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ABSS Social Studies Unit Plan 3 Location, Location, Location 3rd Grade Social Studies Unit Topic Geography and Culture of Regions Suggested Unit Pacing: 3rd Nine Weeks Conceptual Lens Human-Environment Interaction, Location, Region, Culture Unit Overview Regions can be described by their location, as well as by the communities of diverse cultures, each of which have their own set of traditions, values, and other characteristics (such as languages, foods, art, etc.) A region’s characteristics may be impacted by the movement of local goods, people, and ideas. 3. H.1.3 Exemplify the ideas that were significant in the development of local communities and regions (**Previously taught in the 2nd 9 weeks). 3.G.1.1 Find absolute and relative locations of places within the local community and region. 3.G.1.2 Compare the human and physical characteristics of places. Geograph 3.G.1.3 Exemplify how people adapt to, change and protect the y and & environment to meet their needs. Environm 3.G.1.4 Explain how the movement of goods, people and ideas impact the ental Literacy community. 3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions (community, state, nation and world). 3.G.1.6 Compare various regions according to their characteristics. 3.C&G.2.1 Exemplify how citizens contribute politicially, socially, & economically to their community. Civics (**Previously taught in the 1st 9 weeks) and Governm 3.C&G.2.2 Exemplify how citizens contribute to the well-being of the community ‘s natural environment. ent (**Previously taught in the 2nd 9 weeks) 3. E.1.1 Explain how location impacts supply & demand. (**Introduced in this unit but will be prioritized and taught in depth in the 4th nine weeks). Economic 3. E.1.2 Explain how locations of regions and natural resources influence economic development s and PFL (industries developed around natural resources, rivers, and coastal towns). (**Introduced in this unit but will be prioritized and taught in depth in the 4th nine weeks). 3. C.1.1 Compare languages, food and traditions of various groups living in local and regional communities. Culture 3. C.1.2 Exemplify how various groups show artistic expression within local and regional communities. 3. C.1.3 Use non-fiction texts to explore how cultures borrow and share from each other (foods, languages, rules, traditions and behaviors). Generalizations Guiding Questions C=Conceptual, F=Factual, P=Provacative Communities were established 1. How did settlers choose the based on the availability of location for their community? resources. (C) History History 2. How does the location impact the likelihood of community success? (C) Places and regions are located by 1. What is the difference between absolute and relative positions a map and a globe? (F) and can be found using tools such 2. How are maps and globes used as maps and globes. to find location? (F) Geography Essential Standards by Strand History and & Environmental Literacy Geography and & Environmental Literacy The environment of places changes as a result of human and environmental interactions including cultural influences. 1. What is the difference between human characteristics and physical characteristics of a place? (F) 2. How do humans adapt (change) their environment?(C) 3. Should limits be set on how much people modify their environment (building dams, depleting natural resources, and mining)? (P) Civics and Government Economics and PFL Regions can be defined by culture, demographics, economy, and geography. 1. What are some features that define regions (physical, human and cultural)? (C) 2. What cultures can be found within our region? (C) 3. What are demographics? (F) 4. What are the demographics of our region? (F) 5. What geographical features can be found in our region? (F) 6. How do the physical characteristics affect our economy? (C) Similarities and differences of places can be identified by examining the environment and the cultures of the people who live there. 1. How is your region the same or different from another region in your state? (C) 2. What attributes would make one region more attractive than another to live in? (P) 1. How can citizens contribute to the social environment of their community? (C) 2. How can citizens contribute to the environmental development of their communities? (C) 3. Should citizens be required to contribute to their community in some way (recycling)? (P) 1. What is supply and demand? (F) 2. What are the differences between goods and services? (F) 3. What are the differences between wants and needs? (F) 4. Are wants and needs determined by where you live? (C) 5. How does the environment of your community affect the goods and services available in Responsible citizens can contribute to the political, social, economic, and environmental development of their communities. The location of a community and its resources impacts the economic development, and the supply and demand of goods and services. Additionally, the wants and needs of a community’s citizens are influenced by its location. Civics and Government Economics and PFL your area? (C) 6. What are natural resources? (F) 7. How do the natural resources of a particular region influence the economic development of that region? (C) The movement of goods and people impact how cultures borrow and share from each other. Culture Culture Cultures are shaped by language, food, tradition and location within a local or regional community. 1. What is movement? (F) 2. Why do people move from one place to another? (C) 3. How can movement affect culture, regions, and communities? (C) 4. What are some examples of movement? (migration, immigration, movement of goods). (F) 5. Why is movement of goods necessary? (C) 6. Should cultures borrow and share from each other? (P) 1. How does the location of a region or community shape a culture? (C) 2. How does the environment shape the culture? (C) 3. What traditions are found within different cultures? (F) 4. How is your culture similar and different from another? (C) . Critical Content Students will know: Absolute and relative locations are two ways of describing the positions and distribution of people and places on the earth’s surface. The difference between absolute and relative locations. How to distinguish between a map and a globe How to use maps to describe the location of places within the local community and region by applying concepts including absolute and relative location, direction, scale, etc. Human characteristics of a place come Students will be able to do: Find absolute (e.g., definitive vicinity) and relative (e.g., approximate vicinity) locations of places on a map, globe, etc. within the local community and region Construct maps of the local community that contain symbols, labels, and legends denoting absolute and relative locations. Use a variety of visual materials and data sources to compare regions. from human beliefs and actions. Physical characteristics of a place make up its natural environment. How to compare the human and physical characteristics of the local community with those of another community The process of observing, exploring and comparing human and physical characteristics of places Humans depend on the natural environment for their basic needs. People modify their environment to meet their needs. How to define movement When people choose to move it can have impacts on various communities (immigration, migration, cultural diversity, the environment). People rely upon products, information, and ideas that come from places other than their immediate environment. People create means for moving people, goods, and ideas within the local community. Throughout history people have moved from place to place and traded goods and services, as well as ideas. This led to migration, trade, cultural diffusion, and interdependence. Regions are defined by various elements of culture, demographics, economics and geography. A region is a basic unit of geographic study. It is defined as an area that has unifying characteristics. Regions are similar and different to each other. Different types of features such as physical, political, cultural, urban and rural, etc. characterize regions. Sharing cultural differences encourage self-awareness and respect for others. Not all people speak the same language, eat the same foods, or have the same values and traditions. Various groups express their beliefs and values through art in the community. Various examples of non-fiction texts are brochures, magazines, etc. How non-fiction texts explore elements of various cultures How to use texts to find information Lesson 1 o I can use a map to describe the location of places within the local community and region by using absolute and relative location. o I can define absolute and relative locations (i.e. relative-where the school is in relation to the local fire department; absolute-home address and school address, etc.) o I can use absolute and relative locations to describe locations of people and places on the earth’s surface. Lesson 2 o I can use features of a map (i.e. directions, scale, legend, symbols, and labels) to determine locations. o I can construct maps of the local community that contain symbols, labels, and legends indicating absolute and relative locations. Learning Targets (Note: Bold items represent priority learning targets. The other nonbolded learning targets are suggested extensions to the original target). Lesson 3 o I can explain that physical characteristics of a place make up its natural environment (i.e. landforms, bodies of water, climate, soils, natural vegetation, animal life, etc.) o I can compare communities using human and physical characteristics through observation and exploration. o I can conclude that places form and change as a result of human and physical characteristics. Lesson 4 o I can explain how people adapt to and modify their environment to meet their needs (i.e. clothing, housing, crops planted, activities you do, transportation) o I can explain how humans depend on the natural environment for their basic needs (i.e. food, clothing, and shelter) o I can explain how humans depend on the natural environment for their basic needs (i.e. food, clothing, and shelter) Lesson 5 o I can explain that when people choose to move it can have impacts on various communities (i.e. immigration, migration, cultural diversity in the environment). o I can define movement (i.e. immigration, transportation, import and export of goods). o I can explain that people relay upon products, information, and ideas that come from places other than there enviroment. o I can list example from history of how places are connected with one another through movement of goods, people, and ideas (i.e. migrations, trade, culture diffusion, interdependence). Lesson 6 o I can recognize that regions are defined by various elements of culture (i.e. diversity, religion, traditions, etc.) o I can define a region as a feature of geography. o I can recognize that regions are definied by various elements of demographics (i.e. population, language, crime). o I can recognize that regions are defined by various elemets of economics (i.e. industry, argiculture, job availablity, etc). Lesson 7 o I can recognize that regions are defined by various elements of geography (i.e. landforms, natural resources). Lesson 8 o I can summarize how several elements can contribute to a region’s identity. Lesson 9 o I can explain that regions are distinguished by their characteristics (i.e. physical, human, cultural). Lesson 10 o I can explain that regions are distinguished by their characteristics (i.e. physical, human, cultural). o I can use a variety of visual materials and data sources to compare regions. Lesson 11 o I can explore the differences in local and regional communities (i.e. language, food, values, traditions). o I can identify diverse cultures in my local community. Lesson 12 o I can explain how a variety of languages and cultural traditions contribute to the cultural diversity of a place. o I can explain how a variety of languages and cultural traditions influence how people live (i.e. bilingual communications, interpreters, attire, etc.). o I can discover how various groups express their beliefs and values through art in the community (i.e. music, art, drama, storytelling, folktales, stories, etc.). o I can explain how cultural differences encourage self-awareness and respect for others. Essential Terminology Literacy Integration Lesson 13 o I can use non-fiction texts to research various cultures and find information about how they borrow and share with each other (i.e. foods, languages, rules, traditions, relationships between cultures, behaviors, clothing, shelter, recreation, education, stories, etc.). Relative, absolute, region, map legends, map symbols, scale, globe, beliefs, actions, community, human characteristic, physical characteristic, environment, modify, adapt, immigration, migration, trade, import/export, interdependence, cultural diffusion, culture, demographics, economics, geography, regions, characteristics, urban, rural, diversity, traditions, self-awareness, respect, values, dialect, beliefs, traditions 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Craft and Structure 3.RI.4. Determine the meaning of general academic and domain-specific words Literacy Standards and phrases in a text relevant to a grade 3 topic or subject area. 3.RI.5. Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas 3.RI.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur). 3.RI.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence). 3.RI.9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Level of Text Complexity 3.RI.10. By the end of the year read and comprehend literature, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently 3. W.2 Write informative texts to examine a topic and convey ideas clearly. 3. W.7 Conduct short research projects that build knowledge about a topic. 3.W.8 Gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories 3. SL.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on other’s ideas and expressing their own clearly. 3.RF.4 Read with sufficient accuracy and fluency to support comprehension Literature Connections Technology Integration Technology Standards Websites Formative Assessment Performance Tasks Summative Resources See Resources below for literature connections 3.IN.1. I can use visual and literacy cues to locate relevant information in a given text (e.g., bold print, italics, bullets, etc). 3.TT.1.1. I can use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). 3.TT.1.3. I can use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). 3.RP.1.1. I can implement a research process by collaborating effectively with other students. 3.SE.1.3. I can understand ethical behavior (copyright, not plagiarizing, netiquette) when using resources. See Resources below for websites *Read a map and identify symbols using the legend *Describe the absolute and relative location of a place *Give examples of human and physical characteristics of a location *Explain how communities are interdependent upon each other *Use non-fiction texts to find information about cultures *Create a map of the classroom using a legend with symbols *When given a region, create examples of ways citizens could depend on, adapt, modify, and protect the environment. *Use a Venn diagram to compare and contrast different cultures (language, food, values, and traditions) Students will work with a partner or small group to research a specific culture and collaborate to create a presentation (such as a brochure or power-point) that includes information about the culture's language, food, values, and traditions. Additionally, the presentation will give information regarding the geographic location of the culture using a map (including a legend with symbols and labels) with a written description of the culture's absolute and relative location. See suggested resources listed in literacy integration, assessment, learning plan, re-teaching, and enrichment. Lesson 1 o I can use a map to describe the location of places within the local community and region by using absolute and relative location. Use map-absolute & relative locations Amusement Park Map (Magic Kingdom found at www.wdwinfo.com/maps/mk.htm) DE (Discovery Education): Discovery Atlas Interactive Map: **Log in to your Discovery Ed account before clinking this link so that it will work properly. http://app.discoveryeducation.com/player/?assetGuid=60BFBFDE-2797-4160A50A927B7B0F5E3A&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHe alth=0&productcode=US&isAssigned=false&includeHeader=YES&homeworkGui d= Google Earth: http://www.google.com/earth/index.html National Geographic’s My Wonderful World: http://www.mywonderfulworld.org Click on “Kids” on menu bar-search for “GeoMap” to build a globe with countries and cities. Geography PowerPoint: https://wcpsselementarysocialstudies.pbworks.com/w/file/62168497/ess3_unit3_ Geography%20Powerpoint.pptx Learning Plan Instructional Sequence Absolute and relative location short video: http://www.youtube.com/watch?v=tPHfFzyOW3s Longitude and Latitude Rap: http://teachertube.com/viewVideo.php?video_id=243468&title=Longitude_and_La titude (Words are posted on the Elementary Resource Bank under the Social Studies tab & in the third grade Social Studies dropbox under resources) Lesson 2 o I can use features of a map (i.e. directions, scale, legend, symbols and labels) to determine locations. Use Features of a Map First Guide to Maps: Reading Maps by Daniel R. Block & Marta Segal Block Mapping Your Community by Daniel R. Block & Marta Segal Block Mapping the World by Daniel R. Block & Marta Segal Block If Maps Could Talk by Erika L. Shores Ways to Find Your Way: Types of Maps by Kay Jackson Amusement Park Map (Magic Kingdom found at http://www.wdwinfo.com/maps/mk.htm) National Geographic’s My Wonderful World: http://www.mywonderfulworld.org Click on “Kids” on menu bar-search for “GIS in action” to play game in which kids use maps to save endangered animals. Lesson 3 o I can explain that feature characteristics of a place make up its natural environment (i.e. landforms, bodies of water, climate, soils, natural vegetation, animal life, etc.). Explain Physical Character of a Place My World of Geography: Oceans by Angela Royston Valleys by Cassie Mayer Mountains by Cassie Mayer Oceans and Seas by Cassie Mayer Rivers by Alyse Sweeney Comparing Bodies of Water by Rebecca Rissmon DE (Discovery Education): Discovery Atlas Interactive Map: http://app.discoveryeducation.com/player/?assetGuid=60BFBFDE-2797-4160A50A927B7B0F5E3A&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHe alth=0&productcode=US&isAssigned=false&includeHeader=YES&homeworkGui d= Physical and Human Characteristics: http://education.nationalgeographic.com/education/mapping/interactivemap/?ar_a=1 Lesson 4 o I can explain how people adapt to and modify their environment to meet their needs (i.e. clothing, housing, crops planted, activities you do, transportation). Explain how people modify/adapt environment “People of the Desert” Lesson plan-has students consider life in the desert and ways that citizens must conserve water http://learningtogive.org/lessons/unit373/lesson3.html The Lorax by Dr. Seuss Long before saving the earth became a global concern, Dr. Seuss, speaking through his character the Lorax, warned against mindless progress and the danger it posed to the earth's natural beauty. The Great Kapok Tree Lynne Cherry Lesson 5 o I can explain that when people choose to move it can have impacts on various communities (i.e. immigration, migration, cultural diversity in the environment). Explain how movement can impact communities CIA Factbook: Site lists countries in order by the total exports. Students are able to compare and contrast the US’s total exports with other countries. https://www.cia.gov/library/publications/the-worldfactbook/rankorder/2078rank.html Importing & exporting goods: http://www.econedlink.org/lessons/index.php?lid=400&type=student Interdependence: http://www.eduplace.com/ss/act/madeusa.html *Link includes a performance task and an assessment task Lesson 6 o I can recognize that regions are defined by various elements of culture (i.e. diversity, religion, traditions, etc.) Recognize regions are defined by elements of culture. Regions: http://www.fedstats.gov/kids/mapstats/mapconcepts.html Lesson 7 o I can recognize that regions are defined by various elements of geography (i.e. landforms, natural resources). Recognize regions are defined by elements of geography. Three Types of Communities Notebook (see resource bank) My Community Notebook (see resource bank) Lesson 8 o I can summarize how several elements can contribute to a region’s identity. Summarize how elements define region Geographic Groceries http://education.nationalgeographic.com/education/activity/geographicgroceries/?ar_a=1 Lesson 9 o I can explain that regions are distinguished by their characteristics (i.e. physical, human, cultural). Explain features that characterize regions. Lesson 10 o I can explain that regions are distinguished by their characteristics (i.e. physical, human, cultural). Explain that regions are distinguished by characteristics. Lesson 11 o I can explore the differences in local and regional communities (i.e. language, food, values, traditions). Explore differences in communities Our Global Community: What is a community? by Rebecca Rissman Clothes in Many Cultures by Heather Adamson Homes in Many Cultures by Heather Adamson School in Many Cultures by Heather Adamson Families in Many Cultures by Heather Adamson CultureGrams: http://online.culturegrams.com/ *Click on “Kids Edition”> Choose a country > Browse the menu on the far leftSelect the area of which you’d like to learn about DE (Discovery Education): Discovery Atlas Interactive Map: http://app.discoveryeducation.com/player/?assetGuid=60BFBFDE-2797-4160A50A927B7B0F5E3A&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHe alth=0&productcode=US&isAssigned=false&includeHeader=YES&homeworkGui d= NatGeo lesson- Mapping Your State’s Culture: http://education.nationalgeographic.com/archive/xpeditions/lessons/10/g35/tgma pping.html?ar_a=1 Lesson 12 o I can explain how a variety of languages and cultural traditions contribute to the cultural diversity of a place. Explain how language and traditions contribute to diversity ePals: http://www.epals.com/ *Sign up for pen pals from another country Lesson 13 o I can use non-fiction texts to research various cultures and find information about how they borrow and share with each other (i.e. foods, languages, rules, traditions, relationships between cultures, behaviors, clothing, shelter, recreation, education, stories, etc.). Use nonfiction text to research cultures. Clothes in Many Cultures by Heather Adamson Homes in Many Cultures by Heather Adamson School in Many Cultures by Heather Adamson Families in Many Cultures by Heather Adamson Differentiation Remediation CultureGrams: http://online.culturegrams.com/ *Click on “Kids Edition”> Choose a country > Browse the menu on the far leftSelect the area of which you’d like to learn about. Map Skills Lesson: Students are able to review and practice their map skills in an interactive game centered around ‘Adventure Island” http://education.nationalgeographic.com/education/multimedia/interactive/mapstools-adventure-island/?ar_a=5 Earth Keepers Unit: A unit with three lessons geared towards becoming environmental stewards by participating in different learning activities. Lessons help students learn about the environmental needs in their school communities and how they can participate. http://learningtogive.org/lessons/unit367/ Watch me Grow Unit: A unit with four lessons that will help students understand the importance of taking care of the environment. http://learningtogive.org/lessons/unit182/ Map Location Lesson: Have students use a copy of a United States map with the states listed. Have students write out the directions from one state to another. EX) North Carolina is north of from South Carolina. CultureGrams: http://online.culturegrams.com/ *Choose a country (world edition) Enrichment Map Location Lesson: Have students create a map of a small town with roads, buildings, stores and parks. After creating their map have students write directions to the different locations on their map. EX) Go north from the bank to the park.