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
c. Identify features of animals that allow them to live and thrive in different regions of
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
b. Identify ways to protect the environment.
• Conservation of resources
• Recycling of materials
During their library time, I set the stage by doing a brief mini-lesson. We looked at the standard and talked about the word “feature”. We tied this to the word “adaptation” and looked up the definition online.
a change or the process of change by which an organism or species becomes better suited to its environment.
Then we looked at a National Geographic video on owls. We didn’t watch the entire video, but we paused each time a new feature of the owl was mentioned: its satellite head, its huge eyes, its large wings, etc. We tied this back to the word “feature” an the word “adaptation” so that students would know the kinds of things they were looking for in their research.
Next, I posed the question: Why does all of this matter to us? why do we need to learn about animals, plants, and their habitats? Before they answered, we watched a news clip that aired this morning. It was a perfect fit to our topic because it showed a black bear roaming around near an elementary school’s dumpster in Hall County.
After watching this clip, I posed the question again. Students said things like:
- If we know about plants and animals, then we’ll know how to take care of them.
- If we know about habitats, then we’ll know how to not pollute them.
- We’ll know how to keep animals alive and where they belong.
- and more.
I was really glad that I watched the news this morning at the gym instead of rushing in to school because that clip really set the stage for our research.
For about 30 minutes, students used a graphic organizer to gather information about the habitats, plants, and animals of Georgia in a variety of ways. They could freely float between 3 different areas in the library.
- Books: I used the State Standards Publishing series for regions, rivers, and habitats of Georgia.
- Posters: These posters featured different kinds of animals along with a map of where they were found in Georgia. Students had to identify an animal, look at what region of Georgia it was found in, and then think about what habitat that would fall under on their graphic organizer.
- Websites: Students had access to a Sqworl site that had songs, informational sites, and games about the habitats and regions of Georgia. http://sqworl.com/uo3kud
As usual, it was interesting to see where students chose to go. Some went directly to games. Others went to posters. Other chose books. It really said a lot about what kinds of media our students need access to in order to match their needs as learners. Some students stayed at the same station or site for the entire 30 minutes while others moved to several stations. During this time, the teacher, student teacher, special education teacher, and I were able to walk around and facilitate learning. We asked questions to nudge students thinking or spent time showing students how they might pay close attention to a game and gather facts while still maintaining momentum in their game. As usual, it was very freeing and individualized. This has come to be one of my favorite models for gathering information. My regret is that we don’t have more day scheduled to find information. Now, the students will use their 1 to 1 netbooks to continue to explore the Sqworl site on their own.