Resources
1. Downloadable habitat graphic organizer. 2. Habitat resource links Mountain Piedmont Coastal Plain Marsh/Swamp Ocean |
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Additional Videos
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Georgia Standards Alignment
S3L1 - Students will investigate the habitats of different organisms and the dependence 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.
ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELACC3W7: Conduct short research projects that build knowledge about a topic.
ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Technology Standards Alignment
ISTE/NETS-S
1a: Apply existing knowledge to generate new ideas, products, or processes.
1b: Create original works as a means of personal or group expression.
2a: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
2d: Contribute to project teams to produce original works or solve problems.
3a: Plan strategies to guide inquiry.
3b: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3c: Evaluate and select information sources and digital tools based on appropriateness to specific tasks.
4b: Plan and manage activities to develop a solution or complete a project.
Georgia Standards Alignment
S3L1 - Students will investigate the habitats of different organisms and the dependence 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.
ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELACC3W7: Conduct short research projects that build knowledge about a topic.
ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Technology Standards Alignment
ISTE/NETS-S
1a: Apply existing knowledge to generate new ideas, products, or processes.
1b: Create original works as a means of personal or group expression.
2a: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
2d: Contribute to project teams to produce original works or solve problems.
3a: Plan strategies to guide inquiry.
3b: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3c: Evaluate and select information sources and digital tools based on appropriateness to specific tasks.
4b: Plan and manage activities to develop a solution or complete a project.
Differentiation
Differentiation could be utilized in a variety of ways.
1. You could decrease the amount of information required for each habitat.
2. Use assistive technology such as Google Read & Write to help struggling readers access the text.
3. Instead of the final project being a digital poster, the students could draw the zoo out and print out QR codes associated to videos or pictures of the habitat, plants, and animals. This would still allow some technology usage in the final product.
4. To accelerate, students could make connections and cause and effect relationships between environmental disasters and habitat changes.
Differentiation could be utilized in a variety of ways.
1. You could decrease the amount of information required for each habitat.
2. Use assistive technology such as Google Read & Write to help struggling readers access the text.
3. Instead of the final project being a digital poster, the students could draw the zoo out and print out QR codes associated to videos or pictures of the habitat, plants, and animals. This would still allow some technology usage in the final product.
4. To accelerate, students could make connections and cause and effect relationships between environmental disasters and habitat changes.
Suggestions For Implementation
1. This was intended as a culminating activity after students had learned about the five Georgia Habitats.
2. This WebQuest takes about two full weeks of a 1 hour segment per day. Some additional habitat note sheets were provided to help facilitate the information gathering.
3. Students need to have a firm technology usage background. Students should be able to utilize Google Docs or Word proficiently to avoid to many new technologies being introduced at once.
4. Groups of two or three is recommended for this project.
5. For group work on Easel.ly, it is recommended that groups within Easel.ly are created to make access easier.
1. This was intended as a culminating activity after students had learned about the five Georgia Habitats.
2. This WebQuest takes about two full weeks of a 1 hour segment per day. Some additional habitat note sheets were provided to help facilitate the information gathering.
3. Students need to have a firm technology usage background. Students should be able to utilize Google Docs or Word proficiently to avoid to many new technologies being introduced at once.
4. Groups of two or three is recommended for this project.
5. For group work on Easel.ly, it is recommended that groups within Easel.ly are created to make access easier.