Weekly STEM Lesson Plan Template
Title:
Unit 1: Habitats of Georgia
Big Idea(s):
Habitats
Stage One: Desired Results
Grade/Subject/Course:
Dates: Aug 26th to Sept 9th
rd
3
Teacher: Bertling-May-McKenzie-Olson
Focus Standards:
S3L1 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.
d. Explain what will happen to an organism if the habitat is changed.
Supporting Standards:
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. Carefully distinguish observations from ideas and speculation about those observations.
c. Offer reasons for findings and consider reasons suggested by others.
d. Take responsibility for understanding the importance of being safety conscious.
S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in
scientific activities.
a. Choose appropriate common materials for making simple mechanical constructions and repairing
things.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
Enduring Understandings:
Essential Questions:






For any particular environment, some
plants and animals will survive well, some
survive less well, and some can’t survive
at all.
A habitat provides the optimum
conditions for an organism to survive.
Different organisms live in different areas
of Georgia.
Organisms include all living things such as
plants, animals, fungi and
microorganisms.
Plants have features that help them
survive the different regions of Georgia.
Animals have features that help them
survive the different regions of Georgia.
• What is a habitat?
• How are regions in Georgia different?
• How do the characteristics of the habitat determine the
organisms that live there?
• How are Georgia habitats different from other habitats?
• How do the features of a plant help it survive in a certain
region of Georgia?
• How do an animal’s features and/or characteristics allow it
to live and thrive in its habitat?
• How do changes in a habitat affect the organisms living
there?
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template


Changes in habitat force organisms to
die, change/adapt, or move.
Organisms interact with one another in
many ways including providing food to
create a habitat.
Knowledge:
Students will Know…




Understand the defining differences
between producers, consumers, and
decomposers.
Understand the specific functions each
group.
Understand how all living things are
connected and receive their energy from
the sun.
Understand what causes living things to
survive or die in a given environment.
Skills:
Students will be able to (do)…


Identify and explain what consumer, producers, and
decomposers are.
Explain the mechanisms that cause organisms to live an
flourish or die.
Stage Two: Assessment Evidence
Performance Tasks/Projects (Summary):
Other Evidence:
 Science notebook entries
The culminating enrichment activity will
 Lab artifacts
require students to create a large map of
 Georgia Habitats Map
Georgia where they will identify different
habitat regions and the organisms that reside
there. This will be done in small 4 person
groups.
Opening
Every lesson will begin with students writing
Evidence: Oral conformation and discussions.
down their homework in agendas and a materials
check. Next, students will be lead through the
days objectives/standards and the outcomes
associated with and discussion of the lessons
essential question. The remaining time will be
dedicated to quick review of prior
lesson/homework and a short presentation on new
material.
Work Session
Tasks: Next, students will work in cooperative
Evidence: Successful completion of lab or other
small groups focused on accomplishing different
product generating activity. Oral conformation and
task directly associated with the standard.
discussion. Use of Edmodo quiz or poll.
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Closing
Summary: Class will end with a think-pair-share Evidence: Oral conformation and discussion.
format where students discuss and share with the
class what they learned. The teacher will facilitate
this student lead activity with probing questions
to guide and tie learning back to the standard(s)
and the day’s essential question(s). Students will
record their reflection on what was learning in
their science notebook.
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Differentiation
Differentiation will be based on student needs as they arise. Students will be placed in mix ability small groups
and given leveled assignments. This can vary on the length of reading or questions requiring a response to
different group job assignments that are best paired with the student’s ability level. The goal is as much success
as possible with the least amount of support, thus making it genuine and earned.
Students with visual needs will get preferential seating towards the front and enlarged text
Assignments given to groups that require skills out of the ability level of the lower students within the group will
be given a greater degree of assistance by the teacher in order to bring assignment down to the zone of proximal
development of each student.
At the teacher’s discretion, small teacher lead groups will be pulled from the lower students occupying each
group to provide the highest level of assistance when dealing with very difficult concepts.
Students will be split up between the present teachers and provided assistance as needed. Groups will be mixed
ability.
Groups
Weekly Lesson Plan Science
Day
Instructional Strategies
Procedure
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
Leaves, Saving Water
MON 8-26
Think-Pair-Share
Enrichment Science Reading:
Create new science notebook entry: “Leaves, Saving Water”
Materials:
Focus Standard:
S3L1 Students will investigate the habitats of different organisms and
Prior to Lesson
the dependence of organisms on their habitat.
 Collect different
a. Differentiate between habitats of Georgia (mountains, marsh/swamp,
leaves for students coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in
to observe
different regions of Georgia.
Opening.
(Each Student)
 Think-pair-share: “Are all leaves the same?”
 Science
 Record
notebooks
 Standards and Essential Question
 Textbook
 Pen/pencil to
 Observation of different kinds of leaves. Record shape, texture, etc….
write with
 Create Lab Entry: Hypothesis, observation, results, drawings, table
(Each Group)
Lesson
 Water
 Discuss rules and procedures of lab
 3 paper towels
 Teacher model lab.
 Pan
Work period
 Wax paper
 Teachers break up into 2-3 zones of the room and help student’s complete
lab.
 Paper clips
Closing



Go over vocabulary
Discuss what we learned today in class
Revisit standards and essential questions
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
Leaves, Saving Water
TUES 8-26
Think-Pair-Share
Enrichment Science Reading:
Create new science notebook entry: “Leaves, Saving Water”
Materials:
Focus Standard:
S3L1 Students will investigate the habitats of different organisms and
Prior to Lesson
the dependence of organisms on their habitat.
 Collect different
a. Differentiate between habitats of Georgia (mountains, marsh/swamp,
leaves for students coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in
to observe
different regions of Georgia.
Opening.
(Each Student)
 Think-pair-share: “Are all leaves the same?”
 Science
 Record
notebooks
 Standards and Essential Question
 Textbook
 Pen/pencil to
 Observation of different kinds of leaves. Record shape, texture, etc….
write with
 Create Lab Entry: Hypothesis, observation, results, drawings, table
(Each Group)
Lesson
 Water
 Discuss rules and procedures of lab
 3 paper towels
 Teacher model lab.
 Pan
Work period
 Wax paper
 Teachers break up into 2-3 zones of the room and help student’s complete
lab.
 Paper clips
Closing



Go over vocabulary
Discuss what we learned today in class
Revisit standards and essential questions
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
Edmodo Training
Think-Pair-Share
Materials:
WED 8--28
Prior to Lesson
 Open Edmodo web
page
(Each Student)
 Computer
 Pencil
 Paper
(Each Group)
 Nothing
Enrichment Science Reading:
Create new science notebook entry: “Edmodo”
Focus Standard:
Opening.
 Think-pair-share: “What is Edmodo?”
Lesson
 Log on to Edmodo





Change profile
Take quiz
Take poll
Submit and assignment
Make a post
Work period
 Teachers break up into 2-3 zones of the room and help student’s complete
lab observations of different organisms and their adaptations.
Closing
 Go over vocabulary
 Discuss what we learned today in class
 Revisit standards and essential questions
Cooperative Learning
Edmodo Training
Think-Pair-Share
Materials:
THURS 8-29
Prior to Lesson
 Open Edmodo web
page
(Each Student)
 Computer
 Pencil
 Paper
(Each Group)
 Nothing
Enrichment Science Reading:
Create new science notebook entry: “Edmodo”
Focus Standard:
Opening.
 Think-pair-share: “What is Edmodo?”
Lesson
 Log on to Edmodo





Change profile
Take quiz
Take poll
Submit and assignment
Make a post
Work period
 Teachers break up into 2-3 zones of the room and help student’s complete
lab observations of different organisms and their adaptations.
Closing
 Go over vocabulary
 Discuss what we learned today in class
 Revisit standards and essential questions
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
Keeping Warm
Think-Pair-Share
Materials:
FRI 8-30
Prior to Lesson
 Gather ice!
(Each Student)
 Science
notebooks
 Textbook
 Pen/pencil to
write with
(Each Group)
 Large plastic
bowl
 Water
 Ice
 Spoon
 Plastic bag
 Solid vegetable
shortening
 Plastic gloves
Enrichment Science Reading:
Create new science notebook entry: “Keeping Warm”
Focus Standard:
S3L1 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.
c. Identify features of animals that allow them to live and thrive in different
regions of Georgia.
Opening.
 Think-pair-share: “How do animals like seals keep warm in cold water?”
 Record
 Standards and Essential Question
 Create Lab Entry: Hypothesis, observation, results, drawings, table
Lesson
 Discuss rules and procedures of lab

Teacher model lab.
Work period
 Teachers break up into 2-3 zones of the room and help student’s complete
lab.
Closing
 Go over vocabulary
 Discuss what we learned today in class
 Revisit standards and essential questions
Weekly Lesson Plan Science
MON 9-2
Day
Instructional Strategies
Procedure
No School
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
Edmodo Training
Think-Pair-Share
Materials:
Prior to Lesson
 Open Edmodo web
TUES 9-3
page
(Each Student)
 Computer
 Pencil
 Paper
(Each Group)
 Nothing
Enrichment Science Reading:
Create new science notebook entry: “Edmodo”
Focus Standard:
Opening.
 Think-pair-share: “What is Edmodo?”
Lesson
 Log on to Edmodo





Change profile
Take quiz
Take poll
Submit and assignment
Make a post
Work period
 Teachers break up into 2-3 zones of the room and help student’s complete
lab observations of different organisms and their adaptations.
Closing
 Go over vocabulary
 Discuss what we learned today in class
 Revisit standards and essential questions
Cooperative Learning
Edmodo Training
Think-Pair-Share
Materials:
Prior to Lesson
 Open Edmodo web
WED 9-4
page
(Each Student)
 Computer
 Pencil
 Paper
(Each Group)
 Nothing
Enrichment Science Reading:
Create new science notebook entry: “Edmodo”
Focus Standard:
Opening.
 Think-pair-share: “What is Edmodo?”
Lesson
 Log on to Edmodo





Change profile
Take quiz
Take poll
Submit and assignment
Make a post
Work period
 Teachers break up into 2-3 zones of the room and help student’s complete
lab observations of different organisms and their adaptations.
Closing
 Go over vocabulary
 Discuss what we learned today in class
 Revisit standards and essential questions
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
Adaptations For Survival
Think-Pair-Share
Materials:
Prior to Lesson
 Gather organisms
THURS 9-5
for observation
(Each Student)
 Science
notebooks
 Textbook
 Pen/pencil to
write with
(Each Group)
 Organisms to
observe
Enrichment Science Reading:
Create new science notebook entry: “Adaptations for Survival”
Focus Standard:
S3L1 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.
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.
Opening.
 Think-pair-share: “What is an adaptation?”
 Record
 Standards and Essential Question
 Create Lab Entry: Hypothesis, observation, results, drawings, table
Lesson
 Discuss rules and procedures of lab

Teacher model lab.
Work period
 Teachers break up into 2-3 zones of the room and help student’s complete
lab observations of different organisms and their adaptations.
Closing
 Go over vocabulary
 Discuss what we learned today in class
 Revisit standards and essential questions
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
Adaptations For Survival
Think-Pair-Share
Materials:
Prior to Lesson
 Gather organisms
FRI 9-6
for observation
(Each Student)
 Science
notebooks
 Textbook
 Pen/pencil to
write with
(Each Group)
 Organisms to
observe
Enrichment Science Reading:
Create new science notebook entry: “Adaptations for Survival”
Focus Standard:
S3L1 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.
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.
Opening.
 Think-pair-share: “What is an adaptation?”
 Record
 Standards and Essential Question
 Create Lab Entry: Hypothesis, observation, results, drawings, table
Lesson
 Discuss rules and procedures of lab

Teacher model lab.
Work period
 Teachers break up into 2-3 zones of the room and help student’s complete
lab observations of different organisms and their adaptations.
Closing
 Go over vocabulary
 Discuss what we learned today in class
 Revisit standards and essential questions
Richmond County Board of Education Curriculum Department
August 2005
Weekly STEM Lesson Plan Template
Cooperative Learning
PowerPoint
Think-Pair-Share
Materials:
MON 9-9
Prior to Lesson
 Identify which
teacher will teach a
given PowerPoint
skill
Teacher:
 Log into
PowerPoint
(Each Student)
 Science
notebooks
 Textbook
 Pen/pencil to
write with
(Each Group)
 Nothing
Enrichment Science Reading:
Create new science notebook entry: “PowerPoint”
Focus Standard:
 Think-pair-share: “What is PowerPoint?”
 Record
 Standards and Essential Question
Lesson




Identify what skill each teacher will teach their groups
Explain how teachers will rotate around room
Explain student role
Work period
 Teachers break up and rotate through room every 12 minutes teaching
their groups specific skills for PowerPoint
Closing
 Skill review
 How to notes that should be in science journal
Richmond County Board of Education Curriculum Department
August 2005