CCSS
Creel, 2005
Title: ____Habitats of Georgia
Subject: __Science_, Reading, Lang. Arts___
Topic: __Life Science___________ Grade: ___3rd___
Designers: _White Oak____
Stage 1: Desired Results
Science/Social Studies
QCC
ELA Standard(s)
(underline big ideas and
key words)
QCC and ELA
Enduring Understandings
(Teacher tool)
QCC and ELA
Essential questions
(2-5 questions)
(Student tool)
Elements
QCC and ELA
Knowledge & Skills
(Comes from the elements)
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.
ELA3R3 The student uses a variety of strategies to gain meaning from
grade level text.
The student will generate questions to improve comprehension.
The student will summarize text content.
The student will interpret information from charts, diagrams,
illustrations, graphs, and graphic organizers.
1. What are the features of plants and animals that live in
different regions of Georgia?
2. How can we use graphic organizers, illustrations, charts,
diagrams, etc. to convey information about habitats of
different regions of Georgia?
3. How do habitats differentiate in various regions of Georgia?
(Piedmont, coastal, marsh/swamp, mountains, Atlantic Ocean)
Utilize the standard elements to
identify knowledge and skills
Knowledge (noun)
Skills (verbs)
 Text content
 Makes predictions
 Literary elements
 Identifies word meaning
 Word meaning
 Recalls facts
 Locate information
 Locate information
 Make connections
 Make inferences
 Summarizes
WHERETO:
Stage 2 - Assessment Evidence: What evidence will show that students met the learning
goal?
Traditional
Portfolio
Authentic
Self-assessment
Student rubric
Assessment
Assessment
Assessment
*Booklet to
*Mural of different
Test
represent habitats
habitats of Georgia
of 5 regions of
with studentGeorgia and
created
organisms that live animal/plant life
there
*Dioramas
CCSS
Creel, 2005
Stage 3 – Designing an Instructional Plan
Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance
Tasks
*Virtual field trip
*Guest speaker from Georgia Forestry Department
Anchor Activities:
Complete a graphic organizer comparing and contrasting the different habitats of Georgia.
Explore the Big Ideas, Essential Questions, and Equip for final performance
Direct Instruction
*Research green plants, fungi
and animals that live in other
regions of Georgia. Using
information resources,
including maps, match
animals and plants with their
homes (areas in Georgia
where they live)
Experiential
Learning
Visit a zoo or
botanical garden
and find out
what
accommodations
in food,
environmental
conditions, and
habitat the
caretakers had to
make to keep
exotic
organisms alive
in Georgia.
Independent
Learning
Write an
illustrated
story telling
what you
found out
about the
organisms in
your area, such
as where they
live, what they
consume, and
what external
features the
plant/animal
has that enable
them to live
where they do.
Indirect
Instruction
Compile
information
into a
research
display of one
plant or
animal of
Georgia and
their external
features that
help them
thrive in
different
habitats.
Interactive
Instruction
“What Animal Am I”
activity; Students share
information about their
animal’s features and
habitat and other
students must try to
guess the animal/habitat.
Rethink, Revise, Refine, Reflect, Resubmit
*Why do different plants/animals have to develop characteristics that help them survive in different regions?
* When animals from other regions move into a different habitat, what are their chances for survival?
Encourage ongoing evaluation and student self-evaluation
*What do you really understand about habitats?
*What questions and uncertainties do you still have about habitats?
* How has what you learned changed your thinking?
Tailoring the Design for Diverse Learners
Differentiated
Suggested
Suggested Extensions
CCSS
Creel, 2005
Activities
*Students could choose to give an oral
Accommodations
*Modify instruction
*Set up various habitats in classroom
(turtles, fish, gerbils)
report or a written report
*Do KWL chart to assess prior knowledge.
*Use a variety of resource materials
Organizing the Learning
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Read and discuss social studies, science text and
supplemental materials about mountains,
marsh/swamp, coast, Piedmont, Atlantic Ocean
and the organisms that live there.
Students will find pictures of various habitats in
magazine or draw pictures.
Listen to and discuss books about habitats
Complete a Venn diagram comparing and
contrasting two different habitats
Write a letter to the Department of Natural
Resources to demonstrate concern for destruction
of animal/plant habitats.
Complete bulletin board display about habitats of
Georgia.
Practice vocabulary words associated with the
unit through reading, writing, listening, speaking,
and worksheets.
Students will work with a group to complete a
Georgia mural of animals/plants in the 5 different
regions of Georgia.
Student will make a booklet to show their
understanding of the habitats of the 5 different
regions of Georgia.
View and discuss videotapes about Georgia
habitats.
Teacher will:
 Post the big questions
 Gather and prepare materials and visual
displays
 Order videos and books
 Make and post vocabulary cards
 Lead discussions
 Teach mini-lesson on each subtopic
 Prepare and share with students the
graphic organizers and rubrics for writing
assignments
 Prepare goal statements, vocabulary lists,
and skills to be learned for weekly
communication with parents
 Prepare practice activities, graphic
organizers, observe and record individual
participation in activities; assess individual
progress toward unit goals; provide
instructional intervention