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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 man’s role in conservation. Students will view habitats as interactive and connected to help
recognize the importance of protecting one’s 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
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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)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 2 of 17
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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
Author
ISBN
Just A Dream
Chris Van Allsburg
0-395-53308-2
Oil Spill!
Melvin Berger
0-06-445121-6
People and the
Environment
The Important Book
Jennifer Boothroyd
9780822586012
Margaret Wise Brown
0-06-020720-5
On the Way to the Beach
Henry Cole
0-688-17515-5
Weslandia
Paul Fleischman
0439227771
Animal Wise: Sand, Leaf,
or Coral Reef – A Book
About Animal Habitats
Patricia M. Stockland
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 3 of 17
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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 organism’s 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 organism’s 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.
All organisms can adapt to changes in a habitat.
Changes in a habitat are sometimes harmful and helpful to an
organism.
Pollution only comes from industry (factories and cars).
Pollution can come from a variety of sources.
We don’t have a problem with pollution.
Pollution comes from everyone.
Insulators make things hot or cold.
Insulators slow the transfer of heat energy between objects.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 4 of 17
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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
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 5 of 17
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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
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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
Pollution effects the
environment and the
organisms which live in that
environment.
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.
Conserving resources along
with recycling protects our
environment.
How to recognize the kinds
of pollution found on our
planet.
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.
Explain the many ways we
can help protect our habitats.
Reduce, Reuse, Recycle,
Resources, Biodegradable
Explore recycled materials
and discover community
recycling centers.
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
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 6 of 17
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Develop a plan to design a home for a
region of Georgia.
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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 state’s 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 state’s 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 man’s 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
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 7 of 17
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Standards:
Description of Habitat
(Where is it?)
What lives in the habitat?
(Animals & Plants)
Man’s Impact on the Habitat
(Pollution, Growth, etc.)
Conservation Plan of Action
(Ideas & Unique information)
Attention to Detail
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
One Point
No description of habitat and
lacks description
Provides pictures of organisms of
the habitat without names given
Gives information of how
humans have impacted the
environment
Little or no pictures of the
organisms of the habitat
Gives no 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
Provides audience with no
information on conservation or
features of the habitat
Presentation uses no lettering,
backgrounds, or transitions
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 8 of 17
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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 Georgia’s 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:
Three Points
Insulation works has the smallest
range of temperature change
Two Points
Insulation does not work
One Point
No insulation
Colors
Colors appropriate for seasonal
changes of temperature
Colors not appropriate for the
seasonal changes of temperature
Temperature
Measure, record, and graph
accurately temperature changes
Did not recognize the use of
colors for use of energy
efficiency.
Measurements do not match the
chart or graph.
Aesthetics
Home design is aesthetically
pleasing and an original design
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
Insulation
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 9 of 17
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TASK A
Lesson Title: Habitat – What’s 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 didn’t 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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 10 of 17
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TASK B
Lesson Title: Where is the best place for a creature to live?
Essential Questions: How do an organism’s 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 organism’s
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:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 11 of 17
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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 Smithsonian’s 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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 12 of 17
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Scoring Rubric for personal opinion paper
4 point response
The student writing has a clear beginning, middle, and end. The introduction states what the paper’s
purpose, effectively communicates his or her concerns, and demonstrates an understanding of the
importance of maintaining Georgia’s 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 state’s 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 organism’s 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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 13 of 17
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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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 14 of 17
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TEACHER RESOURCES
Additional Children’s 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 (Let’s 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/ (Grey’s Reef – Atlantic Ocean)
http://pbskids.org/dragonflytv/index.html Dragonfly TV by PBS kids
http://www.epa.gov/education/pdf/peyaapp_March07.pdf President’s Environmental Youth Awards
(Protecting Tomorrow’s 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)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 15 of 17
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
Additional Teacher Resources:
AIMS Activities Grades 3-5 Overhead and Underfoot ISBN: 1-881431-52-5 :
When It’s Hot, It’s Hot, Bitter Litter, Pollution Solution, and Let’s Recycle (Math and Science Process Skills)
More Picture-Perfect Science Lessons Using Children’s Books to Guide Inquiry (NSTA Press)
Picture-Perfect Science Lessons Using Children’s 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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 16 of 17
Copyright 2008 © All Rights Reserved
One Stop Shop For Educators
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Science  Grade __  Title:
June 1, 2008 Page 17 of 17
Copyright 2008 © All Rights Reserved