Habitats: Georgia On My Mind

One Stop Shop For Educators

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE

approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

Science Grade __ Title:

June 1, 2008 of 17

Copyright 2008 © All Rights Reserved

Georgia Performance Standards Framework

Georgia On My Mind

13 weeks

(Habitats of Georgia/Interdependence of Man-Pollution/Conservation) OVERVIEW: In this unit students will research and explore the habitats of organisms which live in various regions of Georgia. The effects

of pollution and how humans affect the environment will focus on the regions of our state (mountains, marsh, swamp, coast, Piedmont, and

Atlantic Ocean) then looking more globally at man’s role in conservation. Students will view habitats as interactive and connected to help

recognize the importance of protecting one’s environment. Students will highlight the habitats as they discover interesting facts about a

particular habitat in our state. Students will learn every organism lives in a unique place or habitat which provides for its needs and survival.

This “Georgia On My Mind” unit connects prior learning from the units Is It Hot Enough? & Rocks and More. The GRASPS link all science

units in two culminating learning activities.

STANDARDS ADDRESSED IN THIS UNIT

Focus Standards:

S3L1. Students will investigate the habitat 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.

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.

S3L2. Students will recognize the effects of pollution and humans on the environment.

a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.

b. Identify ways to protect the environment.

Conservation of resources

Recycling of materials

S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in

their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later.

b. Offer reasons for findings and consider reasons suggested by others.

c. Take responsibility for understanding the importance of being safety conscious.

http://www.georgiastandards.org

http://www.georgiastandards.org





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S3CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:

a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting

specimens for analysis, and doing experiments.

b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to

criticism by other scientists, and stay informed about scientific discoveries around the world.

c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.

d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.

STANDARDS ADDRESSED IN THIS UNIT

S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in

temperature indicates a change in heat.

c. Investigate the transfer of heat energy from the sun to various materials.

ELA3LSV1. The student uses oral and visual strategies to communicate.

b. Uses oral language for different purposes: to inform, persuade, or entertain.

ELA3W1. The student demonstrates competency in the writing process.

d. Uses organizational patterns for conveying information (e.g. chronological order, cause and effect, similarity and difference, questions

and answers).

i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.

j. Uses a variety of resources to research and share information on a topic.

ELA3R3. The student uses a variety of strategies to gain meaning from grade-level text. The student

k. Self-monitors comprehension to clarify meaning.

M3P4. Students will make connections among mathematical ideas and to other disciplines.

d. Recognize and apply mathematics in contexts outside of mathematics

SS3E1. The student will describe the four types of productive resources:

a. Natural (land)





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LITERATURE SELECTIONS

Source of Recommendation Title Author ISBN

NSTA Teaching Through Trade

Books April/ May 2008

Just A Dream Chris Van Allsburg 0-395-53308-2

Picture Perfect Science Lessons

(NSTA)

Oil Spill! Melvin Berger 0-06-445121-6

NSTA Recommends People and the

Environment

Jennifer Boothroyd 9780822586012

More Picture Perfect Science

Lessons (NSTA)

The Important Book Margaret Wise Brown 0-06-020720-5

CBC/NSTA Outstanding Science

Trade Book 2004

On the Way to the Beach Henry Cole 0-688-17515-5

NSTA Teaching Through Trade

Books April/May 2008

Weslandia Paul Fleischman 0439227771

NSTA Recommends Animal Wise: Sand, Leaf,

or Coral Reef – A Book

About Animal Habitats

Patricia M. Stockland 1404809325

ENDURING UNDERSTANDINGS

Different organisms live in different areas in Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean).

Animals have certain features which allow them to live and flourish in different regions of Georgia.

Plants have features which allow them to live and flourish in different regions of Georgia.

Organisms interact with one another in many ways including providing food that helps create a habitat.

Harmful effects of pollution impact habitats.

It is important to protect the environment from pollution.

It is important to protect the environment from large energy changes.

Some materials conduct heat energy much better than others.





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ESSENTIAL QUESTIONS:

What is a habitat? What makes up a habitat?

How are the regions of Georgia different?

How do the characteristics of the habitat determine the organisms that live there?

How do an organism’s characteristics allow it to live and thrive in a certain habitat?

How do changes in a habitat affect the organisms living there?

Why are the habitats important to us?

Why is it important to protect the habitats of plants and animals?

What are the effects of pollution on organisms and their habitats?

What are the effects of large energy changes on an organism’s habitat?

What materials work best to create a comfortable living environment in a particular region of Georgia?

MISCONCEPTIONS PROPER CONCEPTIONS

All organisms can live in any part of the state of Georgia.

All organisms can adapt to changes in a habitat.

Pollution only comes from industry (factories and cars).

We don’t have a problem with pollution.

Insulators make things hot or cold.

In any particular environment, some kinds of organisms thrive, some

survive with difficulties, and some cannot survive at all.

Changes in a habitat are sometimes harmful and helpful to an

organism.

Pollution can come from a variety of sources.

Pollution comes from everyone.

Insulators slow the transfer of heat energy between objects.





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CONCEPTS: KNOW AND DO LANGUAGE EVIDENCE OF LEARNING

Georgia has many different

habitats.

Organisms have adaptations

to survive in certain habitats.

Habitats can change over

time which may affect the

Differentiate between habitats

of Georgia in various regions

(mountains, marsh/swamp,

coast, Piedmont, Atlantic

Ocean) and the organisms

which live in each.

Identify features of organisms

(plants/animals) which allow

them to live in different

regions of Georgia.

Cause and effect relationships

of producers and consumers.

Habitat, Region, Georgia,

Organism,

Mountain, Marsh, Swamp,

Coast

Coastal Plain, Piedmont

Atlantic Ocean, Reef,

Ridge and Valley,

Appalachian Plateau,

Environment

Characteristics, Features

Adaptations, Limiting

Factors, Carrying Capacity

Producer, Consumer, Cause

and Effect, Energy Changes

Habitat flipbooks

Research summaries for habitat presentation

– Pocket Folder:

(See picture of Research Organizer:

Pocket Folder folded backwards with

pocket cards to hold index cards with

notes on last page.) Possible Questions for Research: What is the

name of the habitat?

Where is the habitat located?

What plants live in this habitat?

What animals live in this habitat?

What type soil does this habitat have?

What are the geographical formations in this

habitat?

What are some interesting facts about this

habitat?

How do think man impacted the habitat?

(Pollution, Housing, etc.)

Field Journal of characteristics/ features of

plants and animals from the various Georgia

habitats.

Complete a cause and effect graphic

organizer. This information can be used to

develop a cause and effect paper on what

happens when a change occurs in a habitat.

Research the effects of pollution in the area

you live. Document with pictures and notes





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organisms in that

environment.

Pollution effects the

environment and the

organisms which live in that

environment.

Conserving resources along

with recycling protects our

environment.

Insulation affects the amount

of heat energy transferred

between objects.

Explain the effects of

pollution on the environment

and the organisms which live

in that particular habitat.

How to recognize the kinds

of pollution found on our

planet.

Explain the many ways we

can help protect our habitats.

Explore recycled materials

and discover community

recycling centers.

Test different materials to

determine which the best

insulators are. Determine the

best materials for a certain

region of the state.

Pollution, Types of Pollution:

Air, Water, and Land

Littering, Acid Rain, and

Conservation

Reduce, Reuse, Recycle,

Resources, Biodegradable

Insulators, Temperature,

Climate

the changes that are visible. Contact local

government or EPA

http://www.epa.gov/air/emissions/where.htm

Where You Live – state & county emission

summaries

Graphic Organizer of the types of pollution

along with the resulting consequence of that

pollution on our planet.

Write about how pollution affects the land,

air, and water. Tie in the benefits of

conserving to reduce these affects.

Develop a plan to design a home for a

region of Georgia.

http://www.epa.gov/air/emissions/where.htm





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EVIDENCE OF LEARNING:

Culminating Activity: GRASPS activity 1

WGHN - Georgia Habitat News

GRASPS

Goal: To produce a newscast highlighting a habitat of Georgia. The newscast would include research and evidence to support the important

features of the habitat and region including organisms, environment, and how pollution has impacted the habitat. The program should include

ways to conserve and protect the habitat presented.

Role: Students are part of a team involved in a multi-media project which reveals one of the habitats of Georgia for a contest sponsored by the

Environmental Protection Agency. The EPA is looking for habitats in the different regions of the country which can support a variety of life

and has an environmental protection plan in place.

Audience: A panel of community officials to determine if the newscast has merit to be considered for regional competition.

Scenario: Your class has been asked to represent the school. You class has completed studies of your state’s habitats and how man has

influenced the environment. You now have the tools necessary to develop a visual information project which reports to the public the

importance of maintaining the state’s natural resources of the rich regions Georgia offers.

Product: The purpose of this project is to develop a representation highlighting the organisms and characteristics of the habitats of Georgia

focusing on man’s role in protecting or damaging the environment in a specific habitat/region. The student teams will be given a story board

and a habitat to research information. Once story board research is complete teams will take information and develop a multi-media project

using PowerPoint or Photo Story. http://schools.shorelineschools.org/home_education/Forms/Video%20Storyboard.pdf and other examples of

storyboards http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=7801

http://schools.shorelineschools.org/home_education/Forms/Video%20Storyboard.pdf

http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=7801





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Standards:

Three Points Two Points One Point

Description of Habitat

(Where is it?)

Uses a map and labels where

habitat is in the state along with

detailed description

Uses a map with no labeling with

somewhat detailed description

No description of habitat and

lacks description

What lives in the habitat?

(Animals & Plants)

Provides pictures and names of

the organisms of the habitat

Provides pictures of organisms of

the habitat without names given

Little or no pictures of the

organisms of the habitat

Man’s Impact on the Habitat

(Pollution, Growth, etc.)

Gives detailed information and

pictures to demonstrate how

humans have impacted the

environment

Gives information of how


environment

Gives no information of how


environment

Conservation Plan of Action

(Ideas & Unique information)

Provides audience with a

conservation plan and examples

of unique features of the habitat

Provides audience with little

information on conservation and

few unique features of the habitat

Provides audience with no

information on conservation or

features of the habitat

Attention to Detail

Presentation uses complimentary

colors for lettering &

backgrounds and a variety of

transitions

Presentation uses lettering &

backgrounds and transitions

Presentation uses no lettering,

backgrounds, or transitions

EVIDENCE OF LEARNING:

Culminating Activity: GRASPS activity 2 (Taken and adapted from December 1, 2007 Unit Organizer on Heat 3rd

Grade)

AGEEH - A Georgia Energy Efficient Home

GRASPS Understand which materials are good insulators

Goal: Student teams design an energy efficient home for a certain region/habitat of Georgia.

Role: Students will be engineers/architects deciding how to use colors and insulation to create an energy efficient home for each region of

Georgia.

Audience: Other students, parents, homeowners/buyers looking to settle in those regions of the state.





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Scenario: Your team is to design a home for a certain region of Georgia. You are to use different types of insulation and different colored

materials to create the most energy efficient home for that region. In the “Most Energy Efficient Home” contest, when homes are exposed to

high and low temperatures, the home that experiences the least temperature change will be declared Georgia’s Most Energy Efficient Home.

Product: Student teams will be given boxes and a variety of materials to be used for insulation walls, and roofs. They will write a rationale

for their choices of materials. Upon completion of the project, students will measure, record, and graph the temperature changes within their

home when it is exposed to extreme temperature changes (sitting in full sun, shade, in the path of an air vent, and space heater.)

Standards:

Three Points Two Points One Point

Insulation

Insulation works has the smallest

range of temperature change

Insulation does not work No insulation

Colors

Colors appropriate for seasonal

changes of temperature

Colors not appropriate for the

seasonal changes of temperature

Did not recognize the use of

colors for use of energy

efficiency.

Temperature Measure, record, and graph

accurately temperature changes

Measure, record, and graph

temperature changes but with

precision errors

Measurements do not match the

chart or graph.

Aesthetics

Home design is aesthetically

pleasing and an original design

Home design is original in design

and has some aesthetically

pleasing features

Home design is poorly designed

and lacks aesthetic pleasing

features





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TASK A

Lesson Title: Habitat – What’s that?

Essential Questions: What is a habitat? What makes up a Habitat?

Teacher Instructions:

Ask students to think of some animal and plants they are familiar with have students work in groups and list these organisms. Then have

students state things these plants and animals need to survive. Allow students time to brainstorm and share what they developed. The activity

should have students building the idea organisms need food, water, living space, light, and shelter/place in order to survive and thrive. The

teacher can pose the following questions: What do animals eat? What does a plant need to live? In order to co-exist successfully these

components must be in the correct amounts. What would happen to these organisms if they didn’t get what they needed to survive?

The teacher should guide students toward the term habitat. Every organism lives in a unique place or habitat which provides for its needs.

This place which supplies the needed things an organism (plant/animal) needs to survive is its habitat.

The teacher would read to the class the book On the Way to the Beach by Henry Cole to introduce habitats and ecosystems. Students

would compare what they brainstormed about habitats for organisms to the book. Watch Discovery Education Streaming Video Habitats:

Homes for Living Things (15 minutes).

Assessment: Group presentations of conclusions from brainstorming session and a foldable booklet with illustrations of what makes a habitat:

food, water, space, light, and shelter

Enrichment/Extension/Homework: A student created habitat. Make a pile of leaves on the soil in a wet, shady corner of the yard (home or

school) or get a cinder block and put it in long grass or under a bush. Or take a clear plastic container with a few various sized holes in the

bottom of it and place it upside down in a corner of a garden or lawn. Water the soil and the container, brick, or leaves from time to time. Visit

your habitat over several weeks, and you should see some animals settle in and some plants begin to grow. Observe and record the changes in

your habitat. This could be recorded digitally with cameras, or with sketches. Students could document results in a photo journal. Why did

certain organisms move into your man made habitat? Share your findings and compare this habitat to a natural habitat in your area.

http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=7BAF8CE8-33F1-43A0-9F0E-1F2A165E4D31







June 1, 2008 of 17


TASK B

Lesson Title: Where is the best place for a creature to live?

Essential Questions: How do an organism’s characteristics allow it to live and thrive in a certain habitat?

How do changes in a habitat affect the organisms living there?

Teacher Instructions:

Play Project Wild “Oh, Deer” Activity http://georgiawildlife.dnr.state.ga.us/assets/documents/Oh_Deer.pdf this activity can be used as a

review of habitat requirements. (Share findings and discuss)

Read Animal Wise: Sand, Leaf, or Coral Reef – A Book About Animal Habitats by Patricia M. Stockland after reading discuss animal

adaptations and the unique attributes these animals have for the environments in which they live. List words which help describe organism’s

characteristics forming a word bank for future writing activities. Discuss adaptations of humans – record on chart paper how humans have

adapted to live in certain areas of the world.

Give groups a plant and animal from the various habitats of Georgia for example: mountains – Mountain Laurel (Plant) & Smoky Shrew

(Animal), marsh/swamp – Cypress (Plant) & Round Tailed Muskrat (Animal), coast – Magnolia (Plant) & Pocket Gopher (Animal), Piedmont

– Pine Tree (Plant) & Gray Fox or Eastern Chipmunk (Animal), Atlantic Ocean – Sea grass (Plant) & Right Whale (Animal). Have students

work in teams to research looking for characteristics such as size, covering, what it eats, where it lives, and any other interesting or unusual

facts about these organisms and the habitat which they live.

Students create a poster for each organism illustrating and sharing important details. Add posters to a large classroom map of Georgia habitats

so students can link the animals and plants geographical.

Assessment: Posters and group presentations of organisms. (This information can be used later for part of the GRASP activity 1.)

Scoring Rubric (ALL posters should include the following):

4 Points Two or More Facts about the plant or animal

3 Points An illustration showing the plant or animal in its environment

2 Points A description of each organism

1 Point A description on back of poster explaining what is an adaptation and an example

Extra Credit: A poem, song, rap, jingle, or creative way to share information to group

http://georgiawildlife.dnr.state.ga.us/assets/documents/Oh_Deer.pdf





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Enrichment/Extension/Homework: An enrichment to this lesson would be to play “How many Bears Can Live in this Forest?”

http://georgiawildlife.dnr.state.ga.us/assets/documents/how_many_bears.pdf the extensions lead into littering and pollution. Watch Forest

Habitats (15:00 minutes) from Discovery Education Streaming. Ocean Habitats: Shoreline and Reef (16:00 minutes) along with parts of The

Jeff Corwin Experience: Louisiana: Swampy Ecosystem (42:52 minutes) it has some good video of a swamp habitat PICK ONLY SEGMENTS

relate to our swamp habitat. Have students explore the Smithsonian’s National Zoo site

http://nationalzoo.si.edu/education/conservationcentral/walk/default.cfm and go on A Walk in the Forest.

TASK C

Lesson Title: Taking Care of Our Habitats

Essential Question: Why is it important to protect the habitats of plants and animals?

What are the effects of pollution on organisms and their habitats?

Teacher Instructions: Watch Discovery Education Streaming Video Taking Care of Our Earth (17:00 minutes) and read The Important

Book by Margaret Wise Brown. These are great discussion starters for the class on what is important in regards to our planet.

Teacher may read or have student reading center with a variety of books about the environment such as People and the Environment by

Jennifer Boothroyd, Earth Day – Hooray! by Stuart J. Murphy, Just A Dream by Chris Van Allsburg, The Lorax by Dr. Seuss, This Is Our

Earth by Laura Lee Benson, and Oil Spill! by Melvin Berger. Have students develop a T-Chart and compare two of the above literature pieces

focusing on the environment effects of pollution on organisms.

Students take a plant or animal from one of the Georgia habitats and place it a story such as Just A Dream or The Lorax creating an additional

story scene. Discuss with class the importance of looking toward the future with conservation efforts to maintain the habitats.

Create a pollution disaster with either polluting a river or ocean with example activities such as:

http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/rbellomo/p10/experiment.pdf or an oil spill cleanup

http://smithsonianeducation.org/educators/lesson_plans/ocean/acrobat/polsol.pdf This one has math to determine costs of cleanup.

Gather data, determine what worked best for cleanup, how effective was it, did anything clean up the water completely, and discuss the

seriousness of keeping our water sources clean.

Assessment: Students write an opinion piece on why is it important to protect the habitats of plants and animals. Paper must include a specific

habitat and pollution occurrence.

http://georgiawildlife.dnr.state.ga.us/assets/documents/how_many_bears.pdf

http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=71C47037-CA5C-4431-86E0-0C673E12C7E1



http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=C2EAE89D-52D3-4B1C-9CE5-FB870F4C558D

http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=C5470648-8112-4E33-A036-318D58DD64C1



http://nationalzoo.si.edu/education/conservationcentral/walk/default.cfm

http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=02367DDD-177F-4B41-9AAB-00F2F28ACEDD

http://ellerbruch.nmu.edu/classes/cs255w03/cs255students/rbellomo/p10/experiment.pdf

http://smithsonianeducation.org/educators/lesson_plans/ocean/acrobat/polsol.pdf





June 1, 2008 of 17


Scoring Rubric for personal opinion paper

4 point response The student writing has a clear beginning, middle, and end. The introduction states what the paper’s

purpose, effectively communicates his or her concerns, and demonstrates an understanding of the

importance of maintaining Georgia’s habitat environments.

3 point response The student writing has organization but lacks understanding of concept or is missing one or two elements.

2 point response The student writing lacks organization and demonstrates a lack of understanding of the concept or is

missing three or four elements.

1 point response The student writing is difficult to read and understand only shows slight understanding of the concept.

0 point response The student writing shows no understanding of the concept or does not write a piece.

Enrichment/Extension/Homework: Conversation Kids activities:

http://nationalzoo.si.edu/education/conservationcentral/pdfs/Module6Appendix.pdf

Start an environmental club looking at recycling efforts in the community and various other ways to converse – look at concerns for the local

area. Possible idea: http://www.epa.gov/kids/club/.

Write letters to public officials to express concern and the need to improve efforts to lessen pollution in our state’s habitats. Have students

design two or more “before and after” drawings to dramatize the effects of polluting our environment. Write and illustrate a poem articulating

student concerns for our natural resources (this is a tie back to The Important Book.)

TASK D

Lesson Title: Get out of the sun or rain!

Essential Question: What are the effects of large energy changes on an organism’s habitat?

What materials work best to create a comfortable living environment in a particular region of Georgia?

Teacher Instructions: Review science concepts from earlier in the school year of the effects of heat on our environment. Using the AJC

newspaper or other newspaper that has state temperatures and locate the weather page and look at the temperatures in the different regions of

our state. Another source for this information is The Weather Channel at www.weather.com. Discuss with students why would it be important

for us to protect ourselves from the environment. Temperature and precipitation such as rain, storms, etc. would be a factor on why we would

want to have shelter for protection.

Teacher reads Weslandia by Paul Fleischman. This story is promotes creativity, conservation, engineering, and problem solving. Discuss

how Wesley makes a hat and clothing to reflect the sun then builds a shelter to adapt to the temperature changes.

http://nationalzoo.si.edu/education/conservationcentral/pdfs/Module6Appendix.pdf

http://www.epa.gov/kids/club/

http://www.weather.com/





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Place in a bag separate cards the names of the habitats: mountain, marsh/swamp, coast, Piedmont, Atlantic Ocean. Make two to three sets

depending on team size with the instructions to develop and brainstorm an idea for a shelter which would work in the habitat drawn.

Students work in teams to sketch a design of a shelter which would protect them from the heat of the sun as well as protect them from the

rain/precipitation. Groups should look at what possible materials would be used if they were to actually create this shelter.

Pose these possible questions: How do we adapt during seasonal changes? How do plants and animals adapt in their habitats during seasonal

changes? What makes a good shelter? How can we determine if the shelter is one that will actually protect us from the environment?

Assessment: Group design of shelter sketch with a list of materials which could be used and what purpose the design is as a shelter along with

class participation during discussion.

Enrichment/Extension/Homework: Wet Blanket activity. In small groups students wet two paper towels. Then have the students put one

towel in a sunny spot and another in a cool, dark place. Students later observe which towel is dryer. Time the activity and determine how long it

took for the towel to dry. How did heat affect the way the towel dried? Does the color of the paper towel make a difference in drying time?

Where did the water in the towel go? Have students illustrate and label where the water went on their data collection sheet.

Take a closer look at conduction with butter http://pbskids.org/dragonflytv/superdoit/conduction_countdown.html and other living

environments by watching snow shelter on Dragon TV by PBS http://pbskids.org/dragonflytv/show/snowshelter.html . Students build a snow

shelter to stay warm. Research various shelters from other regions of our country compare and contrast what shelter types work best in the

south.

Look at infrared images at http://coolcosmos.ipac.caltech.edu/main_html/index.html . Students can explore how much heat something has and

gives information about an object's temperature. Students may want to learn more about the Herschel Infrared Experiment.

http://pbskids.org/dragonflytv/superdoit/conduction_countdown.html

http://pbskids.org/dragonflytv/show/snowshelter.html

http://coolcosmos.ipac.caltech.edu/main_html/index.html





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TEACHER RESOURCES

Additional Children’s Literature:

Deep in the Swamp by Donna M. Bateman ISBN-13: 978-0-545-07369-1 (Scholastic, Inc.)

This Is Our Earth by Laura Lee Benson ISBN 85010-7 (Charlesbridge)

Turtles, Bears, & Foxes by Melvin & Gilda Berger ISBN: 0-439-44535-3, 0-439-44533-7, 0-439-44534-5 (Scholastic, Inc.)

A Georgia Alphabet:P is for Peach by Carol Crane ISBN: 1-58536-046-5 (Sleeping Bear Press)

How Animals Survive by Barbara Donovan ISBN: 0-7608-8893-0 (Sundance)

Rachel -The Story of Rachel Carson by Amy Ehrlich ISBN: 0-15-204922-3

Day at the Beach by Jane Keys ISBN-13: 978-0-7608-5662-8 (Sundance)

Georgia Hello U.S.A. by Rita C. LaDoux ISBN: 0-8225-4076-2 (Lerner Publications Co)

Earth Day – Hooray! by Stuart J. Murphy ISBN: 0-06-000129-1 (Harper Trophy)

The Lorax by Dr. Seuss ISBN: 0-329-04448-6 (Random House)

Where does all the garbage go? Revised Edition (Let’s Read-and-Find-Out Science 2) by Paul Showers ISBN 0-06-021054-0

Web Resources:

http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php (Regions of Georgia - pictures of animals)

http://georgiawildlife.dnr.state.ga.us/content/displaycontent.asp?txtDocument=530 DNR site Georgia

http://graysreef.noaa.gov/ (Grey’s Reef – Atlantic Ocean)

http://pbskids.org/dragonflytv/index.html Dragonfly TV by PBS kids

http://www.epa.gov/education/pdf/peyaapp_March07.pdf President’s Environmental Youth Awards

(Protecting Tomorrow’s Environment K-12)

http://www.fs.fed.us/conf/welcome.htm (Chattahoochee-Oconee National Forests)

http://www.gastateparks.org/ (Georgia State Parks)

http://www.georgiaencyclopedia.org/nge/Categories.jsp?path=LandResources (New Georgia Encyclopedia - Land Resources: Agriculture,

Environment, & Geography)

http://www.georgiaencyclopedia.org/nge/Destination.jsp?id=p-54 (New Georgia Encyclopedia – Destinations has video clips of Okefenokee

and Tallulah Gorge)

http://www.knowtheconnection.com/ (All Areas have links and PDF materials for the classroom: posters, various lesson plans, activities, etc.)

http://www.nps.gov/cuis/ (Cumberland Island)

http://dromus.nhm.uga.edu/~GMNH/gawildlife/index.php

http://georgiawildlife.dnr.state.ga.us/content/displaycontent.asp?txtDocument=530

http://www.epa.gov/education/pdf/peyaapp_March07.pdf

http://www.fs.fed.us/conf/welcome.htm

http://www.gastateparks.org/

http://www.georgiaencyclopedia.org/nge/Categories.jsp?path=LandResources

http://www.georgiaencyclopedia.org/nge/Destination.jsp?id=p-54

http://www.knowtheconnection.com/

http://www.nps.gov/cuis/





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Additional Teacher Resources:

AIMS Activities Grades 3-5 Overhead and Underfoot ISBN: 1-881431-52-5 :

When It’s Hot, It’s Hot, Bitter Litter, Pollution Solution, and Let’s Recycle (Math and Science Process Skills)

More Picture-Perfect Science Lessons Using Children’s Books to Guide Inquiry (NSTA Press)

Picture-Perfect Science Lessons Using Children’s Books to Guide Inquiry (NSTA Press)

Science for 3rd

Grade GYSTC (Georgia Youth Science & Technology Centers, Inc.) Supplemental Guide for GPS www.gystc.org

Uncovering Student Ideas in Science 25 Formative Assessment Probes (NSTA Press)

Georgia Video Streaming :

http://streaming.discoveryeducation.com

Forest Habitats (15:00 minutes)

Visit deciduous and evergreen forests to see the plants and animals that make this ecosystem their home. Discover how living things change

over time and adapt to their surroundings

Habitats: Homes for Living Things (15:00 minutes)

Peek into the habitats of different kinds of animals to see how they meet their needs. Visit a pond, a desert, a forest, a rainforest, and other

habitats to discover how different animals and plants survive and thrive in these unique environments.

Ocean Habitats: Shoreline and Reef (16:00 minutes)

Discover the unique environment where the water meets the land that includes rocky and sandy shores, as well as tide pools, home to crabs,

barnacles, and starfish. Demonstrates how tides and waves affect the other species that live on, in, and out of the water. Students discover the

amazing living habitat of the reef.

Taking Care of Our Earth (17:00 minutes)

Students learn to care about their environment with the help of four animated characters as they take a tour of a landfill. Natural resources are

identified and shown as students learn how important it is to conserve them. They also discover how reducing, reusing, and recycling benefit

our environment, and how air and water pollution can hurt it.

http://streaming.discoveryeducation.com/



http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=C2EAE89D-52D3-4B1C-9CE5-FB870F4C558D

http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=02367DDD-177F-4B41-9AAB-00F2F28ACEDD





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The Jeff Corwin Experience: Louisiana: Swampy Ecosystem (42:52 minutes) PICK SEGMENTS FOR VIEWING

Jeff travels the backwoods and bayous of southern Louisiana. Here he encounters black bears, armadillos, and rattlesnakes, as well as creatures

of the swamp including a cottonmouth, a rare white alligator, and the elusive alligator snapping turtle.

Example of Research Organizer (See Below):

Use sticky notes to change questions. Students record important information onto index cards in their

own words which goes into small pockets. The outside pockets of folder keep brainstorming, rough

drafts, and all other printed materials needed for research. Students can put a cover sheet into pocket for

identification purposes – these can be used over and over if laminated.


Habitats: Georgia On My Mind

Documents

Transcript of Habitats: Georgia On My Mind