7/27/2019 Georgia Habitat Mobiles

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Emily Berry

Life Science

Third Grade

Georgia Habitat Mobiles

Objective/Purpose:

The goal of this lesson is to reinforce knowledge of specific habitats in Georgia

by creating a visual project to show individual characteristics of each habitat.

Standards:

S3L1. Students will investigate the habitats of different organisms and the dependenceof 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.

Materials and Time Requirement:

This activity can be done in about thirty to forty-five minutes with previous

lessons being taught on main characteristics of each habitat.

Wire hangers (one for each student)

Construction paper Markers

String

Hole Punch

Magazines (National Geographic for pictures. This is optional.)

Background Information:

Students should have prior knowledge about the habitats in Georgia for this

activity. When I did this project, the students had already been tested over properties of

each habitat, the animals and plants that live there, where each was located in the stateof Georgia, etc. Students need to know the basic features of each habitat in order to

create their own examples.

Procedure:

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1) I asked the students to list the four main habitats in Georgia that we had been

discussing in class. We wrote each one on the board (wetland, coastal plain,

piedmont, and mountains).

2) The class gave me a description of each habitat and we wrote out basic

characteristics on the board. After the students ran out of specific things that

they remembered from their studying, they opened their textbooks for further

information.

3) Each student chose one habitat to focus on.

4) I gave each student two pieces of construction paper (you can give more if

you want to add extra things to your mobile).

5) Each student drew pictures of the habitats physical characteristics on one

piece of paper. (They could also cut out pictures of the habitat). One the other

paper, they drew plants and animals found in their specific habitat. (Once

again, pictures could be used here.)

6) I gave the students another sheet of paper and they wrote the name of theirhabitat on it.

7) I walked around punching a hole in the top of each piece of paper, then tied

the papers to the hanger with string so that they were evenly spaced and

hanging down at different lengths.

8) To continue discussion, I asked the students to further describe their habitats.

Also, I asked about things that could change those environments. I asked

them to tell me different factors that could affect each habitat and what would

happen under these circumstances. We discussed fires, floods, pollution, and

human influences.

Safety Issues:

There are no major safety issues with this lesson, but the wire hangers do have

sharp ends, so be sure to warn the students ahead of time.

Assessment:

By asking the questions throughout the activity, the students gain a reinforced

understanding of each Georgia habitat, including the animals and plants that live there.

Also, by getting input from the students at the very beginning about characteristics of

the habitats, they showed me what they really knew about each environment. We later

pulled out textbooks which helped further solidify their previous knowledge. The

students got very excited about this project and wanted to make more than one. This

was a very successful activity and the students were able to show their knowledge of

habitats.