Lakewood City Schools Social Studies StandardsBased Course of Study 2003 Third Grade – Communities: Past and Present, Near and Far
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Lakewood City Schools Social Studies StandardsBased Course of Study 2003 Third Grade – Communities: Past and Present, Near and Far Welcome to Third Grade Social Studies. The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized. Below is an outline of four major components of the program. I. Lakewood City Schools StandardsBased Course of Study • Arranged by mandated Academic Content Standards • Each standard is coordinated with 35 Benchmarks and Grade 3 Level Indicators • Lakewood City Schools Social Studies StandardsBased Course of Study is aligned with the Ohio Department of Education’s Academic Social Studies Content Standards • Provides a variety of possible strategies and resources to be used with each Benchmark II. Pacing Chart (pp. 1213) • Third Grade StandardsBased Course of Study is divided into six Units • Suggested time frame included for pacing units • Units could be sequenced in a variety of ways III. Vocabulary List (pp. 1415) • Bold type indicates student vocabulary which needs to be mastered as this grade level • * Indicates vocabulary which has been mastered at a previous grade level and needs to be maintained at third grade level IV. Textbook: Harcourt Brace – Communities • Provides basic reference material for each unit • Provides lessons and practice for a variety of geography skills • Provides ideas for teaching, remediation, and enrichment • Provides ideas for assessment Social Studies COS 31 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade 2003 Scope and Sequence – Communities: Past and Present, Near and Far The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized. Third Grade History Standard Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world. Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Construct time lines to Chronology *See study skills #6a,d,e,f, for transportation, technology demonstrate an 1. Define and measure time by years, 2. Introduce chronological order as a synonym to sequential order. understanding of units decades and centuries. of time and time line – place in chronological order chronological order. 2. Place local historical events in Time liner timeline of: own life sequential order on a timeline. family history Time for Kids famous person C) Explain how new Lakewood history developments led to Growth the growth of the 3. Describe changes in the 3f. Compare such examples as: building a railroad, highway, or canal as a result of a transportation need. United States. community over time including Combine community and/or historical events with a personal time line. changes in: 3f+g. Show causeeffect relationships using a graphic organizer. a. businesses b. architecture 1. Here Comes the Mystery Man – Scott Russell Sanders c. physical features 2. A River Ran Wild – Lynn Cherry d. employment 2+3. The Little House – Virginia Lee Burton 2. The Amazing Impossible Erie Canal – Cheryl Harness e. education 4. Carry Me Home Cuyahoga – Christine Petrell Kallerig f. transportation g. technology References: Oh My Ohio activity book h. religion Cleveland AZ Cultural Diversity Cleveland Bicentennial Kit i. recreation. Field Trips: Hale Farm, Lake Farm Park, Western Reserve Historical Society, Lorenzo Carter Cabin Social Studies COS 32 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade Third Grade People in Societies Standard Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings. Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Compare practices and Cultures 1. Mama Provi and the Pot of Rice products of North American 1. Compare some of the cultural practices and products of various cultural groups. groups of people who have lived in the local community including: 1d. culture day –food, dress, customs a. artistic expression b. religion 1. Molly’s Pilgrim – VHS, book c. language d. food. 2. Create a chart and add groups as they are discussed. 2. Compare the cultural practices and products of the local Diversity includes: age, ethnicity, religion, community with those of other communities in Ohio, the United disability, gender, etc. States and countries of the world. Introduce: cultural groups – refers to a number of individuals sharing unique characteristics (e.g., rate, ethnicity, national origin, and B) Explain the reasons people Interactions religion) from various cultural groups 3. Describe settlement patterns of various cultural groups within the came to North America and local community. Kidspiration, Inspiration, Clarisworks, Venn the consequences of their Diagram interactions with each other. Kid Pix slide show Pathfinder www.lkwdpl.org/schools/schlpath/htm Harcourt Brace textbook – Unit 6 Social Studies COS 33 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade Third Grade Geography Standard Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Use map elements or Location 1. Nystrom maps/globes coordinates to locate 1. Use political maps, physical maps and aerial photographs to physical and human features ask and answer questions about the local community. 2. director indicator = compass rose of North America. cardinal directions listed in classroom 2. Use a compass rose and cardinal directions to describe the relative location of places. 2. relative location – a location of a point relative to another point or points. (Nordonia is north of 3. Read and interpret maps by using the map title, map key, Mogadore.) Students are not responsible for direction indicator and symbols to answer questions about the absolute location. local community. 4. human features are synonymous with man 4. Use a number/letter grid system to locate physical and human made features (bridges, dams, highways, parks). features on a map. 5. tropics = Tropic of Cancer and Tropic or 5. Identify the location of the equator, Arctic Circle, Antarctic Capricorn Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres on maps and globes. 6. landforms = Mogadore Reservoir, Cuyahoga River, plains 6. make topographical maps (salt clay) B) Identify the physical and Places and Regions human characteristics of 6. Identify and describe the landforms and climate, vegetation, 6. Venn diagrams – comparing landform, climates places and regions in North population and economic characteristics of the local America. community. Aerial – A Birds Eye View – Rand McNally Neighborhood Map Machine Software Harcourt Brace textbook – Unit 1, Lesson 1 Social Studies COS 34 07/2003 Third Grade Geography Standard (continued) Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 C) Identify and explain ways Human Environmental Interaction 7. habitat study – diagrams people have affected the 7. Identify ways that physical characteristics of the environment affect physical environment of and have been modified by the local community. [Must include 7. Field Trips: Lake Erie North America and analyze landforms, bodies of water, climate and vegetation.] Cuyahoga River the positive and negative Indian mounds consequences. Western Reserve Historical Society Great Lakes Science Center Tour William Mather 8. study underground railroad § Erie Canal § Cuyahoga Valley Railroad § towboats (locks) D) Analyze ways that Movement transportation and 8. Identify systems of transportation used to move people and products communication relate to and systems of communication used to move ideas from place to patterns of settlement and place. economic activity. Social Studies COS 35 07/2003 Lakewood City Schools Social Studies StandardsBased Course of Study – Third Grade Third Grade Economics Standard Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world. Ohio Benchmarks Grade Level Indicators Strategies/Resources Grades 35 A) Explain the opportunity costs Scarcity and Resource Allocation *See study skills #6 for 6 steps of problemsolving. involved in the allocation of 1. Define opportunity