CCSS Creel, 2005

Title: ___Types and Locations of Communities__ Subject: __Social Studies___

Topic: __Communities__ Grade: _3rd__ Designers: Judy Moore, Debbie Harrington, Carolyn DePietro, Anne Jensen

Stage 1: Desired Results Science/Social Studies QCC 20 Describe/Classify characteristics of urban, rural, and suburban communities 21 Compare climate, landforms, resources of mountain, coastal, desert communities 23 Describe local community: origin, growth, and change over time. ELAStandard(s) (underline big ELA3R4 Use strategies to gain meaning from grade level texts. Student will ideas and key words) identify and infer cause and effect relationships and draw conclusions. Student will make connections between texts and/or personal experiences. ELA3LSV1 Use oral and visual strategies to communicate. QCC and ELA 1. Each community has its unique characteristics, yet change over time. Enduring Understandings 2. Strategies help us understand and remember what we read. (Teacher tool) 3. Students use new words to communicate their findings. 4. Writing to communicate understanding of the topic. QCC and ELA 1. What are the characteristics of rural, urban, and suburban communities? Essential questions 2. What are the differences between mountain, coastal, and desert (2-5 questions) communities? (Student tool) 3. How do communities change over time?

Elements Utilize the standard elements to identify knowledge and skills QCC and ELA Knowledge (noun) Skills (verbs) Knowledge & Skills Urban Compare/Contrast (Comes from the elements) Rural Collect (data) Suburban Share Development Sort (community types) Differences Survey

WHERETO: Stage 2 - Assessment Evidence: What evidence will show that students met the learning goal? Traditional Portfolio Authentic Self-assessment Assessment Assessment Assessment

Benchmark KWL chart Rubrics Journal of Activities

Vocabulary quiz Brochure Cooperative Learning Log Learning Groups Item CRCT Test Bank CCSS Creel, 2005

Stage 3 – Designing an Instructional Plan Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance Tasks Read/Discuss City Mouse/Country Mouse whole group.

Invite the mayor (or other city or county official) come to speak to the class about local government, funding of public services, as well as types of jobs and goods/products produced in the community.

Anchor Activities:

Community Mural Travel Brochure

Explore the Big Ideas, Essential Questions, and Equip for final performance Direct Instruction Experiential Independent Indirect Interactive Learning Learning Instruction Instruction

Compare and contrast rural, urban, Survey Item Test Problem Mural and suburban communities. (chart (Interview Bank solving and KWL). member of Brochure community Summarizing Reading Identify similarities and differences about for Debate of mountain, desert, and coastal change.) Meaning communities. Terra Reflective Server discussion

Rethink, Revise, Refine, Reflect, Resubmit

*Based on assessments, teacher will determine redelivery needs. Encourage ongoing evaluation and student self-evaluation

Journal Writing CCSS Creel, 2005

Tailoring the Design for Diverse Learners Differentiated Suggested Suggested Extensions Activities Accommodations

Puzzle including ten places of interest in your Small group Platform speeches community. Peer reader/tutor Surveys Create brochure – cooperative group Part/whole activities E-Pal Classes Mural – cooperative group Shortened written Newspapers assignments Written/Oral Report

Organizing the Learning

1. Mayor visit. 2. Country/Country trade book. 3. Urban, rural, suburban activities (e.g. sorting cards) 4. Create brochure in groups/share 5. Introduce mountain, coastal, and desert communities 6. Savannah – A coastal community in Georgia http://www.glc.k12.ga.us/builderv03/LPTools/LPShared/lpdisplay.asp?LPlD=41246

7. Mountain Community (North Georgia – Blue Ridge Mtns./Helen community) 8. Desert Community (“Alejandro’s Visit” story from reading series)