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Georgia Habitat Mobiles

This lesson plan aims to reinforce students' knowledge of habitats in Georgia through creating habitat mobile projects. Students will choose one Georgia habitat to focus on - mountains, marsh/swamp, coast, or Piedmont. They will draw the habitat's physical characteristics and plants/animals found there on construction paper, then attach the papers to wire hangers to create a mobile. Assessment is done through questioning students about each habitat's features and how changes could affect the environment and organisms living there. The activity reinforces students' understanding of Georgia habitats and takes approximately 30-45 minutes.

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Becky Brown
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187 views2 pages

Georgia Habitat Mobiles

This lesson plan aims to reinforce students' knowledge of habitats in Georgia through creating habitat mobile projects. Students will choose one Georgia habitat to focus on - mountains, marsh/swamp, coast, or Piedmont. They will draw the habitat's physical characteristics and plants/animals found there on construction paper, then attach the papers to wire hangers to create a mobile. Assessment is done through questioning students about each habitat's features and how changes could affect the environment and organisms living there. The activity reinforces students' understanding of Georgia habitats and takes approximately 30-45 minutes.

Uploaded by

Becky Brown
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Emily Berry Life Science Third Grade Georgia Habitat Mobiles Objective/Purpose: The goal of this lesson is to reinforce

knowledge of specific habitats in Georgia by creating a visual project to show individual characteristics of each habitat. 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. Materials and Time Requirement: This activity can be done in about thirty to forty-five minutes with previous lessons being taught on main characteristics of each habitat. Wire hangers (one for each student) Construction paper Markers String Hole Punch Magazines (National Geographic for pictures. This is optional.)

Background Information: Students should have prior knowledge about the habitats in Georgia for this activity. When I did this project, the students had already been tested over properties of each habitat, the animals and plants that live there, where each was located in the state of Georgia, etc. Students need to know the basic features of each habitat in order to create their own examples.

Procedure:

1) I asked the students to list the four main habitats in Georgia that we had been discussing in class. We wrote each one on the board (wetland, coastal plain, piedmont, and mountains). 2) The class gave me a description of each habitat and we wrote out basic characteristics on the board. After the students ran out of specific things that they remembered from their studying, they opened their textbooks for further information. 3) Each student chose one habitat to focus on. 4) I gave each student two pieces of construction paper (you can give more if you want to add extra things to your mobile). 5) Each student drew pictures of the habitats physical characteristics on one piece of paper. (They could also cut out pictures of the habitat). One the other paper, they drew plants and animals found in their specific habitat. (Once again, pictures could be used here.) 6) I gave the students another sheet of paper and they wrote the name of their habitat on it. 7) I walked around punching a hole in the top of each piece of paper, then tied the papers to the hanger with string so that they were evenly spaced and hanging down at different lengths. 8) To continue discussion, I asked the students to further describe their habitats. Also, I asked about things that could change those environments. I asked them to tell me different factors that could affect each habitat and what would happen under these circumstances. We discussed fires, floods, pollution, and human influences. Safety Issues: There are no major safety issues with this lesson, but the wire hangers do have sharp ends, so be sure to warn the students ahead of time. Assessment: By asking the questions throughout the activity, the students gain a reinforced understanding of each Georgia habitat, including the animals and plants that live there. Also, by getting input from the students at the very beginning about characteristics of the habitats, they showed me what they really knew about each environment. We later pulled out textbooks which helped further solidify their previous knowledge. The students got very excited about this project and wanted to make more than one. This was a very successful activity and the students were able to show their knowledge of habitats.

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