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Understanding By Design

Title: Habitats Subject/Course: Science

Topic: Habitats Grade:Grade-3 Designers: Kemberly Ann T. Gonzales

Stage 1 – Desired Results

Established Goals:
 Classify Animals according to their Habitats
 Compare the habitat such as Aquatic (fresh water, Estuary, Marine water) and terrestrial (Forest,
Grassland, and Desert) in which plants and animals live.

Understanding: Essential Question/Big Idea:

Students will understand that…  How do animals determine where to live?
 What is a habitat?
 Animals live in specific environments called  What kind of habitat do you live in?
 Every habitat has its own characteristics.

Student will know….. Students will be able to….

 Identify the habitat an animal lives in.
 Various kinds and characteristics of habitats.  Describe the physical characteristics of
 Importance of habitats. each habitat.
 Value the importance of habitats.
Stage 2 – Assessment Evidence

Performance Task
Student will classify the animals according to their habitats.
Students will work in teams to make a Scrap book, research and collect pictures of animals, cooperate
and share information.
Situation: student will be divide into five groups into 7. Each group has a 5 – 6 members.
Each group will assign to each particular habitat (Aquatic (fresh water, Estuary, Marine water), terrestrial
(Forest, Grassland, Desert) and both Aquatic and terrestrial). Each group will make a scrap book about
the assigned habitat containing the pictures of that habitat, characteristics of that habitat, animals that
suited and can survive in that habitat, and characteristics of those animals with explanation why they can
survive on that particular habitat.
Teacher will use a rubric to critique students as they work in their teams. Students will understand the
rubric before starting the activity.

Key Criteria: Rubrics

4=25 pts 3=23 pts 2=20 pts 1=18 pts
Content The project is There is not The project is
contain pictures Project enough lacking in
of that habitat, includes most content content on
characteristics of of the previous included to the habitat.
that habitat, level items, but fully identify There is not
pictures of not all. the habitat. enough
animals that live contact to
in the habitat, identify the
and habitat.
characteristics of
those animals
with exact
explanation why
those animal
survive on that
Work The work done The work done The work done Work is done
quality/Effort exceeds all meets all meets very with no
expectations. expectations. little effort. The
There was full There was expectations. quality is not
effort put into some effort put There was very what the
this task. into this task. little effort put student is
into this task. capable of. It
is evident
that the work
was rushed
and little time
was spent on
the project or
work is
Creativity The project The project The project The project
shows creativity. shows some shows little shows no
It contains items creativity. It content. It is content. You
that help identify contains items hard to tell are unable to
the habitat. that help what habitat is identify
identify the being shown. habitat using
habitat. content.
Presentation Student can tell Student can tell Student only Student is
the class many the class some knows a few unable to
facts about the facts about the things about share
animal and the animal and the the animal and anything with
habitat it lives in habitat it lives or the habitat. the class
depicted by in depicted by about their
Scrapbook. Scrapbook. animal or the
Other Evidence
 Scrapbook will be collective.
 List of essential things to live will be collective.
 Classification table will be collective.
 Reflection paper will be collective.

Stage 3 – Learning Plan

Learning Activities

We are going explore the different types of habitat and students are expected identify the habitat an
animal lives in. Describe the physical characteristics of each habitat.

Student will watch video about the different habitats that people and animals live in. Play the video of
Animal habitat/ Animal homes and the students list down those essential things you need to survive in
your habitat.

The teacher will draw a table in the board and list some animals. Instruct the students to classify those
animals using the table given.
Aquatic Terrestrial
fresh water Estuary Marine water Forest Grassland Desert
Frog Shark Tiger
Carp jaguar Cow
camel Dugong Migratory bird
lion Grasshopper Pronghorn
Shellfish monkey Catfish
Goat Alligator iguana
Mud crabs whale Scorpions
The difficulties of students encounter in this activity is when they can find a different varieties of animal
like turtle and cannot live in the same habitat, turtle commonly found in the fresh water but there is a
variety of a turtle that can only live in the ocean. Other example is snake, there are varieties of snake
that can only survive in the desert and there are some snake commonly found in the forest cannot survive
in the desert. In this case, student must be careful in choosing an animals and it is difficult for the student
since they are not familiar of those animals variety. I will tell my students that don’t generalized the
animals, be specific specially in describing the characteristics because there are some cases that it the
same kind of animals but different characteristics because of its variety.

Student will write in their reflection notebook about what they learn and what they reflected about that
(1) Class discussions, short video, book knowledge pertaining to animal habitat (2) Discuss procedures,
expectations, rubric, etc. with students the day before the collaboration begins. (3) Students complete
Scrapbook project.