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Lesson Plan Template Name: ___Faith Green________________________________________________ Grade Level: _____Third___________________ Estimated number of days lesson will cover:

___15 days_________________________________ Lesson Subject/Title: Georgia Habitats Performance Standards: S3L1. Students will investigate the habitats 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. Lesson Objectives: Students will name all five of the Georgia habitats. Enduring Understanding: Habitats are different regions in Georgia and throughout the world. Due to their differences, a variety of plants and animals are seen in each habitat but not in all other habitats. Essential Questions: What is a habitat? What are the five habitats in Georgia? How are they different? What types of plants and animals live in each habitat? What happens when we (humans) change a habitat? Key Vocabulary: adapt (adaptation) - camouflage - carnivores coast ecosystem environment habitat herbivores mammal - marsh mountain ocean (Atlantic) - omnivores Piedmont predator prey region swamp

INTRODUCTION
Time Day 1 &2 Procedures Introduction/hook/activation of prior knowledge Read Here is the Wetland by Madeleine Dunphy. Instructional activities introduce vocabulary words pass out alphaboxes and have the students write down any words they already know that might pertain to habitats. Then pass out the vocabulary map sheets with one vocabulary word for the student to look up. Student will share their word with the class and class will add the word to their alphabox sheet. Review and Closure Starting tomorrow we will be looking into all different habitats of Georgia. Time Day 3 &4 Procedures Introduction What did we talk about yesterday? (habitats) Which habitat? (wetlands) There are five total habitats in Georgia. They are the mountains, Piedmont, coastal plain, Atlantic Ocean and swamp (wetlands). Students will look in their text book to find information about the different Georgia habitats. They will add the different plants and animal the find in each habitat. Differentiation Materials/Resources Assessment Learning style individual word wall and class word wall 20 Alphaboxes Sheets Formative 20 Vocabulary map vocabulary sheets share Differentiation Materials/Resources "Here is the Wetland" by Madeleine Dunphy Assessment

Product tree map or brace map Process students will work in small groups they can work along to as a group.

Text book Paper

Informal completion of tree map

WEEK 1
Time Day 12:45 Monday 1:15 Procedures Group 1 Ms. Conowal Habitat Study (Mountains) Teacher will read book with students or give each student a copy of one chapter to read. If the book is read as a group, students will talk about the book and what they learned for that habitat. If the book is read individually, students will give an overview of their section to the group. Then students will fill out a concept circle for the habitat. Comprehension Determining Importance & questioning Group 2 Ms. Duff Habitat Study (Piedmont) See above Group 3 Webquest http://zunal.com/webquest.php?w=117849 Comprehension Determining Importance Group 4 Webquest http://zunal.com/webquest.php?w=117849 12:45 Tuesday Group 1 Webquest http://zunal.com/webquest.php?w=117849 1:15 Group 2 Webquest http://zunal.com/webquest.php?w=117849 Group 3 Ms. Conowal Habitat Study (Mountains) See Monday Group 4 Ms. Duff Habitat Study (Piedmont) See Monday 12:45 Wednesday, Animal Research Expository Writing Group 1 Ms. Thursday, Students will receive an animal pelt to Green 1:15 & Friday look at and research. Students will have three days for research and to create a Group 2 Ms. WOW poster or WonderBook. Final Conowal products will be presented to the class (or group) Group 3 Ms. Comprehension Determining Duff Differentiation Process how the material is presented Materials/Resources Georgia, My State: Habitats: Mountain Piedmont Concept circle Assessment Informal student participation

Readiness notes sheets have been tiered. See Monday

Computers Note sheets

Informal completed notes sheet

See Monday

See Monday

See Monday

See Monday

See Monday

Product Students can choose how to present their findings Interest Students choose which

Animal pelts Books on different animals Encyclopedias Computer

Informal WOW! Poster or Wonderbook Presentation

importance & questioning

animal pelt to research

WEEK 2
Time Day 12:45 Monday 1:15 Procedures Group 1 Ms. Duff Habitat Study (Costal Plains) After reading the book, students will choose a bolded word from the book, they wish to learn more about. They will find the definition of the work then draw a picture of the word. On their picture sheet, students need to have a picture, the word and the definition. Comprehension Visualization Group 2 Ms. Conowal Habitat Study (Swamp) See group 1 Group 3 Webquest http://zunal.com/webquest.php?w=117849 Group 4 Webquest http://zunal.com/webquest.php?w=117849 12:45 Tuesday Group 1 Webquest http://zunal.com/webquest.php?w=117849 1:15 Group 2 Webquest http://zunal.com/webquest.php?w=117849 Group 3 Ms. Duff Habitat Study (Costal Plains) See Monday Group 4 Ms. Conowal Habitat Study (Swamp) See Monday 12:45 Wednesday, Protecting the Environment - Persuasive Group 1 Ms. Thursday, Writing Green 1:15 & Friday With the guidance of the teacher, students will look into an environmental problem Group 2 Ms. (polluting water, over hunting, etc). Conowal Students will work as a group to research the problems and come up with possible Group 3 Ms. Differentiation Product students will chose the word they wish to learn more about Materials/Resources Georgia, My State: Habitats: Coastal Plains Swamp Paper Assessment Informal making of word poster

Readiness notes sheets have been tiered. See Monday

Computers Note sheets

See Monday

Informal completion on notes sheet See Monday

See Monday

See Monday

See Monday Informal flyer or letter

Product letter or flyer Process students will research using books and the computer

Books Computers paper

solutions. Students can then choose to write a letter to someone important or create flyers notifying the public of the problem and what they can do to help. Comprehension Determining Importance, questioning, summarizing, and synthesizing

Duff

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