SOCIAL STUDIES UNIT PLAN Hannah Jones ​

● Social Studies Unit Plan ● Grade 3 ● Main SOL: Social Studies SOL 3.6: ● The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of ● a) ; ● b) ; ● c) ; ● d) ; and ● e) . ● *Day 5 of Teaching: 2008 SOL 3.5: ● The student will develop map skills by ● a) positioning and labeling the seven and five oceans to create a world map; ● b) using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; ● Teaching time frame: 6 days

The third grade Social Studies SOL 3.6 is all about knowing how to use maps and globes to locate and describe the characteristics and locations of the major rivers, mountain ranges and other geographic features of Africa, Asia, Europe, North America and South America. Students should know that they are each separate continents that have their own unique features. They will already have prior knowledge from Second grade of the 7 continents, major rivers, mountain ranges and oceans and where they are located on the map and globe. In third grade, they are to go more in-depth and focus on these 5 continents along with the specific geographic features of each. This Unit will consist of 5 days of teaching and 1 day of assessment. Each day will introduce a main idea of the SOL, focusing on one . The first day of the Unit, I will ask students what they remember from 2nd grade about the continents and oceans and where they lie on a map and globe. (They should already be familiar with locating all of these on the map/globe). I will tell students we are going to dig deeper into that content and learn more. Day one will cover the continent of Africa along with its location on the map and globe, as well as major rivers, mountain ranges, and other geographic features. Day two will cover Europe and Asia, Day three will cover North America, Day four will cover South America and the final Day, Day five will cover the equator, prime meridian, and the four hemispheres. (2008 SOL) By the end of the Unit, students should be able to label the 5 continents with their major rivers, mountain ranges and other geographic features on a map and globe. The final day, Day Six will assess students on all knowledge learned by making their own creative map of the world ​ ​

including the continents learned and their features. Students should use their creativity with this, and make it from any resources; including food/candy, clay, play-doh, construction paper/posters, other arts and craft objects, etc. The continents and key features should be clearly labeled and positioned correctly. The assessment will be assigned after Day Five of teaching. Students will be assigned a group of 2-3 partners to complete this project together, and they will have two weeks to work on it at home. On the due date, the group should bring in one map to the classroom including all required materials. ​ ​ ​

Social Studies Unit Plan Day 1 - Monday

Purpose: ● The purpose of this lesson is to teach students about the continent of Africa including its major rivers, mountain ranges, and other geographic features. Students should be able to locate these on a map and globe. SOL: Social Studies SOL 3.6: ​ ● The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of ● a) Africa; ● b) Asia; ● c) Europe; ● d) North America; and ● e) South America. ● Objective: ​ ● The student will be able to identify the major river, mountain range, and desert of Africa given a scavenger hunt with 100% accuracy.

Procedure:

Introduction: ● Ask students what they know about the continent of Africa - where it is, what is there, etc. ● Read The Water Princess by Susan Verde ​ ​ ● Ask questions after the read-aloud to engage students as well as hearing what they liked and learned about the story ● Explain to students that life is different in parts of Africa and this story was based on a true story

Development: ● Gather students to the rug or area in front of SmartBoard. Pull up a map of Africa that includes the Nile River, Atlas Mountains and Sahara Desert. Have these items highlighted on the map. Ask students if they have heard of any of these landmarks before. ● Hand students a blank map of Africa, and tell them to follow along on their papers with the board. ● Explain that the Nile River is the longest river in the world, the Atlas Mountains separate the coastlines of the Mediterranean Sea and the from

the Sahara Desert, and that the Sahara Desert is the largest, hottest desert in the world. Instruct students to highlight each of these features in different colors as I talk about it. Once they have the river, the mountains, and the desert highlighted, they can color in the map of Africa. ● Lastly, have students do an interactive scavenger hunt of Africa on iPads, computers, etc. Assign a group of students to either the Nile River, the Atlas Mountains, or the Sahara desert to learn MORE about each. Students can record what they find in their Social Studies journals and work together on their assigned location. ● Share with the class what each group learned about each feature of Africa. Record responses on a anchor chart and have a brief discussion with the whole class.

Summary: ● As an exit ticket, do a “Kahoot” game (https://kahoot.it/) with the students that includes questions about the Nile, the Atlas, and the Sahara - in regards to what they were and where they are located on the continent of Africa. ● When the game is over, the winner will get a treat (pencil, gold star, etc.) ● Summarize the lesson by going over key features of Africa, and tell students to glue their Africa map in their Social Studies journals.

Materials: ● The Water Princess by Susan Verde ​ ● SmartBoard, Promethean Board, etc. ● Map of Africa for board ● Blank maps for students ● Form of technology - iPad, laptop, computer ● Pencils ● Paper ● https://kahoot.it/ ● Gluesticks ● Journals ● Paper for anchor chart ● Markers

Evaluation Part A: ● If the students can identify the major river, mountain range, and desert of Africa given a scavenger hunt with 100% accuracy, then they have met my objective.

Evaluation Part B: ● Did the students meet your objectives?

● How do you know?

● Did your lesson accommodate/address the needs of all your learners?

● What were the strengths of the lesson?

● What were the weaknesses?

● How would you change the lesson if you could teach it again?

Social Studies Unit Plan Day 2 - Tuesday

Purpose: ● The purpose of this lesson is to teach students the key geographic features of both Europe and Asia. Students should be familiar with the major rivers, mountain ranges, deserts, seas, and peninsulas. They should be able to locate all of these features on a map and globe. SOL: Social Studies SOL 3.6: ​ ● The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of ● a) Africa; ● b) Asia; ● c) Europe; ● d) North America; and ● e) South America.

Objective: ● If the students can locate the key geographic features of both Europe and Asia by making a mini booklet with 90% accuracy then they have met my objective.

Procedure:

Introduction: ● Show students two videos: https://www.youtube.com/watch?v=exeKgohZWRo ​ (Asia) and https://www.youtube.com/watch?v=rasoTvf9UUo (Europe). ​ ​ ● Ask students some key takeaways they learned from these videos and do a brief discussion ● Pull down a map and ask, “Which one is Europe? “Which one is Asia?” ○ Ask students if anybody is either of these places, or if anybody has visited either before.

Development: ● Discuss key components of each such as the Himalayan Mountains are one of the highest peaks on , the Gobi Desert is Asia’s largest desert, the Alps are the largest mountain range in Europe, and the Mediterranean Sea is situated between Europe, Africa and Asia through all different directions. As we are introducing these things, point to them on the map and engage students. ● On the Promethean Board, pull up a blank map with Europe and Asia outlined/bolded. Discuss the Himalayan Mountains, Huang He River, Gobi Desert, Mediterranean Sea, The Alps, and the Italian Peninsula. Do this by

showing both both the map and a globe, pointing out each feature and giving an explanation of where and what it is. ● On the blank map, pull up a word bank with each of the features. Call students up by volunteers to come draw each feature in where it belongs using the word bank. Once all locations are correctly added, go over it one more time before the activity. ● Students will be making a mini booklet on Europe and Asia. Using the information they just learned, they can use iPads or computers to research more into the continents. They will also have access to the map we labeled as well as the globe. Their book with have a section for each continent, and a page for each of the features where students will write 3-4 facts about them.

Summary: ● Review the major geographic features again showing the big map and the globe. ● Ask students if they liked making their booklets ● Ask students what they learned, and to “turn and talk” to a friend and share something fun or cool they wrote in their books.

Materials: ● Asia video - https://www.youtube.com/watch?v=exeKgohZWRo ​ ● Europe video - https://www.youtube.com/watch?v=rasoTvf9UUo ​ ● Big map ● Promethean Board ● Blank map for board ● Globe ● Papers for mini booklet ● iPads or computers

Evaluation Part A: ● If the students can locate the key geographic features of both Europe and Asia by making a mini booklet with 90% accuracy then they have met my objective.

Evaluation Part B: ● Did the students meet your objectives?

● How do you know?

● Did your lesson accommodate/address the needs of all your learners?

● What were the strengths of the lesson?

● What were the weaknesses?

● How would you change the lesson if you could teach it again?

Social Studies Unit Plan Day 3 - Wednesday

Purpose: ● The purpose of this lesson is teach students the key geographic features of North America. Students should know how to locate and describe the major rivers, mountain ranges, and Lakes.

SOL: Social Studies SOL 3.6: ​ The student will develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of ● a) Africa; ● b) Asia; ​ ● c) Europe; ● d) North America; and ​ ● e) South America.

Objective: ● The students will be able to create their own North America picture map given arts and crafts objects with 90% accuracy.

Procedure:

Introduction: ● Ask students what they already know about North America. ○ Do we live in North America? (there should some things they can say about our country, America) ● Show students the map and point out the U.S, Virginia, Richmond. ● Pull up Google Earth and show students the “Me on the Map” feature so they can have a clear understanding that this is our continent!

Development: ● Show North America PowerPoint including key geographic features of North America such as the Mississippi River, The Great Lakes, The Rio Grande River, and the Appalachian and Rocky Mountains. The slides tell what is important about each, but explain to students that these are the things they need to know! ● https://www.teacherspayteachers.com/Product/SOL-36-North-American-Geograp hic-Features-3530146 ● After the slides ask follow-up questions - ○ “So, what is one of the longest rivers in North America?”

○ “How many lakes do the Great Lakes consist of?” ○ “What mountain range is near us? Which one is closer to the West Coast?” ○ “What does the Rio Grande mark a boundary between?” ● Once students have an understanding of these key features, have them make their own map of North America. Give students a picture of an outline of North America. Students will design the details of the continent by either painting, gluing tissue paper or other scrap craft resources (buttons, string, pipe cleaners, etc.) and labeling and drawing the Rivers, Lakes, and Mountains. Students can get creative with this, using what objects they want while still meeting the key characteristics learned. ● Once everyone has created their North America continent, share them with the class. Hang the pictures on the board or on the wall, in the halls, etc. ● As a class, discuss what we put on the continent - the Great Lakes, Mississippi River, Rio Grande River, Appalachian and Rocky Mountains.

Summary: ● Get students all together on the rug, in front of the room. Discuss what we learned about North America. ● Ask what they liked about creating the North America picture map. ● Ask students if they have ever visited either of these rivers, mountains or lakes. ● Wrap-up by asking students again what the features of each of these things are.

Materials: ● Map ● Computer ● Google Earth ● PowerPoint https://www.teacherspayteachers.com/Product/SOL-36-North-American-Geographic-Fea tures-3530146 ● Outline of North America papers ● Arts and crafts objects - tissue paper, paint, markers, buttons, string, etc. ● Markers ● Scissors ● Glue

Evaluation Part A: ● If the students can create their own North America picture map given arts and crafts objects with 90% accuracy, then they have met my objective.

Evaluation Part B: ● Did the students meet your objectives?

● How do you know?

● Did your lesson accommodate/address the needs of all your learners?

● What were the strengths of the lesson?

● What were the weaknesses?

● How would you change the lesson if you could teach it again?

Social Studies Unit Plan Day 4 - Thursday

Purpose: ● The purpose of this lesson is too teach students the key geographic features of South America. Students should be able to describe and locate the major river, mountain range, and rainforest on a map and globe.

SOL: Social Studies SOL 3.6: The student will develop map skills by using globes and ​ ​ maps to locate and describe major rivers, mountain ranges, and other geographic features of ● a) Africa; ● b) Asia; ● c) Europe; ● d) North America; and ● e) South America.

Objective: ● The students will be able to identify the key geographic features of South America given 3 learning stations with 100% accuracy.

Procedure:

Introduction: ● Gather students to rug in front of the board. ● Show video: https://www.youtube.com/watch?v=PH2Zf4LiiAk ​ ● Ask students what they saw and learned from the video. ● Explain that we need to know the Amazon River is the second longest river in the world, the Andes Mountains are the longest continental mountain range in the world, and the Amazon Rainforest is the largest tropical rainforest in the world.

Development: ● Begin by showing students photos of the key geographic features - including which types of plants and animals lived in the Amazon Rainforest. ● Have “South America” stations for students to visit - each station can last about 15 minutes and there will be 3 different rotations. Each station will include 5-6 students (maybe more or less depending on class) ○ Station one: A game - “South America Bingo”, instead of the board being named “Bingo” it would be “South” for South America. Each square would have pictures of places or things relating to South America, for example, plants and animals that are in the Amazon Rainforest, the Andes Mountains, the Amazon River, and other features within the continent.

Students can fill up “free space” and each student should try to get a chance to win the game. ○ Station two: Mini books - there will be a bin with a few small/short books about South America. Each student will have a chance to read at least one book and share some facts they learned with each other. ○ Station three: “Create a Map” game - Students will go to the area on the rug. They will get a big piece of paper to roughly draw an . Each person in the group will move around and pinpoint each feature on the map, labeling the Amazon Rainforest, Andes Mountains, and Amazon River using their bodies.

Summary: ● Gather students together on the rug, and discuss what was done in each station. ○ Ask students which one they enjoyed the most and why ● Go over the key geographic features of South America ● Ask students to “turn and talk” to their shoulder partner about something they learned from the stations today

Materials: ● https://www.youtube.com/watch?v=PH2Zf4LiiAk ● Photos (from magazines, internet, etc.) of South America features ● Bingo cards ● Mini books ● Map of South America on board ● SmartBoard

Evaluation Part A: ● If the students can identify the key geographic features of South America given 3 learning stations with 100% accuracy, then they have met my objective.

Evaluation Part B: ● Did the students meet your objectives?

● How do you know?

● Did your lesson accommodate/address the needs of all your learners?

● What were the strengths of the lesson?

● What were the weaknesses?

● How would you change the lesson if you could teach it again?

Social Studies Unit Plan Day 5 - Friday (*taught lesson*)

Purpose: ​ ● The purpose of this geography lesson is to teach students about the four hemispheres of the world, as well as the Prime Meridian and Equator. Students should know where they are located on a map and globe, and be able to identify the differences between each.

SOL: Social Studies SOL 3.5 (2008 version): The student will develop map skills by: ​ ● a) positioning and labeling the seven continents and five oceans to create a world map; ● b) using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; ​ ● c) locating the countries of Spain, England, and ; ● d) locating the regions in the explored by Christopher Columbus ( in ), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, ), and Christopher Newport (Jamestown, Virginia); ● e) locating specific places, using a simple letter-number grid system.

Objective: ​ ● The student will be able to identify and label the four hemispheres and Prime Meridian and Equator given a blank map with 90%

Procedure:

Introduction: ● Begin by asking students about the continents and oceans; names, where they are located, etc. ● Ask if they know more about the Earth and how it is divided up - if they know what the four hemispheres, prime meridian and equator are. ● Show YouTube video: https://www.youtube.com/watch?v=DYwA_8qMt9I

Development: ● Standing in front of the room, show students the globe and point out where the Northern, Southern, Eastern and Western hemispheres are. Also show the Equator (lines of latitude) and Prime Meridian (lines of longitude). Conduct a brief explanation on longitude and latitude along with this. ● Pass out small globes to table groups so students can see up close and so they can identify as well along with my labeling of the globe.

● Once everyone has gotten to see a small globe, direct attention to the Promethean Board. Pull up a photo of a blank map. Ask students to raise their hands and tell me where to correctly draw the Northern, Southern, Eastern and Western hemispheres, and the Prime Meridian and Equator. Draw all lines in different colors so students can see clearly. ● Explain to students during this that the Prime Meridian is what separates the ​ ​ Eastern and Western hemispheres - everything to the East is Eastern, everything to the West is Western. The Equator is what separates the Northern and ​ ​ Southern hemispheres. Everything to the North is in the Northern, everything to the South is in the Southern. Also tell students that majority (90%) of land is in the , so most people live in the Northern Hemisphere. The Southern Hemisphere is mostly water. ● Take questions, comments, etc. and talk about the map and how these features relate to the continents and oceans - ask students which continents are in the Northern Hemisphere, Southern, etc. What does the Prime Meridian run through? ● Give students the Hemispheres worksheet to complete but also keep for a reference. This is something students can take home or glue in their Social Studies journals.

● *Differentiation* ○ Struggling: I would let them keep one of the small globes at their desk during the activity on the board, and for the worksheet. I could also provide a book or two about the topics so the student could have more visuals and grasp a clearer understanding. ○ Advanced: Since the worksheet is pretty quick and simple, I would provide these students with another activity if they finish early. They could use a globe to find specific countries of continents that lie in certain hemispheres. They could answer a series of questions such as “what hemisphere is Australia in?” or “what continents run through the equator?” or “what oceans are in the Northern hemisphere?” These could all be recorded in their journals.

Summary: ● Go over the answers for the worksheet and discuss the fun facts ● Ask students what they learned from today’s lesson

Materials: ● Big globe ● Small globes ● YouTube video - https://www.youtube.com/watch?v=DYwA_8qMt9I ● Promethean Board ● Computer

● Blank map ● Worksheets

Evaluation Part A: ● If the student can identify and label the four hemispheres and Prime Meridian and Equator with 90% accuracy, then they have met my objective.

Evaluation Part B: ● Did the students meet your objectives?

Yes, the students met my objective.

● How do you know?

Students were able to accurately and efficiently label the four hemispheres, Prime Meridian and Equator on a globe and map.

● Did your lesson accommodate/address the needs of all your learners?

Yes, all students completed the lesson with no complications, and there were no “struggling” students, although it is included in the lesson plan in case it was needed.

● What were the strengths of the lesson?

I really liked how I used the big globe and then passed around the smaller globes for students to see and touch as I was going over the content. They were engaged, interested and asked questions and even told me facts they knew throughout.

● What were the weaknesses?

The students did really well and they knew the content easily - which made me rush through the lesson. I wanted to take more time with it but I kind of rushed it because of that.

● How would you change the lesson if you could teach it again?

Looking back, since I sped my lesson up a little, I would not want to do that next time. Even though the students were getting it and understanding the content, I still would like to spend more time and go deeper into the lesson to see what they know and teach them beyond the basics. Next time I would not want to feel rushed and continue to go through the lesson as planned.

Student Work #1

Student Work #2

Student Work #3

DAY SIX - UNIT EVALUATION

The students have now learned about North America, South America, Africa, Asia and Europe and the key geographic features of each; mountain ranges, rivers, lakes, deserts, peninsulas, rainforests, etc. To assess students’ knowledge to see what they have learned about these things, they can make their own interactive map of the World using items of choice. For example, students can reconstruct the key continents using play-doh or clay, and use types of foods/candies (pasta, twizzlers, etc.) to represent the geographic features like rivers, mountains or deserts. It should include the five continents discuss as well as each geographic feature discussed for each. The map should be colorful and it should display what they have learned through creativeness as well as by having fun with it. Each continent with its geographic features will be labeled as well.

Rubric: Geography Unit SOL 3.6 - Project Rubric

3 2 1

My Own Map Students created a Students created a Students created a map including the 5 map including some map including 1 to no continents discussed, continents, and some continents or their as well as each of of the key geographic key geographic their key geographic features features features

Structure/Design Students correctly Students identified Students identified identified and labeled and/or labeled only a and/or labeled 1 to each continent and few of the continents none of the its corresponding and/or key continents and their features on the map geographic features. key geographic

features

Creativity Project showed a lot Project showed some Project showed little of creativity within creativity within to no creativity within planning, materials planning, materials planning, materials used, and the used, and the used, and the completed project completed project completed project

Group Participation Each member of 1 or 2 of the partners Only 1 to none of the group worked equally did not work equally members of the to complete all to complete all group worked equally aspects of the project aspects of the project to complete the project

Unit Resources:

Books:

● Animals of North America for Kids, author and illustrator: John Davidson ​ (along with North America lesson; this book goes beyond the geography and describes all the animals you can find in North America. Can be set at a station for students who finish work early.)

● South America, author and illustrator: Libby Koponen (could be used ​ during introduction to South America. Includes key geography facts about the continent and many other things)

● Yoko, author and illustrator: Rosemary Wells (could be used during or after the Asia ​ lesson for students to read themselves or for a read-aloud. It’s about the Asian culture

and how they eat different foods.) ● A Walk in London, author and illustrator: Salvatore Rubbino (could be used during or ​ after Europe lesson - students could see more about what it’s like to live in Europe,

specifically London.)

Games:

● “Roll a Map” game; https://www.teacherspayteachers.com/Product/Roll-a-Map-Continents-and-Oceans-Gam e-1426446 ○ A game where students roll a dice and the numbers correspond with a continent or ocean in which they will label on a blank map. The first to have their map filled will all aspects is the winner. ● Africa game: http://world-geography-games.com/africa.html ​ ○ Could be used after the Africa lesson during stations, group activities, etc. ● Asia game: http://world-geography-games.com/asia.html ​ ○ Could be used after the Asia lesson during stations, group activities, etc. ● Continent Jeopardy - a category for each continent, with geographical feature information for the questions ○ Can be used as a review for the end of the Unit before the assessment! Other: ● Maps and Globes Interactive Notebook: https://www.teacherspayteachers.com/Product/Maps-and-Globes-Interactive-Notebook-1 722247 ○ Students can create this interactive notebook for extra practice and review - Can be done in stations ● Teacher (me) could bring in real artifacts from Africa from my grandmother such as jewelry, clothes, and money

○ Could be passed around during or after main lesson on Africa ● Geographic features of North America activity: https://www.teacherspayteachers.com/FreeDownload/SOL-36-Label-a-Map-of-North-Am erica-FREEBIE-4106520 ○ (North America lesson) ● Promethean Board flipchart activity ○ use board to show a blank map and point to each continent/features of the continent and ask students what it is. Then, reveal the answers using the pen. Songs: ● Continents song (tune of Jingle Bells) ○ “North America, South America, Europe and Asia Africa, Australia, Antarctica, here we go! (repeat) ● (Use with day 5’s SOL for continent review *from my practicum teacher) - (this would be used at the beginning and/or end of the geography Unit. Students can be introduced to the song and then use it throughout the Unit to remember continents)

Videos: ● Geography of Africa video: https://www.youtube.com/watch?v=BPjQGYaBDtg ​ ○ (along with Africa lesson) ● Continents YouTube video: https://www.youtube.com/watch?v=wYYakyS_HOg ​ (beginning of Unit as an introduction)

Related SOLs:

Day One related SOL: Technology SOL C/T 3-5.6: ​ ● Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects. ● A. Collect information from a variety of sources. ○ Conduct research using various types of text- and media-based information. ❏ *Used during students’ scavenger hunts, researching information on Africa using iPads or computers

Day Two related SOL: English SOL 3.12: ​ ❏ The student will use available technology for reading and writing. ❏ *Used during students’ creating of mini booklets - students use iPads or computers to research information, then they write information found for their books.

Day Three Related SOL: Fine Arts SOL 3.3 ​ ● The student will identify craftsmanship in works of art. ❏ *Used during students’ creation of making their North America continent ​ through arts and crafts.

Day Four Related SOL: Physical Education SOL 3.4 ​ ● The student will demonstrate an understanding of the purposes for rules, procedures, and respectful behaviors, while in various physical activity settings. a) Explain the importance of rules for activities. b) Provide input into establishing and demonstrate implementation of rules and guidelines for appropriate behavior in physical activity settings. c) Describe the importance of cooperating and work cooperatively with peers to achieve a goal. d) Implement teacher feedback to improve performance. e) Provide appropriate feedback to a classmate. f) Describe one group physical activity to participate in for enjoyment. ❏ *Used during Station #3 of the lesson - students will be moving around ​ together to physically pinpoint the key features of South America on the map on the paper. This portion involves movement because students are all moving around and collaborating together.

Day Five Related SOL: Math SOL 3.15 ​ ● The student will ● a) collect, organize, and represent data in pictographs or bar graphs; and

● b) read and interpret data represented in pictographs and bar graphs. ❏ *Used during the worksheet - (instead of pictographs and bar graphs, they use a ​ map of the World), but students use the map in order to answer questions relating to the hemispheres and continents.

Day One, Two, Three, Four and Five Related SOL: Social Studies SOL 3.1 ​ ● The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by ○ j. assessing a variety of media, including online resources. ❏ *Used during each lesson because technology is used in some form during each day of instruction. (iPads, computers, SmartBoard, Kahoot, PowerPoints, and videos)