Environments and Living Things Unit

Environments
and Living
things
rd
3 Grade STEAM Unit
th
November 8 , 2017
Hilbert 1
Table of Contents: Page #
Parent Introductory Letter 3
Lesson 1 4
Lesson 2 6
Lesson 3 8
Lesson 4 10
Lesson 5 12
Lesson 6 14
Lesson 7 16
Lesson 8 18
Lesson 9 20
Lesson 10 23
Summative Assessment 25
Rubric 27
Hilbert 2
Dear Parents,
This month your 3rd grade students will begin to explore the world around them through
the lens of the environment and the living things that inhabit them. They will learn about
different characteristics of the environment and living things through the many different
subjects and lens that make up STEAM; Science, Technology, Engineering, Art and Mathematics.
Throughout the unit, your students will investigate topics such as:
 Where do organisms live
 How do environments change
 How living in a group help some animals to survive
 What happens to organisms in changing environments
 How humans living in an environment affect the organisms living there
As your students start exploring the different areas and topics they will be
meeting 3rd grade California Common Core State Literacy Standards for Science,
NGSS-Practices and the California Common Core State Standards: Mathematics, as
well as ELA Common Core Standards. This unit will allow the students to feel like
explorers by applying the scientific topic to many different topics in ways that
they haven’t before in order to provide them a greater understanding of the
environment and the organisms that live in it. Ultimately, they will be able to
apply this knowledge and skills over observation, interaction and curiosity to the
world outside of the classroom.
The students will become explorers and will use all of their knowledge over
this unit to construct a presentation on a specific animal, its habitat and its
adaptations. They will share this presentation with their peers and showcase their
exploration, research and scientific drawing of the animal and its environment,
through the displayed work on the walls of the classroom.
I am excited to open up the world for your student to explore and reflect on.
I appreciate your continued support and excitement for our explorers to learn and
grow through the world around them.
Sincerely,
Mr. Jeff
Hilbert 3
Lesson 1 Name: Organisms have needs
Subject: Science, Literacy
Grade Level: 3rd
I. STANDARD (Include number and text for each standard)
NGSS: LS4.C
Literacy: Reading Standards for Informational Text[grade 3]; 2, 5,7
II. INSTRUCTIONAL RESOURCES AND MATERIALS
A. Textbooks
Bring Science Alive
B. Worksheets
C. Digital resources
Computer for research
D. Assistive technologies
E. Other
III. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]____understand needs of organisms____
by____finding information about their chosen animal’s environment and how it
relates to their needs__.
● Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
Interdependence, environment, needs, survive, resources
IV. ASSESSMENT-
● Informal (Formative)
White boards [survive or not game]
● Formal (Summative)
Link shared and 2 sentences written
V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
A. ANTICIPATORY SET-
(Consider UDL/ multiple means of engagement)
1. Engage Students:
a. Attention focusing strategy
Hilbert 4
Asking if they could survive in the desert with what they were
wearing, or Antarctica, contemplate what needs they might have
b. Sharing objective
Talk about organisms needs and resources
2. Activate Prior Knowledge:

Seeing if the students have felt challenged by an environment they were in
(raise hands, share-pair)
B. INSTRUCTION AND MODELING:
(Consider UDL: Multiple means of representation)
1. Define resources, environments and needs
2. Read pages 4 to 7 in textbook on projector
3. Pick an animal and as a class show how to search for information
4. Model a two sentence definition of its needs and environment
C. GUIDED PRACTICE
Explain that it is important to use multiple different sites and reflect on the information to
make sure it fits the goal of the lesson
Walk around assisting with computer use, login and search parameters
D. CLOSURE (Brief summary of student’s own learning, i.e. exit slips)

Call on three students to share their findings with the class
E. INDEPENDENT PRACTICE: May serve as the summative assessment

(Consider UDL/ multiple means of expression)
Choosing animal, looking up needs and environment of said animal, writing 2 sentences
(alternatively if necessary may discuss what they found with me one-on-one)
VI. INCLUSIVE PRACTICES: To support learning differences or specific student needs for
English Learning, IEPs, 504, GATE, (You may restate your consideration for diversity
above in engagement, instruction, and assessment.) Multiple means of engagement,
multiple means of representation, multiple means of expression
 for students not computer literate or whom need limited screen time provide
books as a research tool
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Lesson 2 Name: Environments ALIVE!
Subject: Science, Art, Geography
Grade Level: 3rd
VII. STANDARD (Include number and text for each standard)
NGSS LS4.C/D
CCSS for Visual Arts 1.3, 2.3, 2.4
VIII. INSTRUCTIONAL RESOURCES AND MATERIALS

F. Textbooks
Bring Science Alive
G. Worksheets
H. Digital resources
Computers for drawing reference
I. Assistive technologies
J. Other
Colored pencils and large poster paper
IX. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]____Identify and discuss different
environments and their characteristics________
by_______creating a piece of art of the environment and labeling_______.
Environments, organism, habitat
X. ASSESSMENT-
Class observation and guidance when needed
Showcasing work of table to the rest of the class
XI. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
B. ANTICIPATORY SET-
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3. Engage Students:
Pictures of me in different environments
Sounds played in background of the sounds of a rainforest
Understand that there are differences between environments and
that leads to different animals’ being able to survive
Can you name any environments? What is the environment we live in?

1. Pictures of different environments
2. Discussion of where these environments are in the world
3. Reading pages 8 and 9 on projector
4. Showcase an example of our local environment and the items I want them
to label
5. Assign a different environment to each table group and task them with
working together to create the image
6. Provide laptops and knowledge of how to search for examples of
environments
C. GUIDED PRACTICE
Roam and redirect if necessary, answer questions students have

How does the environment affect the type of animals that can live there?
F. INDEPENDENT PRACTICE: May serve as the summative assessment

Review and think about the closure question while looking at your classmate’s art of
the environments
XII. INCLUSIVE PRACTICES: To support learning differences or specific student

needs for English Learning, IEPs, 504, GATE, (You may restate your consideration for
diversity above in engagement, instruction, and assessment.) Multiple means of
engagement, multiple means of representation, multiple means of expression
 Sound and visuals and experiential stories to engage most
 Model and discussion of search parameters provide multiple means of
representation
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Lesson 3 Name: Groupings
Subject: Science, Math
Grade Level: 3rd
XIII. STANDARD (Include number and text for each standard)
NGSS 3-LS2-1, LS2.D
CCSS Math 3.OA.1/2 (multiplication of whole numbers & partitive division)
XIV. INSTRUCTIONAL RESOURCES AND MATERIALS

K. Textbooks
Bring Science Alive!
L. Worksheets
Art by math worksheet (colors determined via answering multiplication and division
expressions, blank space to write sentence about benefits of living in group
M. Digital resources
N. Assistive technologies
O. Other
Colored pencils
XV. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]___know the positives of living in a group____
by______completing a color worksheet representing a group and writing a
sentence about the benefits of organisms being in a group_______________.
Defend, cope, hunting
XVI. ASSESSMENT-
Partner talk and share
Having a completed worksheet to display new knowledge
XVII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
C. ANTICIPATORY SET-
5. Engage Students:
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Pictures of a pride of lions and contrasting pictures of a single
leopard
Ask about their relationships with their groups (share with each
other about class environment benefits)
Learn about what is good about being in a group for organisms
Pair-share and think on animals they know that are commonly grouped

7. Sharing group thoughts on what could be helpful for animals to be

grouped
8. Read pages 17 to 20 on projector (having students popcorn read)
9. Have them pair-share about what we learned
10. Show the handout and explain how the numbers that you get from
the math problem informs you about which color to use for that part
of the picture
11. Ask for the different ways that we know how to solve these math
expressions
12. Explain the need to write a sentence about the benefits of being a
member of a group for animals
C. GUIDED PRACTICE
Observe and support students that need clarification

Name two ways that being a part of a group helps animals
G. INDEPENDENT PRACTICE: May serve as the summative assessment

Think about your favorite animal and whether or not it is part of a group
XVIII. INCLUSIVE PRACTICES: To support learning differences or specific student

 Popsicle calling to help everyone to read or speak up
 Those that do not feel comfortable with the math or picture may write a
paragraph summary of the lesson today
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Lesson 4 Name: Batty
Subject: Science, Literary, Writing
Grade Level: 3rd
XIX. STANDARD (Include number and text for each standard)
NGSS LSD2.D
CCSS Reading Standards for Informational Text 3, 8
CCSS Writing Standards 2b, c
XX.INSTRUCTIONAL RESOURCES AND MATERIALS
P. Textbooks
Q. Worksheets
R. Digital resources
S. Assistive technologies
T. Other
Writing journal
XXI. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]_____examine a topic through writing________
by____writing a 2 paragraph specific example of the positives of organisms being
in a group________.
Lurks, vampire, loners
XXII. ASSESSMENT-
Pair-share
Ability to discuss the learning through writing
XXIII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
D. ANTICIPATORY SET-
7. Engage Students:
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Pictures and sounds of bats, lead to feelings about them
Specific example of group benefits for animals
Address and access potential stereotypes that surround bats

13. Discuss how bats are often represented or talked about
14. Read pages 22 through 25 on projector
15. Model ways of talking about the animals while on the carpet
16. Instruct students to take what they have shared with their
neighbors, the content and my model to create a two paragraph
writing on bats
17. Once done students may draw bats
C. GUIDED PRACTICE
Keeping students on task with examples of benefits to write about (primarily

fielding questions about batman)
Give me the sounds bats make.
H. INDEPENDENT PRACTICE: May serve as the summative assessment
How does the conversation about bats’ behavior relate to ways to think about your
favorite animal?
XXIV. INCLUSIVE PRACTICES: To support learning differences or specific student
 For those not interested or too scared provide a similar case study on
another more ‘cute’ animal
Hilbert 11
Lesson 5 Name: Slow Environmental Changes
Subject: Science, Engineering
Grade Level: 3rd
XXV. STANDARD (Include number and text for each standard)
NGSS 3-LS4-4
NGSS Engineering Practice 6 [generate and compare multiple solutions to a problem
based on how well they meet the criteria and constraints of the design solution]
XXVI. INSTRUCTIONAL RESOURCES AND MATERIALS

U. Textbooks
V. Worksheets
W. Digital resources
Video commentary on dams and levees throughout the world (venice, new Orleans)
X. Assistive technologies
Y. Other
Large Tupperware rectangle, water, rocks, dirt, sand, mud, popsicle sticks
XXVII. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]_____discuss how environments can change
over time__
by___creating an experiment showing the effects of water on the constructed
banks of a river____.
Erosion, rainfall, invasive species
XXVIII. ASSESSMENT-
Able to maintain academic scientific interest rather than splashing around
Able to design a model to showcase erosion and other effects that occur in the
relationship between water and soil
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XXIX. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
E. ANTICIPATORY SET-
9. Engage Students:
Show pictures of grand canyon, death valley
To be able to grasp the impact water has on a given environment
What do we use water for? The differences between salt and fresh water?
[pair-share]
18. Share conversation with partners

19. Read pages 26 to 29 on projector (popcorn reading)
20. Present the importance of water on environments
21. Task them to form three groups in order to create experiments
meant to represent the different effects on water based on a rock
riverbed, sandy riverbed and a mix between the two, using the
popsicle sticks to create the path the water is expected to take
22. Show video of a river for inspiration and then have them enact
experiments
C. GUIDED PRACTICE
Give instructions and assist with the construction of models once group shows
a drawing of their desired model

Which riverbank type was impacted the least by the water flow
I. INDEPENDENT PRACTICE: May serve as the summative assessment

How could changes like these on your animal’s environment impact its
survivability?
XXX. INCLUSIVE PRACTICES: To support learning differences or specific student
 Alternate to experiment is to watch a video on the effects of erosion on
human cities and write a 3 paragraph summary of video
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Lesson 6 Name: Fast Environmental Changes
Subject: Science, Engineering, Writing
Grade Level: 3rd
XXXI. STANDARD (Include number and text for each standard)
NGSS LS2.C, LS4.D.
CCSS Writing Standards 2b, c
XXXII. INSTRUCTIONAL RESOURCES AND MATERIALS

Z. Textbooks
AA. Worksheets
Natural Hazards and potential preparations or solutions
BB. Digital resources
Computers to research engineering solutions to incorporate into writing
CC. Assistive technologies
DD. Other
Science journal
XXXIII. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]_______discuss how changes in environment
affect the organisms living there_
by______writing two paragraphs about a potential threat to their chosen animal’s
environment and a potential engineering solution to this issue________.
Floods, earthquake, landslides, eruption, volcano
XXXIV. ASSESSMENT-
White-board review of slow/fast changes and perm/temp changes in environment
Review of two paragraph writing and whether they answered the questions
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XXXV. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
F. ANTICIPATORY SET-
11. Engage Students:

Show the devastation of Puerto Rico and images from Pompeii
how drastic immediate changes impact organisms living in the
environment
Ask students to share with their neighbor a time when something changed in
their environment and how they responded or adapted to the change.

23. Share from partner talk

24. Read pages 30 to 32 on projector (popcorn reading)
25. Model how to search for attributes of their respective environments
(should have assistance from work in lesson two) so that they can
best answer the two questions.
26. Write both questions and sentences with blank spaces as examples
on the whiteboard for reference to write their two paragraphs
C. GUIDED PRACTICE
Assess and answer any questions students have about the engineering solutions available
for them to write about
Be available for assistance in search and typing

Are these events isolated to where they occur or do they impact other
environments?
J. INDEPENDENT PRACTICE: May serve as the summative assessment
How could organisms themselves potentially change or cope to match the
problems that you found in the environment during your research?
XXXVI. INCLUSIVE PRACTICES: To support learning differences or specific student
 Students may also do a detailed drawing of their environment the impact the
issue has on the attributes of it and add an engineering solution to the picture
with labels for clarity
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Lesson 7 Name: Adaptation
Subject: Science
Grade Level: 3rd
XXXVII. STANDARD (Include number and text for each standard)
NGSS LS4-4, LS4.C , LS2.C
XXXVIII. INSTRUCTIONAL RESOURCES AND MATERIALS

EE. Textbooks
FF. Worksheets
Adaptation and Functions
GG. Digital resources
Computer to look up certain adaptations
HH. Assistive technologies
II. Other
XXXIX. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]_____animals adapt characteristics and
behaviors to match changes in their environment______________
by______completing the worksheet on different types of
adaptations__________________________________________________.
Adaptation, behavior, reproduce, characteristics
XL. ASSESSMENT-
Share their favorite adaptation as I walk by
Worksheet complete and clear
XLI. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Hilbert 16
G. ANTICIPATORY SET-

Short Pixar film of bird using new strategy to get shells
underwater
To understand that all characteristics and adaptations serve a
purpose
Have you ever had to change your behavior because of where you are?

1. Discuss pair-share with class

2. Read pages 36 to 39 on projector (popcorn read)
3. Answer any questions that students have about content [possible
comments on how humans respond]
4. Review worksheet on the projector and answer the first question as
a class then assign the rest of the sheet as individual or pair work
C. GUIDED PRACTICE
Observe, formative assessment and answer/listen to questions, theories and

stories students provide

Adaptations help animals to do what? [carpet share]
K. INDEPENDENT PRACTICE: May serve as the summative assessment

Reflect on your chosen animal and the potential means of adaptation that
led to their current characteristics
XLII. INCLUSIVE PRACTICES: To support learning differences or specific student
 If not comfortable with computers provide books as a means of research
Hilbert 17
Lesson 8 Name: Changes in specific environments
Subject: Science, Writing
Grade Level: 3rd
XLIII. STANDARD (Include number and text for each standard)
NGSS LS2.C. , LS4.C./D

CCSSCCSS ELA Writing Standards 2, 6, 7
XLIV. INSTRUCTIONAL RESOURCES AND MATERIALS

JJ. Textbooks
KK. Worksheets
LL. Digital resources
Computers for research and typing
MM. Assistive technologies
NN. Other
XLV. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]_____write about a topic based on research__
by___conducting research on their animal and the changes that occur in their
environment and writing two paragraphs_______________________.
Environment, adaptation
XLVI. ASSESSMENT-
Discussing animal choices and environment changes
Review of written research for scientific and knowledgeable reflection
XLVII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
H. ANTICIPATORY SET-
Hilbert 18
Show pictures of deforestation and degraded coral reef
Research how our animal adapts to the natural and unnatural
changes that occur
Recall previous lesson and discuss with neighbor about what the functions of
adaptations are
5. Share neighbor talk and review the previous lesson

6. Read pages 40 to 42 (popcorn style)
7. Using these new examples of changing environments and the ways
species adapt discuss with your partner what kinds of relationships
your animal has with your environment
8. Model how to research the environments and the changes they are
undergoing in order to be able to instruct students to do individual
research and writing on the topic
9. Provide a base skeleton of the paragraphs [1st change in
environment, 2nd ways chosen animal adapts]
10. Share typed up response with teacher
C. GUIDED PRACTICE
Further assistance on using a computer for research and a new focus on typing,
manage behavior and focus

How would you respond if your house was always ten degrees colder than it
normally is?
L. INDEPENDENT PRACTICE: May serve as the summative assessment

Reflect on the ways that you can represent, through drawing and labeling, the
adaptations that you cited in your response.
XLVIII. INCLUSIVE PRACTICES: To support learning differences or specific student
 Alternatively to writing this much, EL students may represent, through
drawing and labeling, the adaptations they believe their chosen animal
exhibits
Hilbert 19
Lesson 9 Name: Movement
Subject: Science, Math, Engineering
Grade Level: 3rd
XLIX. STANDARD (Include number and text for each standard)
NGSS 3-LS4-3, 3-LS4-4, LS2.C
CCSS Math 3.OA.1 (multiplication of whole numbers)
L. INSTRUCTIONAL RESOURCES AND MATERIALS

OO. Textbooks
PP. Worksheets
Migratory Math
QQ. Digital resources
Computer for research of patterns of movement
RR. Assistive technologies
SS. Other
LI. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]______understanding migratory patterns and
issues of movement safety for animals______________________
by____using math to visualize migration and creating a solution for safety issues
for local animals via 1 paragraph typed response____________________________.
Migration, overpass, road, traffic

LII.ASSESSMENT-
Thumbs up, thumbs down
Completed math worksheet and multiple sentence understanding and solution
LIII. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Hilbert 20
I. ANTICIPATORY SET-

Video of birds migrating
Use animals to understand multiplication and find a solution
to change a precarious issue for local wildlife
How we understand groupings in relation to multiplication, have we
ever seen a dead animal on the road
11. Discuss how we can use groupings to help understand

multiplication
12. Project worksheet on to the screen and go over first word problem
as a class. Tasked with looking at the picture and writing questions
in the form of expressions to find the answer. (i.e. how many wings
are there in the picture, 2 wings per bird, 7 birds, therefore 2x7,
which equals 14 wings)
13. Share experiences of seeing dead animals on roads
14. Read page 44 to 47 and discuss the issues and safety concerns in our
local area as it relates to the reading
15. Have students recommend solutions and ways to change the
environment to help maintain the safety of local wildlife
16. Instruct students to research and type up ways to potentially fix this
problem through construction or changes to the environment.
Students must complete the math worksheet before beginning this
work and students are expected to write a paragraph, which may
include a picture to showcase their proposed solution.
C. GUIDED PRACTICE
Observe, assist and maintain focus, provide background music

Share at carpet why some animals migrate and how we can better take care of
animals in our area
M. INDEPENDENT PRACTICE: May serve as the summative assessment

With the solutions provided in your work, what could you potentially do to help
your chosen animal in their environment (hint: think back to last lesson)
LIV. INCLUSIVE PRACTICES: To support learning differences or specific student
Hilbert 21
 Descriptive drawing
 Encyclopedic books rather than computer
Hilbert 22
Lesson 10 Name: Create an Animal
Subject: Science, Art
Grade Level: 3rd
LV. STANDARD (Include number and text for each standard)
NGSS LS4.C
CCSS for Visual Arts 2.3
LVI. INSTRUCTIONAL RESOURCES AND MATERIALS

TT. Textbooks
UU. Worksheets
Create an Animal Activity
VV. Digital resources
Computer for research and drawing references
WW. Assistive technologies
XX.Other
Scratch paper, colored pencils, poster
LVII. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]____ identify and discuss attributes of an
animal and its environment based on research_____________________
by_____ drawing and labeling an animal and its environment____________________.
Adaptations, habitat, environment

LVIII. ASSESSMENT-
Thumbs up, thumbs down
Poster introduction of animal
LIX. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
J. ANTICIPATORY SET-
Hilbert 23
Showcase a previous student’s work for this activity
Point to attention getting as basis for expectations
Refer students back to the previous lessons that were centered on the chosen
animal and its environment
17. Discuss how we are expected to draw and color in the classroom
(pencil, then teacher pen then color)
18. Go over expectations as laid out in the worksheet; drawing of animal
in its natural habitat, labeling at least four adaptations of your
animal, and at least three attributes of your environment that is
unique to this location
19. Remind students how to research and create a poster using
references from the internet and their memory of their previous
research
C. GUIDED PRACTICE
Be available for consultation and provide approval before handing out posters
to those ready
Share your picture and one label from each piece of your drawing with your
neighbor
N. INDEPENDENT PRACTICE: May serve as the summative assessment
How can we best showcase this and your other works surrounding your
chosen animal?
LX. INCLUSIVE PRACTICES: To support learning differences or specific student needs for
English Learning, IEPs, 504, GATE, (You may restate your consideration for diversity
above in engagement, instruction, and assessment.) Multiple means of engagement,
multiple means of representation, multiple means of expression

Hilbert 24
Summative Assessment: Animal Presentation
Subject: Science, Writing, ELA
Grade Level: 3rd
LXI. STANDARD (Include number and text for each standard)
NGSS Standard: LS2.C, LS4.C
CCSS ELA Speaking and Listening grade 3, Speaking and Listening 1, 4
LXII. INSTRUCTIONAL RESOURCES AND MATERIALS

YY. Textbooks
ZZ. Worksheets
AAA. Digital resources
Google Slide presentation
BBB. Assistive technologies
CCC. Other
The writings, drawings and reflections on their chosen animal from the previous lessons
LXIII. LESSON OBJECTIVE(S)
● The student will be able to [SWBAT]___show a depth of knowledge surrounding
their favorite animal and its environment__________
by__researching their chosen animal, its environment, adaptations and
migratory habits and compiling this unit’s work surrounding their animal into
this presentation______.
Adaptation, environment, presentation, google slides, migration, habitat
LXIV. ASSESSMENT-
Confidence in material
Rubric provided for the presentation (potentially saved for SLC [student led
conferences])
LXV. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
K. ANTICIPATORY SET-
Hilbert 25

Ask students if they have ever been an expert on something
Inform them that while they are presenting they are the expert on
their animal
Recall the previous lessons of the last month and how we can talk about our
chosen animal to show our expertise
20. Teach student about presentations and the associated expectations

and what they look like
21. Model, discuss and go over Google Slides
22. Help students compile their work and thoughts
23. Go over rubric with students on the projector and leave it up while
they are constructing their presentation
C. GUIDED PRACTICE
Check in with students and make it clear that you are available to provide
assistance and will help them practice their work
Put on background music for focus and to motivate individual work

Have students present to their table partner and provide comments
O. INDEPENDENT PRACTICE: May serve as the summative assessment

Have students review their work one more time before it is saved for
presentation at SLCs
LXVI. INCLUSIVE PRACTICES: To support learning differences or specific student

 Some students may have shorter work and can bulk up their presentation
with drawings or images found online
Hilbert 26
Animal Presentation Rubric
Student Name:_____________________ #__
Animal Chosen ___/10

 Spelling
 Has a unique environment
Animal Research ___/20
 Activity Cycle and Herbivore or Carnivore
 Three or more facts about the Animal
Environment Research ___/20
 Location/Environment Type
 Types of changes that occur
Drawings ___/20
 Properly labeled
 Showcase the animal and its environment clearly
Writings ___/20
 Complete sentences
 Represent the scientific lens of the classroom
Presentation ___/10
 Confidence and Completion
Total Points ______/100
Hilbert 27

Environments and Living Things Unit

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Environments and Living Things Unit

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Environments

● The student will be able to [SWBAT]____understand needs of organisms____

by____finding information about their chosen animal’s environment and how it

relates to their needs__.

● Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

Interdependence, environment, needs, survive, resources

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

2. Activate Prior Knowledge:

1. Define resources, environments and needs

2. Read pages 4 to 7 in textbook on projector

3. Pick an animal and as a class show how to search for information

4. Model a two sentence definition of its needs and environment

D. CLOSURE (Brief summary of student’s own learning, i.e. exit slips)

E. INDEPENDENT PRACTICE: May serve as the summative assessment

VIII. INSTRUCTIONAL RESOURCES AND MATERIALS

● The student will be able to [SWBAT]____Identify and discuss different

environments and their characteristics________

by_______creating a piece of art of the environment and labeling_______.

● Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

Environments, organism, habitat

B. INSTRUCTION AND MODELING:

1. Pictures of different environments

2. Discussion of where these environments are in the world

3. Reading pages 8 and 9 on projector

D. CLOSURE (Brief summary of student’s own learning, i.e. exit slips)

F. INDEPENDENT PRACTICE: May serve as the summative assessment

XII. INCLUSIVE PRACTICES: To support learning differences or specific student

XIV. INSTRUCTIONAL RESOURCES AND MATERIALS

● The student will be able to [SWBAT]___know the positives of living in a group____

by______completing a color worksheet representing a group and writing a

sentence about the benefits of organisms being in a group_______________.

● Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

Defend, cope, hunting

B. INSTRUCTION AND MODELING:

7. Sharing group thoughts on what could be helpful for animals to be

D. CLOSURE (Brief summary of student’s own learning, i.e. exit slips)

G. INDEPENDENT PRACTICE: May serve as the summative assessment

XVIII. INCLUSIVE PRACTICES: To support learning differences or specific student

paragraph summary of the lesson today

● The student will be able to [SWBAT]_____examine a topic through writing________

by____writing a 2 paragraph specific example of the positives of organisms being

● Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

Lurks, vampire, loners

B. INSTRUCTION AND MODELING:

13. Discuss how bats are often represented or talked about

14. Read pages 22 through 25 on projector

Keeping students on task with examples of benefits to write about (primarily

XXVI. INSTRUCTIONAL RESOURCES AND MATERIALS

● The student will be able to [SWBAT]_____discuss how environments can change

by___creating an experiment showing the effects of water on the constructed

● Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

Erosion, rainfall, invasive species

18. Share conversation with partners

D. CLOSURE (Brief summary of student’s own learning, i.e. exit slips)

I. INDEPENDENT PRACTICE: May serve as the summative assessment

XXXII. INSTRUCTIONAL RESOURCES AND MATERIALS

● The student will be able to [SWBAT]_______discuss how changes in environment

affect the organisms living there_

by______writing two paragraphs about a potential threat to their chosen animal’s

environment and a potential engineering solution to this issue________.

● Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)

Floods, earthquake, landslides, eruption, volcano

11. Engage Students:

● The student will be able to [SWBAT]understand needs of organisms

by_creating a piece of art of the environment and labeling_.

● The student will be able to [SWBAT]_know the positives of living in a group__

● The student will be able to [SWBAT]_examine a topic through writing____

● The student will be able to [SWBAT]___write about a topic based on research

by_ drawing and labeling an animal and its environment________________.

Student Name:___________________ #