Download Quarter 1

2015 – 2016
SOCIAL STUDIES INSTRUCTIONAL MAPS
GRADE 3
QUARTER 1
Introduction
Our 2015-2016 Social Studies instructional maps have some new features we would like to share with you, as well as point out some
information that will better help you utilize this resource.
 Each map is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Instructional
Activities & Resources
 Each standard has a “Content Strand Code.” The codes are as follows: C – Culture, E – Economics, G – Geography, H – History, P
– Government, Civics, and Politics, and TN – Tennessee Connection. For more information about the definition of each strand go to:
http://tn.gov/education/standards/social_studies/std_ss_coding_document.pdf
 In support of the Comprehensive Literacy Improvement Plan (CLIP), each instructional map has English Language Arts (ELA)
standards imbedded in the Activities/Instructional Resources column (coded in green), as well as sample integrated ELA lesson plans
at the end of each quarter.
 A “Tool Kit” of resources can be found on the last page. This section identifies resources found within the document, as well as some
additional avenues of information. For a comprehensive list of resources for grades K-5 visit our resources website:
http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm
 A comprehensive list of the Tennessee State Social Studies standards can be found at:
http://tn.gov/education/standards/social_studies.shtml
Shelby County Schools
2015/2016
1 of 9
Instructional Map
TN State Social Studies Standards
1st Nine Weeks
Guiding Questions &
Key Vocabulary
Social Studies
Grade 3
Instructional Activities & Resources
Topic: Geography
Weeks: 1-3
Guiding Questions
3.1 Process and report information
3.1 What are the major physical
identifying, locating, comparing, and
components of the world, and how are they
contrasting the major continents and
represented on a map?
oceans: North America, South America,
I can identify and explain the major
Europe, Africa, Australia, Asia, Antarctica,
physical components of the world and how
Arctic, Atlantic, Indian, Pacific, and
they are represented on a map.
Southern using maps, globes, and other
technologies.
3.2 Interpret maps and globes using
common terms, including country, region,
mountain, hemisphere, latitude, longitude,
north pole, south pole, equator, time
zones, elevation, approximate distances
in miles, isthmus, and strait.
3.3 Use cardinal directions, map scales,
legends, titles, and longitude and latitude
to locate major cities and countries in the
world.
3.4 Examine major physical and political
features on globes and maps, including
mountains, plains, plateaus, mesas,
buttes deserts, deltas, islands,
peninsulas, basins, canyons, valleys,
bays, streams, gulfs, straits, canals,
seas, boundaries, cities, highways,
roads, and railroads.
3.2 How can I use details of maps and
globes to identify country and regions?
I can interpret details of maps and globes
to identify country and regions.
3.3 How can I use details of maps and
globes to locate major cities and countries
in the world?
I can interpret details of maps and globes
to identify major cities and countries in the
world.
3.4 How are major physical and political
features located on a map and globes?
I can locate major physical and political
features on globes and maps.
Instructional Activities
3.1, 3.2 and 3.3
Research Our World using maps, globes, and other technologies. Have students create
an accurate world map that includes: (ELA 3.W.7) (ELA 3. RIT.1), (ELA 3. RIT 5)
 . all the continents and ocean
Create Layers for map that label:
 Major mountains and rivers
 Equator and prime meridian and fold on those lines.
 Labeled Time zones, and isthmus/canals;
 Labeled hemispheres and the north and south poles.
Include:
 Cardinal directions
 Map scales and Legends
 Titles
 North Pole and South Pole
 Longitude and latitude for major cities in the world
3.3 Create questions about the map to show understanding of the use of cardinal
directions, titles, longitude and latitude to locate major cities and countries in the world
(ELA 3.W.7) (ELA 3. RIT.1), (ELA 3. RIT 5)
http://www.mapsofworld.com/world-maps/world-map-for-kids.html
Houlton Mifflin Many Regions pages 48-50
Houlton Mifflin Many Regions of the World pages 78-79
3 .4. Landform Guide: Create a guide to landforms. Give students a piece of drawing
paper and have them fold it into 4 to 8 squares or other type of foldable. Students will label
each square with the names of a landform or a body of water. Then have them create an
illustration that depicts that landform and write a caption that describes each landform.
(ELA 3.W.7) (ELA 3. RIT.1), (ELA 3. RIT 5)
http://geology.about.com/od/structureslandforms/a/Landform-Picture-Index.htm
http://classroom.jc-schools.net
Houlton Mifflin Many Regions pages 52-55
Shelby County Schools
2015/2016
2 of 9
3.5 Explain the difference between relative 3.5 What is the difference between relative
and absolute location?
and absolute location.
I can explain the difference between
relative and absolute location.
3.5 Write two different letters to a friend telling them where to meet you. One letter should
be absolute directions, and the other relative locations. (ELA W.3.2)
http://www.geolounge.com
Houlton Mifflin Many Regions of the World Unit 2 Chapter 3 pages 48 -51
3.6 Use different types of maps (political,
physical, population, resource, polar
projection, and climate) and globe skills to
interpret geographic information from a
graph or chart.
3.6 What can we learn about our world by
studying different areas using maps, chart,
and graphs?
I can use information from maps, charts
and graphs to gather information about
areas.
3.6 Compare and contrast the different temperature, precipitation, sunshine and rainfall of
different continents or regional areas. Based on information, write a short paragraph about
which continent the student would prefer to live when they grow up. Have each student
read paragraph to teams, or class. (ELA W.3.1) (ELA SL.3.4)
http://www.currentresults.com/Weather
Houlton Mifflin Many Regions of the World Unit 2 Extended Lesson 1 pages 76-77
3.7 Explain how specific images contribute
3.7 How can different types of maps clarify
to and clarify geographical information
geographical information?
(diagrams, landforms, satellite photos,
I can clarify information presented on
GPS system, maps, and charts).
different types of map images.
3.7 Discuss, compare and contrast different maps using satellite photos, GPS photos, and
standard maps of neighborhood. Have students fold paper in half, and draw two different
versions of maps of their neighborhood. (ELA 3.W.7) (ELA 3. RIT.1), (ELA 3. RIT 5)
https://www.google.com/maps
3.8 Interpret digital sources and
informational text to describe how humans
interact with their environment
3.8 How are humans’ wants and needs
conflicting with protecting the environment?
I can describe how humans change and
interact with their environment.
3.9 Analyze primary and secondary
sources, maps, photographs, texts, and
artifacts for contradictions, supporting
evidence, and historical details.
3.9 How can primary sources and
secondary sources differ?
I can examine primary and secondary
sources for contradictions.
3.8 Discuss how people’s wants or needs can change an environment. Have students
make a newspaper article, or a flyer to encourage students to clean up America. How
could students show that people can work together to make a cleaner neighborhood and
have an effect on their environment? (ELA W.3.1) (ELA 3.SL.3)
Houlton Mifflin Many Regions of the World Unit 4 Chapter 4 pages 80-87
3.9 Compare and contrast primary and secondary resources to show how America has
changed over time, and how maps, photos, and text can document the changes.
Houlton Mifflin Many Regions of the World Unit Chapter 10 pages 220-221
http://etc.usf.edu/maps/galleries/us/earlyamerica14001800/
http://www.earlyamerica.com/earlyamerica/maps/1800/
http://www.mapofus.org/united-states/
Vocabulary:
absolute location, borders, boundary,
cardinal directions, compass rose,
continent, country, deposition, elevation,
environment, equator, geography, global, ,
hemisphere, isthmus, lakes, landforms,
latitude, legend (map key), longitude,
mountain, north pole, oceans, peninsula,
physical map, , primary sources relative
location secondary sources,
region, , rivers, rural, south pole
strait, time zones urban
Shelby County Schools
2015/2016
3 of 9
Instructional Map
TN State Social Studies Standards
1st Nine Weeks
Guiding Questions &
Key Vocabulary
Social Studies
Grade 3
Instructional Activities & Resources
Topic: Environment
Weeks: 4-6
3.10 Trace the development of a product
from its natural resource state to a finished
product.
Guiding Questions
Instructional Activities
3.10 How are natural resources developed
into products?
I can tell how a product is made from a
natural resource.
3.10 Discuss how products are made from the use of natural resources. Have students
research and develop a flow chart, which shows a natural resource to a finished product of
their choice. (ELA.3.L.9) ( ELA.3.L.7) ( ELA 3.SL.6) ( ELA 3.SL.3)
http://www.madehow.com/
Power Point on Natural Resources Classroom.jc-schools.net
Classroom Full of Resources654
Houlton Mifflin Many Regions of the World Unit 3 Chapter 3 pages 122-125
3.11 Analyze how natural resources have
impacted the economy of each region and
their connections to global trade.
3.11 How do natural resources affect
global trade?
I can tell how natural resources have
impacted the economy and affect global
trade.
3.12 Discuss how unique weather forces
impact the geography and population of a
region or continent (hurricanes,
earthquakes, floods, tornadoes, and
drought).
3.12 What are some ways that climate,
and weather forces can affect how people
live?
I can describe how weather forces impact
geography.
3.13 Summarize how people interact with
their environment to satisfy basic needs
and how geographic challenges are
resolved, including housing, industry,
transportation, communication, bridges,
dams, tunnels, canals, freshwater supply,
irrigation systems, and landfills
3.13 How are natural resources used to
meet wants, and needs of humans, and
how do they affect global trade?
I can summarize how people interact and
change their environment.
Vocabulary
resources, economy, region, global,
global warming, trade, population, forces,
industry, communication, , pollution
3.11 Discuss how resources are used to meet wants and needs, and how they can affect
the economy. (ELA.3.L.9) ( ELA.3.L.7) ( ELA 3.SL.6) ( ELA 3.SL.3)
Discovery Education; Resources and Economic Trade
Teacher Tube Natural Resources
Smart Exchange Natural Resources Lessons
3.12 Discuss how weather forces impact geography and population of a region or
continent. Watch video on the weather and climate changes from Discovery Education,
and have students discuss in small groups changes made by weather. Have students
write a short paragraph about how weather forces can impact an area giving specific
examples, or have students fold paper in half and draw a landscape picture before a major
weather event, and a landscape after a weather event, writing statements about the
changes. (ELA.3.L.9) ( ELA.3.L.7) ( ELA 3.SL.6) ( ELA 3.SL.3) (ELA W.3.1)
Discovery Education Video on Weather and Climate Changes
Houlton Mifflin Many Regions of the World Unit 2 Lesson 2 pages 56-57
3.13 Give small groups a copy of the article Urban Farms (Read Works) and have them
read as a group. Let groups discuss how humans interact with their environment in the
story, and how environments have changed over time. Share opinions on changing of
farms in America and the change of growing food in urban areas. Explain how humans
are adapting to their environment. Have each group make a small presentation on their
conclusion about changing environments. (ELA SL.3.4) (ELA 3.W.3) (ELA.3.RIT.1) (ELA
3.RIT.2)
Shelby County Schools
2015/2016
4 of 9
Instructional Map
TN State Social Studies Standards
1st Nine Weeks
Guiding Questions &
Key Vocabulary
Social Studies
Grade 3
Instructional Activities & Resources
Topic: North America Geography
Weeks: 7-9
Guiding Questions
3.18 Identify and locate on a map:
Canada, Mexico, Central America, and
the 50 states of the U.S. (G)
3.19 Compare and contrast different
maps to show the location of Alaska and
Hawaii as outside of the contiguous
United States, using a globe to refine
understanding of the location of the two
states. (G)
3.20 Identify on a map major cities of the
continent Charleston, Chicago, Knoxville,
Los Angeles, Memphis, Mexico City,
Miami, Montreal, Nashville, New York,
Seattle, Washington D.C.). (G, TN)
3.21 Locate the states that comprise the
regions of the United States. (G)
3.22 Identify major physical features on
a map (G, TN)
 Rivers – Colorado, Cumberland,
Mississippi, Missouri, Ohio, Rio
Grande, St. Lawrence, Tennessee
 Mountains – Alaska Range,
Appalachian, Cascade, Rockies
 Bodies of Water – Arctic, Atlantic,
Great Lakes, Great Salt Lake, Gulf of
Mexico, Hudson Bay, Niagara Falls,
3.18 Where are Canada, Mexico, Central
America and the 50 states of America
located?
I can locate the fifty states of America,
Canada, Mexico, and Central America.
3.19 Where are Alaska and Hawaii
located on a Map?
I can identify Alaska and Hawaii on a
map.
3.20 What are some major cities in the
United States?
I can identify major cities in the United
States.
3.21 What are the four main regions of
the United States?
I can identify the four main regions of
the United States
Instructional Activities
3-18, 3.19, 3.20, 3.21, 3.22, Have students create (draw) a layered map book of North
America and label items: (ELA 3.W.7) (ELA 3. RIT.1), (ELA 3. RIT 5)
 Canada, Mexico, Central America,

The fifty states of America.

Alaska and Hawaii

Major cities: Charleston, Chicago, Knoxville, Los Angeles, Memphis, Mexico City,
Nashville, New York, settle, and Washington D.C.

Regions of the United States; Northeast, West, Mid-West, South, West,

Major physical features; rivers, mountains, bodies of water, deserts, landforms
List of Regions with States
Maps of Worlds
http://www.maps101.com
classroom.jc-schools.net maps
Houlton Mifflin Many Regions One World pages 44-45
3.22 What are some major physical
features on a map?
I can identify physical features on a map
of the United States.
Shelby County Schools
2015/2016
5 of 9
Pacific Ocean
 Deserts – Death Valley, Great Basin
 Landforms – Grand Canyon
3.23 What is scarcity, and how can it
affect a region?
I can explain how scarcity affects a
region.
3.23 Identify examples of scarcity in and
around specific regions. (E, G)
3.24 What are major imports and exports
of the United States?
How are products made, sold, and
transported around the world?
I can give examples of imports and
exports in the United States
3.24 Interpret a chart, graph, or resource
map of major imports and exports. (E, G)
3.25 Define supply and demand and
describe how changes in supply and
demand affect prices of specific
products.(E)
3.25 How do people make a living? How
do they use their money? What is a
budget and why is it important? How
does supply and demand affect
budgets?
I can explain the effect of supply and
demand effect prices of an area.
3.26 Describe how goods and services
are exchanged on local, regional, and
international levels including
transportation methods and bartering and
3.26 What is the relationship between
monetary exchange. (C, E, G, TN)
producers and consumers and how do
they depend on each other?
How are products made, sold, and
transported around the world?
I can describe how goods and services
are exchanged.
3.23 In small groups, read Water Woes (Readworks.com) Discuss the scarcity in the United
States and ways people can make choices to save water because of limited resources.
Have students make a flyer encouraging citizens conserve water.
(EL.3.W.2) (ELA 3.LS.3)
Houlton Mifflin Many Regions of the World page 106
Water Woes from Readworks.com
3.24 Research, and compare/contrast imports and exports of the United States and have
students create a graph to show imports and exports in North America
(ELA 3.W.7) (ELA 3.W.8)
Houlton Mifflin Many Regions One World pages 130-133
3.25 Create a cause and effect chart to show how supply and demand affects prices of
products,
Create scenarios in which students experience supply and demand and its changes on
economy based on the scarcity of a product, or Create a comic strip to show supply and
demand.
(ELA 3.W.7) (ELA 3.W.8) (EL.3.W.2)
Houlton Mifflin Many Regions One World pages 116-119
3.26 Have students check the labels on clothing to see where they were made. Make a
class list of places where clothing was made. Label the countries on a class outline map of
the world and discuss ways items travel internationally. Have students make a flow chart
showing how the clothing they are wearing arrived at their house. (ELA 3.R IT.7)
Houlton Mifflin Many Regions One World pages 130-133
Vocabulary: diversity, needs, wants,
shelter, urban, suburban, rural sources,
secondary sources, deserts, scarcity,
import and export, goods, services,
supply and demand, barter, consumer,
producer, agriculture, industry, natural
resource, finished product, human
resources, capital resources, assembly
line, trade, manufacturing
Shelby County Schools
2015/2016
6 of 9
Quarter 1: English Language Arts Activities
Writing Activities


Choose a North American landform to research.
Write an informative report about the chosen
landform giving details to show understanding of
key ideas. (ELA 3.W.7) (EL.3.W.2)
Create a product based on supply and demand
of your area, and create an ad for a local
newspaper or magazine. (ELA 3.W.7)
(EL.3.W.2)
Other Resources:













Houghton Mifflin Social Studies Tennessee:
Many Regions, One World (2009)
The Day I Swapped My Dad for Two Goldfish
written by Neil Gaiman
North America by Michael and Jane Pelusey
North America by Helen Bateman and Jayne
Denshire
In 1492 by Jean Marzollo
TN Electronic Library
Watch Know Learn
Interactive Sites/Weebly
www.timeforkids.com
www.scholastic.com
www.scholastic.com
http://havefunwithhistory.com/
http://www.readworks.org/passages/urban-farms
Reading:
Read Around the Word in Third Grade: A Tennessee
History for Kids Booklet – Chapters 1 and 2
RI.1.5 Know and use text features to locate facts or
information.
RI.1.7 Use illustrations and details to describe key ideas
SL 1.4 Describe people, places, and events with
details/express ideas and feelings clearly.
SL 1.5 Add drawings and visual displays to descriptions to
clarify ideas, thoughts, and feelings.
Shelby County Schools
2015/2016
7 of 9
Tool Box – 3rd GRADE QUARTER 1
RESOURCES & ECONOMIC TRADE
WEATHER & CLIMATE CHANGE
NATURAL RESOURCES LESSONS
Shelby County Schools
2015/2016
8 of 9
Shelby County Schools
2015/2016
9 of 9