Download Third Grade Social Studies Unit Plan 3

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.
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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.