Standards Based Unit of Study Template (provided via LiveText)
Unit Planning Template
Teacher(s)
_______Megan Berry__________________________________________________________________________
Subject(s)/Course(s):__Science______________________Grade/Level_________3rd _____________
UnitTopic/Focus:_________Wildlife Habitats__________________________________________________________________
Integration with other content areas (if applicable)_____________ Geography______________________________________
Estimated time for implementation:___________________5 days_________________________________________________
Standards
Program of Studies: Understandings
SC-P-UD-U-2
Students will understand that
plants and animals have features
that help them live in different
environments.
Program of Studies:
Skills and Concepts
Related Core Content
SC-P-UD-S-1
Students will describe the basic
needs of organisms and explain
how these survival needs can
be met only in certain
environments
SC-EP-3.4.3
Students will describe the basic
structures and related functions
of plants and animals that
contribute to growth,
reproduction and survival.
SC-P-UD-S-2
Students will identify the
characteristics that define a
habitat
Each plant or animal has
observable structures that serve
different functions in growth,
survival and reproduction. For
example, humans have distinct
body structures for walking,
holding, seeing and talking.
These observable structures
should be explored to sort,
classify, compare and describe
organisms.
SC-P-UD-S-3
Students will investigate
adaptations that enable animals
and plants to grow, reproduce
and survive (e.g., movements,
body coverings, method of
reproduction)
SC-P-UD-S-4
Students will analyze structures
of plants and animals to make
inferences about the types of
environments for which they are
suited
DOK 2
Big Idea: Biological Change (Biological Science) Grade: End of Primary
The only thing certain is that everything changes. Elementary students build a foundational
knowledge of change by observing slow and fast changes caused by nature in their own
environment, noting changes that humans and other organisms cause in their environment, and
observing fossils found in or near their environment.
Academic Expectations
2.1
Students understand scientific ways of thinking and working and use those methods to solve
real-life problems.
2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past
and present events and predict possible future events.
Students understand how living and nonliving things change over time and the factors that influence the changes
Context (Unit Organizer):
The wildlife habitat unit will complement work that students have done on the topics of plant life, animal life, and life
cycles. After completion, students will have a better understanding of the physical characteristics of various habitats around
the United States. In addition, students will be able to place animals into the appropriate habitat based on knowledge of the
animal’s lifestyle, etc. This information will also assist students in focusing on the real issues of endangered species and the
effects of urbanization on wildlife habitats. By utilizing SmartBoard technology and real-time video/audio clips, students will
be more thoroughly engaged in the learning process.
This unit will also allow students to make inferences about the types of environments to which animals are suited,
with an emphasis on animals indigenous to the United States. In future study, students will use this base knowledge to
make hypothesizes concerning animals and plants in other areas of the world as well. By including an independent project
(the Virtual Field Trip assignment), the instructor is also relinquishing responsibility to students and allowing them to be
proactive in their education.
Essential Questions :
 What is a habitat?
 Describe each of the 5 habitats found in the United States?
 Give examples of animals and plants that are suitable for each habitat.
 How does changing the habitat or environment of an animal affect survival rates or cause extinction?
Culminating Activity: Virtual Field Trip – Zoo Habitat Design
Students will be paired together and given a particular animal indigenous to a habitat in the United States. Based on
the information they have learned about United States’ habitats, the students will research their animal and decide which
habitat best suits the assigned animal’s needs. Based on their research, the pairs will then design a habitat for the local zoo
in which this animal can be housed. Students may use a variety of online resources for this assignment. A rubric will be
used to evaluate the groups’ comprehension of their habitat’s physical characteristics and the animal’s needs, as well as
creativity in design and collaboration.
Formative Assessment:
Students will receive daily participation grades during this unit of study. In addition, an exit activity will be performed
at the end of each class period. These activities – such as the pretest and Venn diagrams from Day 2 – will provide insight
as to how well students are comprehending the material presented in the Wildlife Habitats unit. Students will also be
assessed on their final project – the Virtual Field Trip Zoo Habitat Design. These projects should reflect the students’
understanding of what a habitat is and how habitats’ physical attributes affect the animals and plants located there.
Resources / Technology:
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Texts from library concerning habitat information
Websites – included in Outline of Daily Plans
SmartBoard (interactive)
Computer Lab (typing and research)
Rubric – Final Assessment of VFT
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1769265&
Pre-test and worksheets
Outline of Daily Plans
Day 1: Pre-Assessment; Vocabulary Introduction (30 minutes)
Objective – Students are introduced to various habitats (geographical locations) in the United States. Students will then
participate in a short pretest to pair animals with their habitats in order to gauge their prior knowledge on wildlife habitats.
Opening Discussion – Ask students if they are familiar with the term habitat. Discuss different ideas.
Activity – Pretest matching animals with their respective habitats. Correct in class. Students will take notes in their science
notebooks on the definition of each habitat. A PowerPoint with images of each habitat will also be presented.
Assessment – Daily participation grade; Formative assessment – pretest grade
Day 2: Wildlife Habitats – Focus on Prairies and Forests
Objective – Students will focus on the physical description of prairies and forests. Geographical locations of these habitats
in the United States will be discussed. Students will study examples of plants and animals indigenous to these 2 habitats.
Opening Activity – Students will view an introductory video clip for both prairie and forest habitats. Activity – Students will
investigate the physical attributes of these 2 habitats. Using the SMARTBOARD, the class will fill in a web for each habitat
that includes animals and plants from the prairie or forest. Students will have the opportunity to write in on the
SMARTBOARD web as well as draw the webs in their notes.
Radio Clip on Forests: http://www.nationalgeographic.com/features/radiox/frame.html
Forests Info: http://www.nationalgeographic.com/resources/ngo/education/geographyaction/habitats/forests.html
Prairies Info: http://www.nationalgeographic.com/resources/ngo/education/geographyaction/habitats/prairies.html
Follow-Up Discussion – Students will identify the similarities and differences between the 2 habitats studied today. The
overlap of various animals and plants will be emphasized. Create a Venn diagram with this information.
Assessment – Daily participation grade; Formative assessment – Venn diagram on prairies/forests
Day 3: Wildlife Habitats – Focus on Deserts, Lakes/Streams, and Tundra
Objective – Students will focus on the physical descriptions of deserts, lakes/streams, and tundra. Geographical locations of
these habitats in the United States will be discussed. Students will study examples of plant and animal life indigenous to
these 3 habitats.
Activity – Class will use textbook information to complete SMARTBOARD designed habitat webs together for the 3 habitats.
Class will watch a short movie on the tundra and participate in an online quiz. Students will also explore the freshwater ecoregion around KY through the National Geographic website.
Tundra/Desert Info:
http://www.nationalgeographic.com/resources/ngo/education/geographyaction/habitats/deserts_tundra.html
Tundra Clip/Quiz: http://magma.nationalgeographic.com/ngexplorer/0211/quickflicks/
Freshwater Info: http://www.nationalgeographic.com/resources/ngo/education/geographyaction/habitats/freshwater.html
Freshwater eco-region: http://www.nationalgeographic.com/wildworld/rivers/index.html
Follow-Up Discussion – Table groups can discuss the open response questions assigned as closing work. Students will
write a short open response explaining why the tundra is known as a frozen desert. In addition, they will choose one of the
three habitats studied today and describe its physical attributes as well as what animals adapt well to that environment.
Assessment – Daily participation grade; Formative assessment – open response questions (2)
Day 4: Virtual Field Trip Introduction and Work Day
Objectives – The Virtual Field Trip assignment will be introduced. Students will begin group work to fulfill the VFT
assignment concerning one of the 5 habitats studied during the week.
Opening Discussion – Students will be given the VFT rubric and will discuss the assignment together. Groups will be
assigned (12 sets of 2). Students will be taken to the computer lab, where appropriate lab and internet etiquette will be
discussed prior to beginning research.
Activity – Students will begin working on their VFT habitat assignment.
Day 5: Virtual Field Trip – Zoo Habitat Design (12 groups)
Objectives – Students will use computer lab time to research their assigned animal’s appropriate habitat. Groups will then
design an area in the local zoo for their animal. Students will be responsible for implementing appropriate physical attributes
of the habitat.
Activity – Class time today will be spent in the computer lab with students working in their groups to design their zoo exhibit
area. All information should be implemented into a Powerpoint presentation to be given to the class.
Assessment – Rubric for VFT assignment; daily participation grade