Ohio 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.

Doing Social Studies in Morning Meetings pp 75

Take It to Your Seat Geography Centers pp 5-18

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 Sobel

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

Mini-Lesson

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 5-18

The Guardian Team: On the Job With Rena and Roo

By Cat Urbigkit

https://www.education.com/lesson-plan/natural-resources/

https://betterlesson.com/lesson/640112/natural-resources

Mini-Lesson

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.

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 19-36

Students communicate with pen pals/e-pals in other communities and ask questions about agriculture, industry and natural resources. Students can collect photographs from the pen pals that show daily life in their communities. The teacher guides students to make inferences about the influence of agriculture, industry and natural resources on daily life in these communities.

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

“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/ 

Mini-Lesson

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 19-36

Sort models or toys into categories of “land”, “water”, and “air” transportation

Research the distance between Cleveland and Cincinnati, as well as the distance between Columbus and Dayton. This can be done using MapQuest or other sites. Ask students to find the difference between the two distances.

Ask students to write a math story-problem about transportation in the 1800s.

Write about a trip you’ve taken and describe how you got there.

Discuss and evaluate the effectiveness of the Internet. Students should take into consideration how the Internet both helps and hinders learning,

Make a Venn diagram comparing communication today with 100 years ago.

Prepare a travel brochure to encourage people to visit

“The Wright Brothers” (Kids Can Read) by Elizabeth MacLeod

“Yesterday & Today-Long-Distance Communication” by Mary Hertz Scarbrough

“Moving People, Things and Ideas-A History of Aircraft” by Cristiana Leoni and Alessandro Baldanzi

“Heart of Gold: The Story About the Power of Generosity” by Dharma Publishing

“Silver Ribbon Skinny: The Towpath Adventures of Skinny Nye, a Muleskinner on the Ohio and Erie Canal, 1884” by Marilyn Sequin

“New Roads, Canals and Railroads in Early 19th Century America: The Transportation Revolution” (Life in the New American Nation) by Kurt Ray

“Early Pioneers” (The World’s Railroads) by Christopher Chant

“Buggies, Bicycles & Iron Horses: Transportation in the 1800s” (Daily Life in America in the 1800s) by Kenneth McIntosh

http://www.inventored.org/k-12/

http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80532573

http://www.canals.org/funandgames/

http://www.history.org/history/teaching/enewsletter/volume6/jan08/teachstrategy.cfm

Mini-Lesson

Bring in speakers from the different cultures represented in the community to discuss practices and share the products of their culture.

Create a large chart with pictures, words or phrases that depict representative cultures in the community. The children can generate the language used to complete the chart.

Ask students to create their own family tree for the last three to four generations. Encourage students to get help from their parents and relatives. Post family trees around the room with the heading “Our Classroom Melting Pot.”

Post a large piece of poster paper on the wall. Ask students to use magazines to find pictures of various ethnic groups. Use these pictures and the poster paper to make a collage of people who live in the United States. Title the collage “We are the American Melting Pot.”

“Paco: A Latino Boy in the United States” by Margarita Robleda

“The Color of Home (Phyllis Fogelman Books)” by Mary Hoffman

“Hannah Is My Name: A Young Immigrant’s Story” by Belle Yang

http://www.zunal.com

http://www2.scholastic.com

http://www.cis.org.

Mini-Lesson

Mini-Lesson

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.

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 37-51

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)

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.

“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

Mini-Lesson

On a T-Chart, have students categorize each of these sources by primary or secondary.

•advertisements
•architectural
•blueprints
•clothes
•cookbooks
•diaries
•drawings
•encyclopedias
•interviews
•journals
•letters
•maps
•music
•periodicals
•photographs
•speeches
•textbooks
•tombstones
•videos
•works of art

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 37-51

Students evaluate photos, artifacts and maps from the local community that illustrate change over time. The teacher can use/create artifact baskets or bins with pictures, articles, etc., related to particular topics (e.g., Native Americans, pioneers, Amish communities). Have students identify and describe the changes with regard to various characteristics of the local community listed in the content elaborations

Students use artifacts, maps and photographs to write and illustrate a Then and Now Book related to specific topics (e.g., 1800s classroom, grocery items, housing, jobs).

Create a primary source document about an event that happened to them in their own lives.

Write their own paragraph describing the difference between a primary and a secondary source.

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.

“Get Up and Go! Time Lines” by Stuart J. Murphy

“State Shapes: Ohio” by Erin McHugh and Alfred Schrier

“Ohio History: 2nd Edition” (Heinemann State Studies) by Marcia Schonberg

http://www.ohiohistory.org/collections–archives/archives-library

http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=4355

http://www.ohiohistoryteachers.org/02/04/

Mini-Lesson

While student is presenting, the other students are taking notes (with teacher modeling) on the important facts they hear presented.  Differentiation suggestion:  the requirement for how much information is needed for each group of students.

Using their notes, students will be required to write at least one important fact (not counting birth/death dates) about each of the historical figures presented.  Differentiation suggestion:  The number of people students will be required to write about can differ among the leveled students.  Could also differentiate the number of facts required.

Mini-Lesson

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 67-82

Interview grandparents or older residents of the local community to learn about how life has changed over time. If resources are available, students can video or audiotape their interviews and present to the class.

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.

Mini-Lesson

Mini-Lesson

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).

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 67-82

Create a list of questions that relate to the process of making and enforcing laws in the local community and why governments have that authority

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?

http://www.enetlearning.org/wp-content/uploads/2015/05/Community-Unit-Third-Grade.pdf

(pp 47)

Mini-Lesson

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

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

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 83-96

Conduct research on the Internet to gather information and compare the way other local governments in Ohio are structured

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).

http://www.enetlearning.org/wp-content/uploads/2015/05/Community-Unit-Third-Grade.pdf

(pp 47)

Mini-Lesson

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).

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 83-96

Create a list of questions that relate to the process of making and enforcing laws in the local community and why governments have that authority

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

Mini-Lesson

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.

O:  Students write a paragraph of learning

A:   Students write about why or why not they would like to be an elected official using information learned.

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 97-108

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.

Mini-Lesson

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 97-108

Create a line graph that demonstrates change over time and explain the range or intervals being considered. Have students gather data on business and/or population growth within the local community over a designated period of time. Students work individually or in small groups to create a line graph that reflects the data and change over time.

Ask your school office for the total population numbers at your school for the past five years. Present this information to your students in a table format. Ask each student to make a line graph to show this information. Remind students to include a title and label each axis

Write about the differences and similarities between line and bar graphs.

Survey your students to discover their favorite local restaurant. Make a group bar graph with students that reflects this information. Make sure to point out the importance of a title and the labels for each axis.

Write a fairy tale in which the main character uses a graph. For example, students might write about Jack and the Beanstalk and how Jack uses a bar graph to see how much his beanstalk grows each day.

“Charts and Graphs” by Karen Bryant-Mole and Graham Round

“Line, Bar & Circle Graphs” (My Path to Math) by Claire Piddock

“Pictographs” (Making Graphs) by Vijaya Khisty Bodach

“Charts, Tables and Graphs” (Funnybone Books) by Michael Priestley

http://nces.ed.gov/nceskids/createagraph/default.aspx

Mini-Lesson

O: Students write about a paragraph about a financial choice made recently

A:  Write about a time when students made a bad financial choice and why it was bad.

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 109-122

Ask students to design a box for a cereal company to hold their favorite brand of cereal.

Ask students to write one paragraph about the most important choice they have made in the past week. Remind students to include the consequence of that choice.

Have students make a cartoon strip that explains the difference between wants and needs.

Use the Internet to discover places of interest in your city.

Ask students to conduct an interview with at least ten people. Have students ask their interviewee what the last item was that they purchased. Also have them ask if the item was purchased because of Teacher Supplement 29 Ohio Community Studies Weekly cost, because a friend or some other person liked it, or if it was due to an advertisement. Lastly, have them ask if the item was a want or a need. When finished, ask students to make a chart to show the information.

“Community Plans: Making Choices About Money in Communities” (Communities at Work) by Angela Catalano

“The Sandbox” (Making Good Choices) A Book about Fairness by Don Rowe

“Making Choices” (Start Up Citizenship) by Louise and Richard Spilsbury

http://www.econedlink.org/lessons/index.php?lid=517&type=educator

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=7&DocID=74

Mini-Lesson

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 109-122

Read the nursery rhyme “Simple Simon” by Lynn Salem and Josie Stewart to the class. Discuss the following questions: a. Who is the producer in the story? (the pie man) b. Who wants to be a consumer? (Simon) c. Why can’t Simon be a consumer? (He doesn’t have a penny.)

How do your own families fill the roles of producers and consumers? What roles are done within families that do not involve payment?

What are some fair prices for performing services around your neighborhood?

Make three different brands of lemonade to share with your class. Be sure to figure out the cost per serving. This information may be located on the product sticker at the grocery store. Put each brand of lemonade in its own pitcher with a sign that tells the brand and cost per serving. Turn the signs over so students cannot see the brand or cost before they taste them. Ask students to taste each brand and vote on which one they think tastes the best. After the vote, share with the class the brands and costs. As a class, make a pictograph to show the Teacher Supplement 23 Ohio Community Studies Weekly results of the vote. You may choose to print and cut out lemons or pictures of lemonade to use on the pictograph. Ask students if cost was an indicator of how good it tasted. Next, take a vote on which brand they would buy. Graph these results also. Did the two graphs match? Why or why not?

After reading any of the recommended literature selections about markets, ask students to make up their own definition of “market.” Discuss the definitions as a class. Then, use what students have learned to make up a class definition.

“Advertisements” (Getting the Message) by Sean Connolly

“The Berenstain Bears and the Trouble with Commercials” by Mike and Jan Berenstain

“The Little Red Hen” by Paul Galdone

“Simple Simon” (Early Reader Lap Book) by Lynn Salem and Josie Stewart

“To Market, To Market” by Nikki McClure

“Market Day: A Story Told with Folk Art” by Lois Ehlert

“A Day At The Market” by Sara Anderson

“Dude, That’s Rude!” (Get Some Manners) (Laugh And Learn) by Pamela Espeland

http://www.colorincolorado.org/

http://www.englishclub.com/esl-games/

http://classroom.jc-schools.net/SS-units/economics.htm#

http://www.clevelandfed.org/learning_center/online_activities/index.cfm

Mini-Lesson

Doing Social Studies in Morning Meetings pp 75-94.

Take It to Your Seat Geography Centers pp 123-134

Decide on one service the class can provide for your school

Make a commercial for their favorite good or service

Make a collage of the goods and services they use in their community. This can be done with pictures, chalk, paint, pencil or watercolors.

“Learning About Integrity from the Life of Eleanor Roosevelt” (Character Building Books) by Nancy Ellwood

“Goods or Services?” (Little World Social Studies) by Ellen Mitten

“Alexander Who Used to Be Rich Last Sunday” by Judith Viorst

“Rumpelstiltskin’s Daughter” by Diane Stanley

“If You Give a Mouse a Cookie” by Laura Numeroff

http://www.econedlink.org/lessons/index.php?lid=642&type=educator

http://business.pppst.com/economics.html

Mini-Lesson

O: Discuss how costs and benefits affect their lives

A:  Write a story about a character that is faced with a decision about costs and benefits

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 123-134

Divide the class into groups of three students each. Ask each group to make a list of ten choices that they have made over the last two days. Next to each choice, have students write the benefits/cost of each choice.

After students have read the “Making Decisions About Money” article, ask students to make a decision about the choice Mr. Smith should make. Students should support their choice with specific benefits and costs.

Ask students to paint a picture showing different ways third graders can show perseverance.

Divide students into groups of five. Ask each group to write and perform a short play on perseverance.

“Dealing With Choices” (Confict Resolution Library) by Elizabeth Vogel

“Gigantic Little Hero: A Story about Perseverance” by Matt Whitlock

“Miss Trimble’s Trapdoor: The Perseverance of Christopher Columbus” (Book 2) by Lori Jordan-Rice

http://www.kellybear.com/Activity_Choices.html

http://teachertech.rice.edu/Participants/knorth/Lessons/knot.html

Mini-Lesson

O:  Create a budget that has at least 5 expenses

A:   Create a budget for a family of 3.

Doing Social Studies in Morning Meetings pp 75-94

Take It to Your Seat Geography Centers pp 135-148

Plan a budget for a class activity, make decisions about expenditures and break down the cost for each element of the activity.

Make a poster using decorated letters in the word “Budget.” The letters should be decorated in such a way as to show what a budget is and what it is used for.

Ask students to write about a time when they were thrifty.

In pairs, have students explain to each other the difference between a surplus and a deficit.

“Creating a Budget” (Invest Kids) by Gillian Houghton

“The Berenstain Bears Get the Gimmies” by Jan and Stan Berenstain

“What Are Budgets?” (Mathematics Reader) by Andrew Einspruch

http://teacherweb.com/WQ/ElementarySchool/budgeting/

http://www.mathworksheetwizard.com/grade3/grade3money.html

http://www.clevelandfed.org/learning_center/online_activities/index.cfm

http://www.fpsfcu.com/peeweeabout.htm