CLEVELAND AVENUE ELEMENTARY SCHOOL  

Project Based Learning  

Design Guide 
Unit/Project Title: Georgia Habitats: I Will Survive!  Duration: 2 months 
Content Focus: Science  Teacher(s): Dixon, Hogan, Edwards, Bishop  Grade Level: 3rd  
Other subject areas to be included: ELA, Mathematics, and Social Studies 
KEY KNOWLEDGE: 
Significant Content  NGSS:  
 
  Science:
S3L1. 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
 
Writing/ ELA:  
Ask/Answer questions to demonstrate understanding of a text RL1
Recount stories, including fables, folktales, and myths RL2
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences Establish a situation and introduce a narrator and/or characters; organize
an event sequence that unfolds naturally.W3
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a
topic and group related information together; include illustrations when useful to aiding comprehension.W2
 
Social Studies: N/A 
 
 
Math: ​Area and Perimeter 
 
 
Technology:​ ​Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.  

Students use a variety of technologies within a design process to identify and solve problems by creating
new, useful or imaginative solutions.  
 Students communicate clearly and express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to their goals. 
 
Engineering: ​Define a simple design problem reflecting a need or a want that includes specified criteria for 
success and constraints on materials, time, or cost. (3-5-ETS1-1) 
 

21​st​ Century Competencies  Collaboration  x  Creativity and Innovation  x

(to be taught and assessed)  Communication  x  Other: ​Presentation and integration of  x
technology 
Critical Thinking     
Project Summary  This project-based learning (PBL) will encourage students to learn about animal adaptations through
(include student role, issue,  research and design. They will research their specific animal and discover different adaptations that
problem or challenge, action taken,  allow the animals to survive in their habitats. Then they will design zoo habitats for their animal with
and purpose/beneficiary)  those adaptations in mind. Students will include three plants in their habitat designs and will discuss
  their reasoning during their presentations. Teams will present their habitat design plans to the class in
  three-minute presentations.
 
  Your team must design a habitat for one of the new zoo animals. The habitat must meet the physical
  needs of the animal while keeping it contained. Your team should think about some of the
  adaptations that your animal uses to help it survive as you design the habitat. The habitat should
  include three different types of plants that you would find in your animal’s natural environment. Along
with your habitat design, your team must write a description of the animal and its habitat, which will
be displayed to the zoo’s visitors as they walk past your exhibit.

Divide your team into the following roles to complete the project: curator of exhibits, zoologist,
botanist, and habitat designer. Develop a list of what you already know and discuss features that
should be included in your habitat design. Your team will be given time to research, collaborate, and
develop your habitat design.
CHALLENGING PROBLEM OR QUESTION: 
Driving Question:  How do the characteristics of the habitat determine and help support the organisms that live there?
 
SUSTAINED INQUIRY: 
Need to Know:  1. What is the engineering design process (EDP)? ​Show the EDP graphic and explain each step ​.
(​Remember to create a list of  2. How do we share the information? ​Place your ideas in a shared Google Doc.
“​Anticipated”​ ​Need to Know  3. Where will we get the information we need? ​You will use any and all resources available to you.
questions prior to Entry Event.  4. How will this be graded? ​You will have a rubric that you can refer to for feedback and assessment. You
will also receive an individual rubric for your presentation.
5. Can I work by myself on this project? ​No, This is a team effort.
 6. How do we know what animal to research? ​You will choose from a list of animals provided.
7. What is a curator of exhibits? Zoologist? Botanist? Habitat designer? ​A curator of exhibits is ​someone
who is responsible for overseeing all aspects of animal management at the zoo and aquarium in which
he or she works. A zoologist is someone who studies the physiology of animals, their behavior, and how
they interact with other organisms and their environments. Their knowledge is critical to preserving
important habitats and managing wildlife adaptations to climate change. A botanist is a plant scientist
and studies the interactions of plants with other organisms. A habitat designer is responsible for
designing animal exhibits and overseeing their construction. They must oversee all aspects of exhibit
design from initial planning through final construction.
8. What does it mean to keep something contained? ​To contain something is trying to hold something
inside like within a structure.
AUTHENTICITY: 
Project Problem  The Atlanta Zoo has decided to add some new animals to its population! These new 
(How does this relate to the real  animals come from the 5 Habitats of Georgia. The new animals will need builders to 
world? What problem exists in  put together habitats that fit the animals’ specific needs. The zoo director has asked 
their lives, school, community, or  your class to help design the habitats for the new animals. An animal’s habitat plays 
world? )  an important role in its survival. The habitat should be as similar as possible to the 
animal’s natural environment. It should include typical plants and features that 
would be present in the animal’s natural surroundings. Also, an animal’s habitat in a 
zoo must be built in such a way that it keeps the animal from escaping. Habitat 
designers must consider many different factors when designing an animal habitat for 
a zoo. 
   
Entry Event:  Zoo Atlanta Field Trip  
 
STUDENT VOICE & CHOICE: 
Products:   Individual:   Specific content and competencies to be assessed: 
  Students will write an informational report  S3L1. Obtain, evaluate, and communicate information about the
Zoo Dioramas with Description  using Google Slides, Google Docs; creating a  similarities and differences between plants, animals, and
  Newsletter or Brochure detailing various  habitats found within geographic regions (Blue Ridge
Mountains, Piedmont, Coastal Plains, Valley and Ridge, and
QR Codes with presentations  information on the survival skills of plants and 
Appalachian Plateau) of Georgia. a. Ask questions to
  animals within the 5 Habitats of Georgia.  differentiate between plants, animals, and habitats found within
STEM Journals    Georgia
  Revise/Reflection of Zoo Diorama 
Student Reflections    W2. Write informative/explanatory texts to examine a topic
  Informational essay on an organism living in  and convey ideas and information clearly. Introduce a topic
Informational Essays  one of the GA habitats, inclusive of the  and group related information together; include illustrations
  when useful to aiding comprehension.
  organism’s adaptations, habitat, region of GA,   
  and ecosystem.    Area/Perimeter 
   
 
  Team:   Specific content and competencies to be assessed: 
Students will work collaboratively to build a  S3L1. Obtain, evaluate, and communicate information about the
Zoo Habitat for a specific organism with a  similarities and differences between plants, animals, and
description. Then, present their zoo habitat in  habitats found within geographic regions (Blue Ridge
Mountains, Piedmont, Coastal Plains, Valley and Ridge, and
a three-minute presentation. 
Appalachian Plateau) of Georgia. a. Ask questions to
  differentiate between plants, animals, and habitats found within
  Georgia

ELAGSE3SL1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly.
PUBLIC PRODUCT: 
Public Audience  Parent, experts, teachers, and peers will be able to engage in the learning given by students on showcase night. 
(​Experts, audiences, or product   
users students will engage with  Products: 
during/at end of project)   
Zoo Dioramas with Description 
 
QR Codes with presentations 
 
STEM Journals 
 
Student Reflections 
 
Informational Essays 
 
  
 
Resources Needed  On-Site Experts:   Off/Site Field Experience: 
  Naturalist    
  Botanist  Chattahoochee Nature Center (APS CEP Trip) 
  Curator   
  Zoologist 
   
    Zoo Atlanta- (404) 624-5600; Guided Tour $9.99 per 
  student; teacher/parents free 1:10 adult/student 
  ratio.  
   
Okefenokee Swamp- $15 per person with tax 
exemption documents; includes entry, tour and 
guided boat ride, lunch is not provided. 
Parent/guardian must accompany the student, 1:1 
student/parent ratio. Reservations can be made 
Sunday-Saturday 7a-5p. Charter Bus rental is 
necessary, trip is 249 miles, roughly 4h. 9 mins. away. 
 
Botanical Gardens- (404) 876- 5859; Guided Tours 
$10 per student; 1:8 adult/student ratio. 
Equipment: computer with internet, IPADS (photographs to include for research)   
 
Materials: posters, composition notebook, markers/crayons, large brown paper bags (30), paper mache’, 
used newspaper, wiggly eyes, and molding clay 
 
Community Resources: Naturalist/ Horticulturist/Botanist, Virtual Field Trip, Zoo Atlanta 
CRITIQUE, REVISION, REFLECTION 
Reflection:  Journal/Learning Log  X  Focus Group   
(Individual, Team, and/or Whole  Whole Class Discussion  X  Rubric  X 
Class)  Survey       

Notes: Designate calendar days for product development.