Where Do You Live?

1. Where Do You Live? Third Grade Life Science Unit

2. These are drawings of the Georgia Regions by Lainey and April of Holsenbeck Elementary School in the fourth grade SCOPE class. Plateau Ridge and Valley Blue Ridge Piedmont Upper Coastal Plain Lower Coastal Plain Regions of Georgia Plateau Ridge and Valley Blue Ridge Piedmont Upper Coastal Plain Lower Coastal Plain

3. Content Standard S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. • Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.

4. Big Ideas • Habitat

5. Big Ideas • Organisms • Plants, Animals, Fungi

6. Related content S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. 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.

7. How Students Learn Science S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. b. Use computers, cameras and recording devices for capturing information. S3CS5. Students will communicate scientific ideas and activities clearly. b. Make sketches to aid in explaining scientific procedures or ideas. S3CS7. Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used. 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.

8. Enduring Understandings • For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. • A habitat provides the optimum conditions for the organism to survive. • Organisms interact with one another in various ways besides providing food. • Changes in an organism’s habitat are sometimes beneficial to it and sometimes harmful. • Organisms include all living things such as plants, animals, fungi, and microorganisms. • Organisms depend on one another and their environment for survival. • Georgia has different regions that have different habitats.

9. Essential Questions • How do organisms know where to live? • Why do similar organisms live in similar habitats? • What do regions in Georgia have in common? • How are regions in Georgia different? • What living things can you find in small habitats? • What are some conditions that keep all kinds of organisms from being able to live in your house, at school, outside, or in your car?

10. What Students Should Know • Use language correctly. • Identify and compare various environments in which organisms are found naturally. • The characteristics that help organisms meet their needs in the habitat • The characteristics of landforms in different regions in Georgia • Pollution and humans can change the habitat of an organism to harm or benefit it. • Common organisms living in each region • The similarities and differences in the different regions of Georgia • There is diversity of life in different habitats. • What organims are living in a playground habitat.

11. Conner, age 7

12. What Students Should Be Able to Do • Communicate with people in other regions of Georgia to compare organisms that live there naturally. • Do a sketch of a grid on the playground depicting habitats and the organisms that live there. • Make murals and models of habitats and the organisms that live there. • Chart similarities, differences and patterns of organisms and their habitat. (Color, food choice, body covering, temperature range, shelter) • Locate different regions in Georgia on a map. • Write a report or story about an organism living in your region and share it with a student in a different region. • Write letters to other students in Georgia. • Observe and keep records on organisms in a playground habitat.

13. Official Wildlife of Georgia • Bird: Brown Thrasher • Butterfly: Tiger Swallowtail • Fish: Largemouth Bass • Flower: Cherokee Rose • Fossil: Shark's Tooth • Insect: Honey Bee • Marine Mammal: Right Whale (endangered) • Reptile: Gopher Tortoise (threatened) • Tree: Live Oak

14. What happens next? • Stage 2-- Evidence • Day 2 – Focus on Balanced Assessment • How do I know what students understand? • How good is good enough? • Stage 3– Unit Design • Days 3 and 4– Focus on Instructional Decisions and Unit Design • How do I provide learning opportunities? • When do I revisit, reteach, and reinforce understanding?

15. Previews of Coming AttractionsStage 2– Evidence (4 types) Informal Assessment Teacher will observe students as they break into groups and discuss matching cards with pictures of organisms onto where they live on a map of regions of Georgia.

16. Selected Response In what kind of habitat would these animals live? • Piedmont • Mountains • Ocean • Swamp

17. Selected Response • What type of organisms would be found in the above environment? • Forest • Mountain • Marine • Marsh

18. Selected Response Which type of habitat is this animal best suited for? • Marshlands • Open grass • Sandy beaches • Freshwater ponds

19. Selected Response • Which of these will probably cause the most changes in a pond habitat? • A frog swimming in a pond • A human fishing in a pond • Rocks at the bottom of a pond • Many years with little rain in the pond

20. Constructed Response • Write an illustrated story telling about organisms living in your region.

21. Performance Assessment From the Mountains to the Beaches You will produce a public relations campaign for plants, animals, and fungi to live in one of the regions of Georgia as assigned. Plan your display with a map showing the major landforms and an explanation of why each landform would be a good habitat. Mini-Habitat Make a miniature habitat for 3 organisms in an empty plastic container. Label the parts of the habitat and tell why each part is necessary for each organism. Write a story telling what would have to happen to keep the organisms alive for more than 2 or 3 days. Replace the organisms back in their original home.

22. Sample Rubric

23. Instructional Decisions If I want students to know the characteristics of landforms and habitats in different regions in Georgia, what learning opportunities will I build into my unit plan? • Resources and materials • Time for students to learn (Calendar) • Activities connected to the goal • Different types of evidence showing student understanding

24. Georgia Wildlife Federation http://www.gwf.org Georgia Museum of Natural History Science Box Program http://museum.nhm.uga.edu/htmldocs/scienceboxes/scibox.asp Georgia Science Links http://www.georgiascienceteacher.org/links.htm Georgia Wildlife Web http://museum.nhm.uga.edu/gawildlife/gawwregions.html Georgia Learning Connections http://www.glc.k12.ga.us National Wildlife Federation http://www.nwf.org Resources