Indiana Social Studies – 3

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.

Color and label a blank world map with the names of the continents and oceans.

Draw the equator and prime meridian and fold on those lines.

Label Time zones, and isthmus/canals;

Label the hemispheres and the north and south poles.

Include a compass rose. Look at a map of the community and write out directions from one point of interest to another.

Identify familiar places on the classroom emergency exit map.

Engage with the classroom emergency exit map by traveling the route, or tracing the route on paper, to the nearest emergency exit.

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!

Review with students what is needed on a map (scale, title, symbols, map key, compass rose). Divide the class into groups of four. Each group gets one blank map per person. Tell students that they are going to

“Follow That Map!” by Scot Ritchie

“Map Keys” (Rookie Read-About Geography by Rebecca Aberg

“Maps and Globes” (Reading Rainbow Book) by Jack Knowlton

“Treasure Map” (MathStart 3) by Stuart J. Murphy

“If Maps Could Talk: Using Symbols and Keys” (Map Mania) by Erica L. Shores

“Standards Based Map Skills Grade 3-5” (Scholastic) by Jane Lierman

“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 Sobe

http://www.sheppardsoftware.com/

http://www.proteacher.com/redirect.php?goto=1993

http://www.eduref.org/cgi-bin/lessons.cgi/Social_Studies

http://www.sfsocialstudies.com/g1/u2/index.html

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/index.html

http://www.zooborns.com/zooborns/columbus-zoo-and-aquarium/

http://www.totally3rdgrade.com/

http://www.sfsocialstudies.com/g1/u2/index.html

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/index.html

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O:  Label a map of the Midwest (identifying the states) using a grid

A:  Label a map of the Midwest (identifying the states and capital cities) using a grid

Mailbox Social Studies

Daily Geography Practice

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O:  Identify a human change to the local environment and explain why it is positive or negative

A:  Describe both a positive and negative human change to the local environment.

Find historical pictures of the community to bring to class. These can be found online, at the library or your local historical society.

Write a journal entry from the point of view of your community’s first settler.

Find your town or city on the Ohio map

Settlement?” By Mariana Cohen “Time Capsule of Poems” by David Orme

“Thankfulness” by Cynthia Roberts

http://www.bbc.co.uk/history/forkids/ 

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O:  Compare cultural characteristics of their community with communities in other communities in the world, including holidays

A:   Compare cultural characteristics of their community with communities in other communities in the world, including holidays and foods

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Using the playground or gym, etc. have students form a human time line, inserting a chosen  historical figure’s birth date and death date.

O:  Place a series of three personal events in chronological order.

A:  Place a sequence of events or dates on a timeline.

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)

Students read an article or trade book on a famous person from Ohio.

Create a timeline from establishment of the local community to present. Allow space for specific events in each decade. Students can describe and illustrate each event on the timeline.

“Time Capsule of Poems” by David Orme

“Thankfulness” by Cynthia Roberts

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http://www.history.com/topics/ellis-island

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O:  Describe the ways rules are enforced by authority figures at a school (e.g., teacher, counselor, principal, security officer).

A:  Describe the ways laws are enforced by authority figures and government (e.g., establish fines, incarceration).

Describe the roles and responsibilities of leaders in different settings

Engage with a story of an authority figure enforcing a law.

Read about representations of people in the community who have the authority to enforce laws.

Do students feel that raising hands is a fair way to determine something? What are other ways to make sure decisions are fair?

Draft a classroom contract to establish rules and responsibilities within the classroom. Help students make connections between the rules in the classroom and the need for laws in the local community.

Group students into groups of 3-5 students each. Tape a large sheet of paper for each group onto the wall, door or white board around the room. On the sheets write one of each of the following questions: 1. What is the difference between a rule and a law? 2. Why are laws needed? 3. Why are governments given the authority to make laws? 4. What rules must you follow at your house? 5. What new laws do you think are needed in your town? 6. What new rules do you think are needed at your school?

Make up a song or poem describing the difference between a rule and a law

“Community Rules: Making and Changing Rules and Laws in Communities” by Jake Miller

“Rules & Laws, What Are They For?” (Get Wise) by Heinemann

“Why Do We Have Laws?” (Know Your Government) by Jacqueline Laks Gorman

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Invite a local elected official and a law enforcement officer to speak with students. Work with students before their visits to draft questions that relate to the process of making and enforcing laws in the local community and why governments have that authority.

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Students research information on a specific period in the past and assume the role of a community member during that time to complete a RAFT activity. For example:

Other roles from this time period might include a homemaker, local businessperson, schoolteacher, Moravian missionary or young child.

Research on your village or city to determine if you have a strong mayor or a city council based government. Ask students to write one paragraph to compare and contrast the two.

Research your local government, including the name of the mayor and city council members. They should research at least one issue that is important in your city. Students can research on-line, go to a city council meeting or meet with a local representative.

“City Council” (Our Government) by Terri DeGezelle “State and Local Government” (Reading Essentials in Social Studies) by Carol Parenzan Smalley

“What’s a City Council?” (First Guide to Government) by Nancy Harris

http://www.uen.org

http://www.bingocardprinter.com.

http://americanhistory.si.edu/onthemove/games/game1/game1.html

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O:  Identify responsibilities that you have in your local school community

A:  Describe members of the local community and their responsibilities.

Sort images of students in a classroom into examples and non-examples of “responsible” (e.g., students leaving a messy work area, students putting art supplies away).

Engage with representations of students performing classroom or home chores.

Give each student one note card. Ask each student to write one question that can be answered from reading his or her newspaper on the note card. Tell students that questions must be written carefully and words must be spelled correctly. (This is preparation for tomorrow)

Students write a 5-minute skit about dependability with their group.

Have students model promoting the common good by helping other students in their class or in the lower grades (e.g., tutoring, reading aloud).

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and economic impact

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