This Webquest explores Georgia's different regions and the habitats and
animals that are found there.
Georgia Performance Standards
Science - 3rd grade
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.
c) Identify features of animals that allow them to live there and thrive.
d) Explain what will happen to an organism if the habitat is changed.
English/Language Arts - 3rd grade
ELA3W1 - The student demonstrates competency in the writing process. The student:
a) captures a reader's interest by setting a purpose and developing a point
of view.
c) writes text of a length to address the topic.
d) uses organizational patterns for conveying information.
j) uses a variety of resources to research and share information on a topic.
l) writes a persuasive piece that states a clear position.
ELA3R2 - The student acquires and uses grade level words to communicate
effectively.
ELA3L2V1 - The student uses oral and visual strategies to communicate.
Prerequisites:
Before attempting this Webquest, your class should have an understanding of
habitats, basic animal information , and concerns about environmental issues.
Not all students have had experience at state and national parks and may not
even know what a park ranger is. Spend some time talking about local or
well-known state and national parks. Share photos, maps, and talk about why
people visit these parks. Also discuss what a park ranger is and what their
various jobs might be.
Spectrum of learners in your class:
Students learn at different rates and have different skills and abilities.
When organizing your groups, put at least one high and one low level learner
in each group. The high level learner can help to be a "guide" for learners
who struggle with tasks. It may also be helpful for your low level learners,
if you begin by modeling what you expect to happen during these research
sessions. Go through a website with the entire class looking for the answers
to the questions and how to use the information for the "higher-level
thinking" questions. Allow extra time for groups with low level readers
because they will not get through as much material as quickly as other
students might.
