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Habitats of Georgia

This lesson was adapted from the Georgia standards.org

Grade: 3 Teachers: Mandy FuestonAshley Flaherty

Content area: Habitats of GA

Standards for the 21st -Century learner Goals:

Standard:1.Inquire, think critically, and gain knowledge.2.Draw conclusions, make informed decisions, apply knowledge to new situations, and create

new knowledge.

3.Share knowledge and participate ethically and productively as members of our democratic

society.Skills Indicators:1.1.4 Find, evaluate, and select appropriate sources to answer questions

1.1.9 Collaborate with others to broaden and deepen understanding2.1.6 Use the writing process, media and visual literacy, and technology skills to create products

that express new understandings.

Benchmarks:Use multiple resources including print, electronic, and human to locate information

Work in teams to produce original works or solve problems

Respect others opinions through active listening and questioning

Experiment with text and visual media to create products

Dispositions Indicators1.2.3 Demonstrate creativity by using multiple resources or format

Responsibilities Indicators:1.3.1 Respect copyright/intellectual property rights of creators and products1.3.4 Contribute to

the exchange of ideas within a learning community1.3.5 Use information technology responsibly

Self-Assessment Strategies Indicators:1.4.4 Seek appropriate help when needed.3.4.2 Assess the quality and effectiveness of the

learning product

Connection to the State Standards

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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 ofGeorgia.c. Identify features of animals that allow them to live and thrive in different regions ofGeorgia.

d. Explain what will happen to an organism if the habitat is changed.

Overview:In this unit Ms. Flahertys third grade students will research and explore the habitats of organisms

which live in various regions of Georgia. Students will view habitats as interactive and will highlight

the habitats as they discover interesting facts about a particular habitat in our state. Students willlearn every organism lives in a unique place or habitat which provides for its needs and survival.

Classroom Teachers Role:Ms. Flaherty and the media specialist will work together collaboratively to create this unit. The

classroom teacher will provide background knowledge and the overview of the unit. She will also

address the writing portion of this lessongrammar, spelling, etc.

Library Media Specialists Role:

The media specialist will be responsible for teaching the informational literacy components of

this unit. In addition, she will be responsible for the web 2.0 tools, research and technology

lessons associated with this unit.

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

Georgia?

Evidence of Learning:

By the conclusion of this unit students will be able to: Differentiate between habitats in of Georgia in various regions (mountains, marsh/swaps, coast,

Piedmont, Atlantic Ocean) and the organisms which live in each

Identify features of organisms which allow them to live in different regions of GeorgiaCulminating Activity:

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Students will create a field guide of the various habitats of Georgia which include the characteristics andfeatures of plants and animals from the various Georgia Habitats. Students will use research summaries

and a cause and effect graphic organizer to create the Field Journals.

Informational Literacy Lessons:

How to Search and Use good Resour ces:

Time: One 40 minute class period in the computer lab

Students will be taught how to do a search using Google using keywords and to critically

evaluate websites. Students do not really understand that they need to choose their search terms

carefully. Often timesstudents will immediately use the first website they find instead of

evaluating if the website is reliable.

How to Use I nformation Responsibl y:

Time: One 40 minute class period in the computer lab

Students will be taught ethical use of information located on the internet. Students will be showna plagiarism presentation found athttp://www.slideshare.net/MandyFueston/plagiarism-ms-

fueston and about how to cite sourceshttp://kathyschrock.net/research/worksgrade3.htm

Students will also practice summarizing information at

http://eisenacher.weebly.com/summarizing.html

Using the Pathf inder f or Research:

Time: Two 40 minute class periods in the computer lab

Students will be introduced to the Pathfinder and how to utilize it. The Pathfinder will be located

on the student desktops via an icon. Students can visit this at their leisure during class but theycan also visit the schools website when they at home. The pathfinder can be found at:

http://researchpathfinderahcs.weebly.com/

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