UBD Lesson Plan – Stage 2 - Evidence of Learning

Performance Task
Title of Content Standard: Science Assessment on Georgia Regions
GOAL: Students will understand how to locate the regions of GA and the importance of 
each region.
ROLE: Students are scientist exploring each region for plants and animals.
AUDIENCE: 5th grade students
SITUATION: students will differentiate between habitats of Georgia (mountains,
marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
 Identify features of green plants that allow them to live and thrive in different
regions of Georgia.
 Identify features of animals that allow them to live and thrive in different regions
of Georgia

PRODUCT, PERFORMANCE AND PURPOSE: Students will create a map of GA 
labeling each region as well as placing animals and plants in the correct region. 
 Make decisions about the features of the plants and animals that helps them
survive in that region. Think about our visit from our local DNR Officer (who
visited the class) and what we learned.

Standard: S3L1.
Students will need to know where to look for different GA habitats of different organisms.

Describe the different habitats, regions, and organisms of GA. 
 Differentiate between habitats of Georgia (mountains, marsh/swamp, coast,
Piedmont, Atlantic Ocean) and the organisms that live there.
1. What types of plants are found in the marsh/swamp lands?
2. What types of organisms live there?

 Identify features of green plants that allow them to live and thrive in different
regions of Georgia.
1. Give three examples of plants in each habitat.

 Identify features of animals that allow them to live and thrive in different regions
of Georgia.
1. List one animal per habitat.
Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
The teacher will asses the classes understanding and work with those who need to 
improvement. The instructor will debrief the class at the end of the period each day. 

Self­Assessment
Student Self­Assessment and Reflection
Students will reflect their understanding of what they have been taught with their project 
boards. 

Rubric for Performance­Based Assessment

RUBRIC FOR THE PERFORMANCE TASK

Category Exemplary Accomplished Developing Beginning Score

Accuracy of Several 2-3 facts 1 fact NO FACTS

Facts Supportive reported reported reported
Facts/reported accurately accurately
accurately
Research or Knows subject Integrated 5 Integrated 3 Integrated NO
Knowledge matter and plants and plants and plants or
added more animals in each animals in animals in
than 8 plants region correctlyeach region each region
and animals in correctly correctly
the correct
region. (in
each region)