of each plant and animal and explain how they fit into their appropriate
habitats.
Science
1 60-minute session

Subject
Approximate
Duration of
Performance
Task
Focus Standards 3L1. 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.

Complementary
Standards

S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and
technological matters.

a. Observe and describe how parts influence one another in things with many parts.

S3CS5. Students will communicate scientific ideas and activities clearly.

b. Make sketches to aid in explaining scientific procedures or ideas.

c. Locate scientific information in reference books, back issues of newspapers and magazines,
CD-ROMs, and computer databases.

ELAGSE3SL1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and
expressing their own clearly.

d. Explain their own ideas and understanding in light of the discussion.

National
Standards

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media

Description and
Teacher
Directions

*Prior to beginning this project, students have participated in several lessons and other activities that
have familiarized them with each of the 5 Georgia habitats as well as several of the plants and
animals that dwell in them.
1. The teacher will begin by playing the Adaptation video as students enter the computer lab. As the
video is short and connects to previous learning, it will be played again once all students have been
seated.
2. As a review, the teacher will then have students turn-and-talk in regards to what they know about
the 5 Georgia habitats (students will possibly discuss the different areas or the animals and plants in
the habitat). The teacher will then call on students and help guide discussion to name all of the
habitats and a few of the plants and animals from each.
3. The teacher will introduce the Prezi assignment to students while projecting the Georgia Habitat
Presentation directions and then rubric onto the screen. Each student will be provided a copy of the
directions and a rubric.

4. Next, students are to log into their My e-Class accounts, locate the Science module then submodule labeled Georgia Habitats. Students will select Georgia Habitats and then click on the
Habitats of Georgia Review tab.
5. Once students have completed the Habitats of Georgia Review, they will navigate back to the
Georgia Habitats sub-module and select the Matching Adaptations tab. As students work through
the Matching Adaptations exercise, they can take additional notes to use in their projects.
6. Once students have completed the interactive Matching Adaptions exercise, they are able to begin
their Prezi project.

Title of Rubric
Rubric
Description
Rubric or Other
Performance
Description Tool

Georgia Habitats Presentation

Students will refer to the rubric to guide the design of their projects. Rubric is reviewed with students
prior to beginning projects to relay project requirements and expectations.

CATEGORY

4 Exceeds

3 Meets

2 Developing

1 Does Not Meet

Requirements

All requirements are

met and exceeded.
Presentation includes
the 5 habitats of
Georgia with more
than 1 example of a
plant and animal for
each habitat.

All requirements are

met. Presentation
includes the 5
habitats of Georgia
with 1 example of a
plant and animal for
each habitat.

One requirement
was not completely
met. Presentation is
missing 1 of the
habitats or 1
plant/animal from a
habitat.

More than one

requirement was not
completely met.
Presentation is
missing 2 or more
habitats or 2 or more
plants/animals from a
habitat.

Content

Covers topic in-depth

with details and
examples. Subject
knowledge is
excellent.
Adaptations
provided to for the
bonus plants/animals
included.

Includes essential
knowledge about
the topic. Subject
knowledge appears
to be good.
Adaptations
provided for the
plants/animals.

Includes essential
information about
the topic but there
are 1-2 factual errors.
Adaptations
provided, but not
totally correct.

Content is minimal
OR there are several
factual errors.
Adaptations are
missing or are
incorrect.

Organization

Content is well
Content is logically
organized using
organized for the
headings, captions or most part.
bulleted lists.

Uses headings,
captions, or bulleted
lists to organize, but
the overall
organization of
topics isnt clear.

There was no clear or

logical organizational
structure, just lots of
facts.

Attractiveness

Makes excellent use

of font, color,
graphics, effects, etc.
to enhance the
presentation.

Makes use of font,

color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.

Use of font, color,

graphics, effects etc.
but these often
distract from the
presentation content.

Makes good use of

font, color, graphics,
effects, etc. to
enhance to
presentation.

Example of
Student Work
with Teacher
Commentary
Materials and
Equipment

http://prezi.com/_odnm0dgqwxz/?utm_campaign=share&utm_medium=copy

Web Resources

Georgia Habitats http://www.forsyth.k12.ga.us/page/11584

Georgia Habitats on TeacherTube http://www.teachertube.com/video/georgia-habitats-152755

Your presentation is well organized.

I like your plant and animal selections and your adaptations were clearly described.
Laptops with Internet connectivity (1 per pair of students)
Science Journals (1 per student)
Science Weekly Magazines (habitat editions)
Varied level habitat books
Projection screen
Projector
Printed Habitat Directions
What 21st
My e-Class (district website with content-based learning activities)
Century
Prezi.com (multimedia program)
Technology was Laptops with Internet connectivity
used?
Differentiated
-pairing of less proficient students with more proficient partners
Instruction
-redelivery of instructions in a small group setting
-varied level texts
-automated read aloud of texts in My e-Class

Georgia Habitats Sort

http://www.bibb.k12.ga.us/cms/lib01/GA01000598/Centricity/Domain/107/Georgia%20Habitat%2
0Plant%20and%20Animal%20Sort.pdf
How to make a Prezi https://prezi.com/5w17ge2jovyu/how-to-make-a-prezi-presentation/
Setting

Learners

This lesson will take place in a large (1400+) Title I elementary school in a Metro-Atlanta suburb. The
lesson will occur in a computer lab with 30 available laptop stations. The school is a Bring Your Own
Device location and has Wi-Fi throughout the entire building. The lesson will be implemented by an
ESOL Teacher.
The learners for this activity are 18 third graders in an Inclusion class. Thirteen of the learners are
boys and five are girls. They range from 8-10 years of age. Sixteen of the students are of Hispanic
descent and two are African-American. Seven of the students have an Individualized Education
Program, twelve receive direct ESOL services, and eight have been entered into the Early Intervention
Program.