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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