WEEK ONE. Lesson Objectives & Demonstrations of Learning. Assessment Plan and Resources. Frame

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Christal Cunningham
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1 Teacher: Montellano/Harris/Pando/ Mendoza Subject: Social Studies Grade Level: grade 3rd Six Week: 4TH WEEK ONE TEKS List 3.1 B Identify individuals including Benjamin Banneker, Pierre Charles L Enfant and Benjamin Franklin. 3.1 B Identify individuals including Benjamin Banneker, Pierre Charles L Enfant and Benjamin Franklin. STAFF DEVELOPMENET I will identify Benjamin Banneker and his influence in the design of Washington DC Given three accomplishments about Benjamin Banneker, students will identify in writing the one they believe has had the most influence on shaping the community. I will identify Pierre Charles L Enfant and the L Enfant plan. Students will identify 3 parts of the L Enfant plan and the influence the plan had on Washington D.C. Plan and 4TH Six Week 3.1 B Identify individuals including Benjamin Banneker, Pierre Charles L Enfant and Benjamin Franklin. I will identify Benjamin Franklin and his inventions that helped improve the community. 3.18A Express ideas orally based on knowledge and experience. Students will identify 4 inventions of Benjamin Franklin and their impact on the community with an accuracy of 75%. I will identify different types of landforms around the world. Students will identify 6 types of landforms with an accuracy of 5 out of 6 correct.

2 WEEK TWO 3.18C Use standard grammar, spelling, sentence structure and punctuation B sequence and categorize information. 3.17C interpret oral, visual and print material identifying main idea. 3.17D use various parts of a source including the table of content, glossary. Students will identify the physical features and bodies of water in their community. Students will write a brief description that describes their environment. Students will identify man-made and natural made resources. Given a t-chart students will categorize information into man-made or natural made resources with an accuracy of 75%. Students will create a book about their environment. Students will create a book about their environment that explains how the environment affects people. Students will identify the meaning of unfamiliar words. Plan and 4 TH SIX Week Students will use a glossary to identify the meaning of unfamiliar words with an accuracy of 75%. Unit Students will demonstrate their knowledge and skills on an assessment format. Students will complete 8 out of 10 questions correctly with 80% accuracy.

3 WEEK THREE 3.5 D Create and interpret maps of places and regions that contain map elements including a title, compass rose, legend, scale and grid system. 3.5 D Create and interpret maps of places and regions that contain map elements including a title, compass rose, legend, scale and grid system. 3.5 D Create and interpret maps of places and regions that contain map elements including a title, compass rose, legend, scale and grid system. 3.5 C identify and use the compass rose, grid system and symbols to locate places on a map 3.5 C identifies and use the compass rose, grid system and symbols to locate places on a map. Students will compare the region they live in to another region. Students will use a venn diagram to compare the region we live in to another region with an accuracy of 75%. Students will describe the regions in the United States. Students will use a graphic organizer to describe the different regions of the United States with an accuracy of 75%. Students will create a geography box of their region. Students will create a geography box on their region and decorate the box with information on landforms, climate, resources and jobs/businesses of their region. Students will identify and use the compass rose, grid system and symbols to locate places on maps and globes. to locate places such as the Mississippi River, Rocky Mountains, Dallas, TX. and Austin TX on maps and globes with an accuracy of 75%. Students will identify in wirting where the legend is on a map and then use the symbols within the legend to locate a place or a landmark on a grid system. Students will locate the legend on a map and use the symbols to locate 4 cities on a map with an accuracy of 75%. Plan and 4 TH Six Week

4 WEEK FOUR Routine: Number rounding 3.5a 3.5 C identify and use the compass rose, grid system and symbols to locate places on a map. 3.5A use cardinal directions and intermediate directions to llocate places on a map and globe such as rocky mountains, Mississippi river, Austin Tx 3.5A use cardinal directions and intermediate directions to llocate places on a map and globe such as rocky mountains, Mississippi river, Austin Tx. 3.5A use cardinal directions and intermediate directions to llocate places on a map and globe such as rocky mountains, Mississippi river, Austin Tx. Unit 8 s maps Students will identify and use the compass rose, grid system and symbols to locate places on maps and globes. to locate places such as Washington D.C., Los Angeles, CA, Orlando FL., and Salt Lake City UT. on maps and globes with an accuracy of 75%. to locate the Rocky Mountains on a map or globe in relation to Dallas TX. Given a map the students will locate the Rocky Mountains and use cardinal and intermediate directions to describe where this place is in location to Dallas, TX. to locate the Mississippi River on a map or globe in relation to Dallas TX. Given a map the students will locate the Mississippi River and use cardinal and intermediate directions to describe where this place is in location to Dallas Tx. to locate Austin TX on a map or globe in relation to Dallas Tx. Given a map the students will locate Austin TX and use cardinal and intermediate directions to describe where this place is in location to Dallas TX. Students will demonstrate their knowledge and skills on an assessment format. Plan and 4 TH six Week End of Six Week Students will complete 8 out of 10 questions correctly with 80% accuracy.

5 WEEK B identify and compare how people in different communities adapt or modify the physical environment in which they live such as deserts, mountains, wetlands and plains. 3.4 B identify and compare how people in different communities adapt or modify the physical environment in which they live such as deserts, mountains, wetlands and plains 3.4 C describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape. 3.4 C describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape Students will identify and compare how people in different communities adapt or modify the physical environment they live in. Students will use a graphic organizer to compare two communities such deserts/mountains or wetlands/plains with an accuracy of 75%. Students will identify and compare how people in different communities adapt or modify the physical environment they live in. Students will use a chart to identify the impact of each man-made feature with an accuracy of 75%. Students will discuss in writing how earthquakes impact streams and valleys. Given a physical process students will describe in writing the effects of how the chosen physical process shapes the landscape by humans adapting to the environment. Students will identify sudden and slow changes. Students will create a collage of sudden slow changes and identify the effects of each process. Plan and 4 th Six Week 3.4A Describe and explain variations in the physical environment including climate, landforms, natural resources, and natural hazards. Students will describe and explain such variations of landforms in the united states such as islands of Hawaii or the Rocky Mountains in Colorado..Students will use a graphic organizer to describe and explain the landforms of the islands of Hawaii and the Rocky Mountains in Colorado.

6 WEEK SIX 3.4D describe the effects of human processes such as building new homes, conservation and pollution in shaping landscape. 3.4E identify and compare the human characteristics of various regions. 3.4E identify and compare the human characteristics of various regions. 3.4E identify and compare the human characteristics of various regions. Students will describe how building new homes changes the versatility of the land and destroys natural habitats of animals. Students will write about how new homes change the habitats of animals. Students will compare the different types of housing in various regions of the united states. Using a graphic organizer students will compare the different types of housing for 4 regions with an accuracy of 75%. Students will compare the different languages spoken in different regions of the United States. Given a graphic organizer students will compare the different languages spoken in the different regions of the United States. Students will compare how people earn a living in various regions of the United States. Plan and 4 th Six Week Unit 10 assessment Given a graphic organizer students will compare how people earn a living in various regions in the U.S. with an accuracy of 75%. Students will demonstrate their knowledge and skills on an assessment format. Students will complete 8 out of 10 questions correctly with 80% accuracy.

7 WEEK SEVEN ROUTINE: 3.2C Fractions Locate and name points of a number line using fractions Plan and 4th Six Week

INSTRUCTIONAL FOCUS DOCUMENT Grade 3 Social Studies

INSTRUCTIONAL FOCUS DOCUMENT Grade 3 Social Studies UNIT OVERVIEW This unit bundles student expectations that address physical characteristics of communities, including the local community. Students learn about climate, landforms, natural resources, and