S3L1: Obtain, evaluate, and communicate information about the similarities…
Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia. a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions. b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat. c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.
The Georgia Standards of Excellence, Science outcome S3L1 (Life Science) for Grade 3 says: “Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia. a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions. b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat. c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.” These 3 Fieldbook units teach it hands-on, with everyday materials and a printable teacher guide and student sheet for every lesson. Official wording: Georgia Standards of Excellence, Science.
Who Lives Here? Grades 3–4 · partly supports this outcome
A schoolyard survey with string squares and hand lenses, sorting animals by their features, life cycles from caterpillar to butterfly, and who can live in which habitat. Students look, count and sketch but never collect or harm. Works in any climate and any country, in a garden, on pavement or in a desert.
- Who can live here, and who can't? 45–60 min
Teams compare what lives under a board with what lives on the bare ground beside it, and feel which is damper. Then they judge six animals against the schoolyard's food, water and shelter, and argue with evidence which can live here well, which less well and which not at all.
Keep It Cool: Ice, Insulation and Staying Comfortable Grades 3–5 · partly supports this outcome
Why salt makes ice melt faster, which wrap keeps a drink coldest, how a seal and a fennec fox each keep their body temperature steady, and how to build a cool box that beats the heat. Four hands-on lessons that start from a freezer and work in any climate.
- How do animals stay warm in the sea and cool in the desert? 50–60 min
Students put a hand into ice water inside a 'blubber glove' made of fat between two bags, then cool a thermometer with a wet cloth in front of a fan. They use both results to argue how fur, blubber, big ears and panting help animals keep a steady body temperature.
Winter Science: Ice, Snow and Staying Warm Grades 3–5 · partly supports this outcome
Why roads get salted, which mitten really works, how a seal stays warm in icy water, and why a mouse is cosier under the snow than on top of it. Four hands-on lessons on ice, heat and insulation.
- How do animals stay warm in winter? 50–60 min
Students put a hand into ice water inside a 'blubber glove' made of shortening between two zip bags, measure the difference with thermometers, and compare a lone cup of warm water with a huddle. Then they argue how blubber, fur, feathers and huddling help animals survive the cold.
- Can snow keep things warm? 60–75 min, including about 40 min outdoors
Teams build a 'den' for a jar of warm water, leave one on top of the snow and bury one underneath, and compare temperatures after 30 minutes. They also probe the snow with thermometers, then explain why voles, grouse and bears spend winter under the snow. A no-snow version uses a freezer and a snow stand-in.
Printable practice for S3L1
These pages practise a closely related idea; the match to S3L1 is partial.
- Keep It Cool: Ice, Insulation and Staying Comfortable workbook included with the unit
1 word wall, 1 English-support page, 1 practice page, 1 reading, 1 unit review, 1 unit test, with answer keys.
- Winter Science: Ice, Snow and Staying Warm workbook included with the unit
2 readings, 1 word wall, 1 English-support page, 1 practice page, 1 unit review, 1 unit test, with answer keys.
- Flowers, Fruit and Seeds: How Plants Make More Plants workbook included with the unit
3 English-support pages, 3 practice pages, 3 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
- How Your Body Works workbook included with the unit
4 English-support pages, 4 practice pages, 4 readings, 1 word wall, 1 unit review, 1 unit test, with answer keys.
- Your Senses: How Does Your Body Know? workbook included with the unit
1 word wall, 1 English-support page, 1 practice page, 1 reading, 1 unit review, 1 unit test, with answer keys.
- Groundhog Day Shadow Science free pack, written for Canada; the skill matches
2 mini books, 1 reading, 1 cut-and-paste page, 1 assessment, with answer keys. Free sample.
Need just this outcome? Build a custom pack from these pages, with its answer key, in about a minute. Custom packs come with All-access and school licences.
Compared with NGSS: 4-LS1-1 (partial).
Every unit matched to Georgia's curriculum · All places and curricula
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