Curriculum Plan
Social Studies – IL
3rd Grade
2019 – 2020
Resource: Studies Weekly
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
Weeks 1 and 2
Geography – G.1.3: Locate major landforms and bodies of water on a map or other representation.
Studies Weekly – Weeks 1-3
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Maps | B- Identify a symbol on a simple map.
O: Use a map and map tools (e.g., legend, alphanumeric grid lines) to locate familiar landmarks, streets and other features.
A: Identify north, south, east and west on the compass rose on a map |
Pretend that you are totally lost! Write a story about how using a GPS helps you find your way back home! Be sure to use LOTS of descriptive language!
Make a map of the classroom, showing items such as desks, doors, bookshelves, etc. Next, have your students add grid. Use letters on the bottom and numbers along the side lines over the top of their map. |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Links |
| “Follow That Map! A First Book of Mapping Skills” by Scot Ritchie
“Mapping Penny’s World” by Loreen Leedy
“As the Crow Flies: A First Book of Maps” by Gail Hartmen
“Making and Using Maps KS1 and KS2” (Scholastic Teacher Bookshop) by John Corn
“There’s a Map on My Lap!: All About Maps” (Cat in the Hat’s Learning Library) by Tish Rabe
“Mapmaking With Children: Sense of Place Education for the Elementary Years” by David Sobel |
https://online.seterra.com/en/vgp/3004
http://www.zooborns.com/ zooborns/columbus-zoo-and-aquarium/
http://www.totally3rdgrade.com/how_to_read_a_map.html
http://www.sheppardsoftware.com/
http://www.proteacher.com/redirect.php?goto=1993
http://www.eduref.org/cgi-bin/lessons.cgi/Social_Studies
|
Weeks 3-4
Geography – G.2.3: Compare how people modify and adapt to the environment and culture in our community to other places.
Studies Weekly – Week 20 and 22
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Modification of environment and culture
|
B:
O:
A:
|
Ask students to choose one natural disaster and research an area where it took place. Students should include a map and specific facts about the disaster.
Pretend to be a particular natural disaster, like a tornado or a food. Ask them to write a letter to the people they impacted. Be sure to tell students to give reasons for the disaster and how they think a disaster might feel about the effects.
Ask students to compare and contrast a hurricane and a tornado using a Venn diagram.
|
| Resource Books | Resource Links |
| “Weather and Climate: Geography Facts and Experiments” by Barbara Taylor
“Weird Weather: Everything You Didn’t Want to Know About Climate Change But Probably Should Find Out” by Kate Evans
“Climate Change” by Mike Unwin “What Happened to the Dinosaurs?: A Book about Extinction” by Rebecca Olien
“The Magic School Bus Inside a Hurricane” by Joanna Cole
“Tornado Alert” (Let’s-Read-and-Find Out Science 2) by Franklyn M. Branley
“Tsunamis and other Natural Disasters” (Magic Tree House Research Guides) by Mary Pope Osborne
“Yu the Great: Conquering the Flood, a Chinese Legend” by Paul D. Storrie
“Rising Waters: A Book About Floods” (Amazing Science) by Rick Thomass
|
www.fema.gov/kids/dizarea.htm
www.learnenglish.org.uk/kids/archive/theme_disasters.html
www.esa.int/esaKIDSen/Naturaldisasters.html
http://earthquake.usgs.gov/learn/kids/eqscience.php
|
Weeks 5 and 6
Geography – 3.3: Show how consumption of products connects people to distant places.
Studies Weekly – Week 23
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Connecting people through products | B:
O:
A: |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Links |
| “Conservation and Natural Resources” (Discovery Channel School Science) by Jacqueline A. Ball
“Conservation” (True Books) by Christine Peterson
“Resources and Conservation” (Secrets of the Rainforest) by Michael Chinery
“Comix Economix” (Chester the Crab’s Comics with Content Series) by Bentley Boyd
|
www.dnr.state.wi.us/org/caer/ce/eek/
www.eco-pros.com/non-renew.htm
www.inhs.uiuc.edu/chf/pub/tree_kit/
|
Weeks 7 and 8
History – H.1.3: Create and use a chronological sequence of events.
Studies Weekly – Week 4
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Timelines | B: Identify an event/activity occurring before or after another given activity/event.
O: Place a series of three personal events in chronological order.
A: Place a sequence of events or dates on a timeline.
|
Students can describe and illustrate each event on the timeline created during ML.
Discuss how events happen in order using a classroom schedule or daily routine (using terms like first, next, last).
Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).
Write a journal entry from the point of view of your community’s first settler.
Make a time capsule to bury in a special area around the school. The capsule might have a planned opening in ten or twenty years, when your students might still live in the area and can visit the new third graders to tell them about their experience. (Can be one individually, in pairs or small groups)
Create a timeline from establishment of the local community to present. Allow space for specific events in each decade. Insert an event or date from local history into proper position on an interactive whiteboard timeline. (Include BCE and CE)
|
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Links |
| “Usborne Timelines of World History” by Jane Chisholm
“Felix Travels Back in Time” by Annette Langen
“Make Your Own Time Capsule” by Steven Caney
“We Were Here: A Short History of Time Capsules” by Patricia Seibert
|
Weeks 9 and 10
History – H.2.3: Describe how significant people, events, and developments have shaped their own community and region.
Civics – CV.1.3: Describe ways in which interactions among families, workplaces, voluntary organizations, and government benefit communities.
Studies Weekly – Week 18
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| How our community is shaped | B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Links |
| “V is for Volunteer: A Tennessee Alphabet” by Michael Shoulders
“Y is for Yellowhammer: An Alabama Alphabet” by Judy Rosen
“G is for Grand Canyon: An Arizona Alphabet” by Barbara Gowen
“Arkansas” by Nancy Leber
“M is for Magnolia: A Mississippi Alphabet” by Michael Shoulders
“O is for Old Dominion: A Virginia Alphabet” by Pamela Duncan
“B is for Bluegrass: A Kentucky Alphabet” by Riehle
“E is for Enchantment: A New Mexico Alphabet” by Helen Foster James
|
|
Weeks 11 and 12
History – H.3.3: Identify artifacts and documents as either primary or secondary sources of historical data from which historical accounts are constructed.
Studies Weekly – Week 17
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Primary and secondary sources | B: Address the difference between primary and secondary resources.
O: Write a paragraph comparing primary and secondary resources.
A: Ask students to look for primary documents that tell the history of your town or city. Students should then create a puppet of a person who was important in your town or city’s history. Students will then use this puppet to tell the story of your town or city to the class. |
Students can make their own primary source document about themselves by writing their own autobiographies. Have them include photographs or draw pictures of special events
create a rap song about primary and secondary sources
|
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Links |
| “Changing Cultural Landscapes: How Are People and Their Communities Affected by Migration and Settlement?” By Mariana Cohen
“Time Capsule of Poems” by David Orme
“Thankfulness” by Cynthia Roberts |
http://www.bbc.co.uk/history/forkids/
|
Week 13
Studies Weekly – N/A
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Through the use of class games, review geography and history. | |||
| Assessment of geography and history. | |||
Weeks 14 and 15
Civics – CV.2.3: Explain how groups of people make rules to create responsibilities and protect freedoms.
Studies Weekly – Week 6
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Rules and responsibilities | B:
O:
A: |
| Resource Books | Resource Links |
| “D is for Democracy: A Citizens’ Alphabet” by Elissa Grodin
“Knowing Your Civil Rights” by Christin Ditchfeld
“Jason Takes Responsibility (The Way I Act)” by Virginia L. Kroll
“The Berenstain Bears and the Truth” by Stan and Jan Berenstain |
ancienthistory.mrdonn.org/Romelife.html.
|
Weeks 16 and 17
Civics – CV 3.3: Compare procedures for making decisions in the classroom, school, and community
Studies Weekly – Week 6
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Making decisions | B:
|
| Resource Books | Resource Links |
| “D is for Democracy: A Citizens’ Alphabet” by Elissa Grodin
“Knowing Your Civil Rights” by Christin Ditchfeld
“Jason Takes Responsibility (The Way I Act)” by Virginia L. Kroll
“The Berenstain Bears and the Truth” by Stan and Jan Berenstain |
ancienthistory.mrdonn.org/Romelife.html.
|
Weeks 18 and 19
Civics – CV.4.3: Describe how people have tried to improve their communities over time.
Studies Weekly – Week N/A
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Improving communities |
| Resource Books | Resource Links |
|
|
Week 20 and 21
Studies Weekly – N/A
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Through the use of class games, review geography, history and civics. | |||
| Assessment of geography, history and civics. | |||
Week 22 and 23
Economics – EC.1.3: Compare the goods and services that people in the local community produce and those that are produced in other communities.
Studies Weekly – Week N/A
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Producers and consumers |
| Resource Books | Resource Links |
|
|
Week 24 and 25
Economics – EC.2.3: Generate examples of the goods and services that governments provide.
Resource Text: Studies Weekly – weeks 19
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Government goods and services |
| Resource Books | Resource Links |
|
|
Weeks 26 and 27
Economics – EC.3.3: Describe the role of banks and other financial institutions in an economy
Studies Weekly – Week N/A
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Banks |
| Resource Books | Resource Links |
| “Real Kids Taking the Right Risks: Plus How You Can, Too” by Arlene Erlbach
“Bunny Money” by Rosemary Wells
“Growing Money: A Complete Investing Guide for Kids” by Gail Karlitz
“A Smart Girl’s Guide to Money: How to Make It, Save It, and Spend It” by Nancy Holyoke
“The Berenstain Bears Trouble with Money First Time Workbook” by Jane Vecchio
|
|
Weeks 28 and 29
Economics – EC.4.3: Explain that when people borrow, they receive something of value now and agree to repay the lender over time
Studies Weekly – Week N/A
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Borrowing money | B:
O:
A: |
| Resource Books | Resource Links |
Week 30 and 31
Review and Assess
Studies Weekly – Week
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Class games to review history, geography, civics and economics. | |||
| Assessment of history, geography, civics and economics. | |||
