P R O J E C T
D E S I G N :
O V E R V I E W
Name of Project: Survivors
page 1
Duration: 6 weeks
Subject/Course: Life science
Teacher(s):
Grade Level:3rd
Other subject areas to be included, if any:
Significant Content
(CCSS and/or others)
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
[Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and
environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.]
[Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to
major fossil types and relative ages.]
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same
species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and
effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have
better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive
less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the
organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of
plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land
characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single
environmental change.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea
RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace.
3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
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21st Century Competencies Collaboration
(to be taught and assessed)
Communication
X
Creativity and Innovation
X
Other:
Critical Thinking
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)
Students will research basic animal needs and adaptations within an ecosystem.
Students will include the positive and negative effects of human interactions.
Driving Question
How can we create a habitat that will provide the necessary conditions for the survival of a(n)
_______________________?
Entry Event
Field trip to a Nature Center to observe animals within their environments. Field trip led by a Naturalist.
Ex. U of M Dearborn Nature Center
Products
Individual: Students will research an animal and write an
Specific content and competencies to be assessed:
informational/ expository essay.
Reading Informational Text,
Individual Journal/ learning log to collect data and share ideas. Speaking and Listening,
Writing: Informative Research
Team- Choice of project:
PowerPoint
Small Scale model
Museum exhibit
Newscast
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Specific content and competencies to be assessed:
Reading Informational Text
Speaking and Listening
Collaboration
Creativity
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P R O J E C T
D E S I G N :
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Public Audience
(Experts, audiences, or
product users students
will engage with during/at
end of project)
Naturalists from entry event field trip
Representative from Department of Natural Resources (DNR)
Parents
Peers/Classmates
Teachers
District Staff Members
Resources Needed
On-site people, facilities: The classroom teacher, the media center, the computer lab, and students.
page 2
Equipment: computers with PowerPoint access, resources, video camera access, digital cameras
Materials: small scale model materials, shoe boxes
Community Resources: public libraries, nature centers, zoo, parks, etc.
Journal/Learning Log:
Reflection Methods
(Individual, Team, and/or
Whole Class)
Individual journal entry each day to record data and daily
reflections*
Focus Group: Critical Friendspeers discuss strengths, weaknesses, and ideas using
sentence stems:
I like…(strengths of the project)
I wonder… (weaknesses of the project that could be
changed)
I have… (ideas to enhance the project: suggestions or other
materials)
Whole-Class Discussion: Students present projects to the
entire class.
Fishbowl Discussion: Students sit in a large circle and
discuss the positive and negative effects of human
interactions in regards to animal habitats.
-Provide a relevant article or literature to be read before the
discussion.
For example: The Lorax, Time for Kids, Just a Dream
Survey: Students use collaboration rubric to assess
individual and group collaboration.
Other:
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Notes: Suggested steps for reflection:
1. Whole Group Discussion
2. Fishbowl Discussion
3. Focus Group
4. Survey (can be used as needed)
5. *Journal/Learning Logs should be done on a daily basis.
a
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PROJE C T
DE SIGN:
ST UD E NT
LEARNING
GUIDE
Project:
Driving Question:
Final Product(s)
Learning Outcomes/Targets
Checkpoints/Formative Assessments
Instructional Strategies for All Learners
Presentations,
Performances, Products
and/or Services
content & 21st century competencies
needed by students to successfully
complete products
to check for learning and ensure
students are on track
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning
outcomes and formative assessments
Individual
I can identify basic animal needs and animal
adaptations needed to survive in an ecosystem.
I can identify the positive and negative effects of
human interactions on an ecosystem.
1.
2.
Summary of Resources
Graphic Organizer/ Note taking page
I can research the specific needs, adaptions, and
effects of human interactions on my Michigan
chosen animal.
1.
2.
3.
Teacher Conference
Daily reflection journal/learning log
Quiz
I can use my research findings to produce an
informational report.
1.
2.
Outline of report
Daily reflection journal/ learning log
check
Drafts of report (peer/teacher feedback)
1.
1.
2.
Daily reflection journal/ journal log
check
Teacher Conference
1.
2.
3.
Draft of project (peer/teacher feedback)
Summary of resources
Completion of project
1.
3.
I can record my reflections daily in my learning
log/journal.
TEAM
I will collaboration with my team to create a
PowerPoint, small scale model, museum exhibit,
or newscast.
1.
1.
2.
1.
2.
Provide resources
Use graphic organizers to record
information
2.
3.
2.
2.
3.
I will present my project with my group to an
audience.
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1.
2.
3.
Teach note taking
Model graphic organizer
Examine exemplar reports to determine
structure
Teacher model of structured report
Model peer critique
Teacher model of writing in learning
log/journal
Provide topics to reflect on in
journal/learning log.
Examination of exemplar visual aids,
watch a video with examples of project
choices.
Model collaboration skills
Bring in experts to help students prepare
projects
Practice Presentation (peer/teacher
1. Model presentation skills
feedback)
2. Assess presentation using
Share final project with audience
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