Unpacking Standards

Michelle LeBlanc
Fall 2015 | 3rd Grade Placement
"Maps" Mini-unit

CCSS, NGSS, ACTFL,

MLR:

KEY
KNOWLEDGE:

What will
students need to
DO?

Standard:___MLR__
Grade:_3_
Students will need Students will need to:
Geography (MLR D1 A, B,
to know:
Independently
C): Identify and create visual
the difference
analyze a map
representations of the Earth's
between a 2D
template and other
major geographic features such
and 3D
maps to create their
as continents, oceans, major
representation.
own map and
mountains, and rivers using a
the
include components
components of
variety of geographic tools and
of a map (title, key,
a map (key,
symbols, compass
representations.

Name:

symbols,
compass rose,
cardinal
directions,
etc.)
different types
of maps and
which type of
map they will
create to
locate these
habitats.

Grade and Subject:

rose, cardinal
directions, etc.)
Create symbols or
colors to represent
the different habitats
on the map.
locate each habitat
on their created
map.
Evaluate their final
project using their
rubric.
Date:

UDL Supports and

strategies to ensure
student success.

I will provide optio

for language by
clarifying
vocabulary
throughout the m
unit.

I will provide choi

by offering variou
physical map
templates.

I will ensure activ

engagement by
creating games to
review the
components of a
map before they
create their own.

 I will use technolo

to display my wor
on the board as I
model throughout
the Unit.
I will read directio
for students who
struggle.
LS4.D: Biodiversity and Humans:
Populations live in a variety of
habitats, and change in those
habitats affects the organisms living
there. (3-LS4-4)

Students will Students will

need to know: need to:
the five
determine which

Name:

habitats we
are focusing on
(grasslands,
tundra,
oceans,
deserts, and
forests)
the definition
of a habitat.
different plants
and animals
that live in
each habitat
different
characteristics
of each habitat

Grade and Subject:

habitat a group of
animals live in.

determine why that

animal lives within
this habitat.

Evaluate how an
animal's body helps
them survive in their
habitat.

Compare
characteristics of
animals that live in
the same habitat.

Date:

I will ask for prior

knowledge of
habitats and build
their background
knowledge before
searching for
information.
I will use multiple
methods to retain
information on ea
habitat through
books and
technology (pictur
and videos).
I will provide
student's with
various examples
adaptations of a
habitat through
books, pictures,

videos, and
research.
I will allow studen
to explore in
"Habitat Stations"
so that they can
independently
research and learn
about each habita
I will guide studen
with questions to
push their higher
level thinking as
they compare
adaptations in an
environment.

Name:

Grade and Subject:

Date: