By: Anita Sealock Elm Street School Third Grade Science

Georgia Performance Standards – Life Science S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between regions 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  

Day 1: Should I? Could I? Would I?

Should I? Could I? Would I? Activity ENGAGE: Should I? Could I? Would I? Activity Show a PowerPoint presentation called “Should I? Could I? Would I? This activity will help answer the essential question--- How does an animal’s features and/or characteristics allow it to live and thrive in its habitat? Presentation shows a “fish” in various habitats that are not normal for a fish. Children will have to decide which habitat would be best for the fish to survive.

Should I? Could I? Would I?

Day 2: Five Regions of Georgia

Regions of Georgia Map Activity EXPLORE: Regions of Georgia Map Activity Students will investigate the five regions of Georgia on a floor map. Students will use prior knowledge to label the mountains, piedmont, coastal plain, swamp/marsh, and coast. Students will then compile a flip book labeling the regions of Georgia to place in their interactive science journal.

Five Regions of Georgia

Interactive Science Journal

Day 3: Where does it live?

Where does it live? Activity EXPLAIN: Where does it live? Activity Students will rotate through five centers. The five centers represent the five regions of Georgia. A variety of animals and plants will be scattered at each region. (some from Georgia/some not) Students will consider which plants and animals thrive in a particular region. Once placed, the next group may check for accuracy, change if needed, and add another group of plants and animals. This will continue until all students have visited all five centers. At the end of the rotation, a class discussion about each region will be teacher-lead to determine misconceptions among students about plants, animals, and regions of Georgia.

Mountain Piedmont Coastal Plain Swamp/Marsh Barrier Island/Coast/Ocean

Day 4: Georgia Wild Animal Report

Georgia Wild Animal Report EXTEND: Georgia Wild Animal Report (AIMS Activity) Students will use iPads to research an animal from one of the five regions of Georgia. The animal will be drawn at random. Students will also determine the difference between a region and a habitat. Differentiation suggestions for this activity would be as follows: *Gifted --- technological presentation (power point, video, Prezi,) *Regular Ed.--- paper poster presentation *Special Ed./ELL--- paper poster presentation with a partner Note: All students may complete a technological presentation if requested.

Research

Day 5: “Georgia Wild On Tour” Presentation

“Georgia Wild On Tour” Presentation EVALUATE: “Georgia Wild On Tour” Presentation (3 minute time limit) Students will present their reports and research according to their differentiated needs listed above. Students will be graded with a checklist that will include accuracy of information, organization of presentation, and articulation.

Integrating Technology

Poster Presentation

Partner Presentations

Poster Examples

Culminating Activities