<p>Third Grade – Unit 3 - Geography, Environmental Literacy, and Culture Latest link update - January 23th, 2013</p><p>Objectives 3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human-environment interaction, movement and regions). CONCEPT(S)– Place, Location, Human-Environment Interaction, Movement, Region 3.G.1.1 Find absolute and relative locations of places within the local community and region. 3.G.1.2 Compare the human and physical characteristics of places. 3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs. 3.G.1.4 Explain how the movement of goods, people and ideas impact the community. Clarifying Objectives 3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions (community, state, nation and world). 3.G.1.6 Compare various regions according to their characteristics.</p><p>Clarifying Questions: Why might people adapt or change their What is the difference between absolute and relative locations? Essential Questions environment? Why is protecting our environment How are locations (school, town, community, region) similar and different? important? Possible exploration: How and why do people and ideas move and change?  What kinds of evidence do scholars use to trace the paths of early and current human migration? How does a region develop an identity?  How have the reasons for human migration changed over time?</p><p>How can we as tour guides explain how groups of people formed communities?</p><p>Assessment Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Activities are embedded within the unit. By the end of the unit, students should be able to answer all of the essential questions listed above. The goal is the understanding of concepts, not memorization of facts. Essential Question Lesson Teacher Preparation Assessment Day 1 How are locations What does NC look like? 8 ½ x 11 size paper Baseline Assessment similar and Give each student one piece of 8 ½ x 11 sized paper. Ask of what students different? each student to tear the shape of our state (North Week 1 -Landforms already know about Carolina) from the single piece of paper. Observe the powerpoint NC and Wake County students and their “shapes.” Next, have students label anything they know about North Carolina on their Recording sheet “shape.” For example: cities, towns, rivers, landforms, etc. This activity will assess the student’s baseline knowledge of the state.</p><p>What does Wake County look like? Give each student another piece of 8 ½ x 11 sized paper. Ask each student to tear the shape of our county (Wake) from the single piece of paper. Observe and assess students as they work. Again, ask students to label what they know about their county. For example: towns, streets, highways, rivers, parks, schools, etc. </p><p>Day 2 How are areas of Compare different types of maps of North Carolina Many Week 1 - Lesson 2 North Carolina options exist here for either digital – Google Earth or Map Activity similar and Google Maps to copies of paper maps of North Carolina different? that you can get free from most real estate offices.</p><p>What is the purpose of a map? Purposes differ?</p><p>Additional internet resource: Home page is North Carolina Maps http://www.lib.unc.edu/dc/ncmaps/ Day 3 How has North Compare two older maps NC Maps Carolina changed http://www.lib.unc.edu/dc/n Be able to share projection of maps. over the years? cmaps/ Why has North (Albemarle Sound Region map Carolina changed http://dc.lib.unc.edu/cdm/singleitem/collection/ncmaps/id/90 Optional Discovery its look over the /rec/17 Education - GPS Technology: The years? and Creation of Accurate Averasboro, NC ) with newer maps. Maps http://dc.lib.unc.edu/cdm/singleitem/collection/ncmaps/id/49 47/rec/1 See optional GPS Technology on Discovery Education (4:54 minutes)</p><p>Day 4-5 What makes a Regions of North Carolina Places to Visit: region a region? Research and discover the regions of North Carolina. Powerpoint Coastal Region Piedmont Region How does a region Mountain Region develop an identity?</p><p>Day 3.G.1.2 Guiding Questions Create a brochure or 6-7 Compare the What makes a region What is unique about your community? for Research advertisement to human and a region? encourage tourists to visit: Powerpoint: physical What makes NC unique? A region in NC, characteristic  Geography How does a region PowerPoint; Or s of places. What is unique about each region? your community, develop an identity?  North Or What makes the United States unique? Carolina ; Unique or Not? your state - North Carolina Or Community Information If needed, teacher USA NC Regions Information informational US Regions Handout US Regions Research Days 3.G.1.3 Why might people What is an artifact? Artifacts Compare/contrast 8-9 Exemplify adapt or change their Analysis artifacts. Do these items how people environment? What information can be learned from an artifact? Worksheet still exist? How have the adapt to, items changed? Why do change and How and why do Artifact Scavenger Hunt Artifacts the items change? protect the environment people and ideas to meet their move? needs. Day 3.G.1.3 Why might people What limitations could affect a dream house in the mountains? Access to Research findings. 10 Exemplify adapt or change their information how people environment? Research Activity – about Biltmore adapt to, “I Want It!” Estate change and How and why do protect the people and ideas http://www.bilt environment move? more.com/our_ to meet their story/our_histor needs. y/vanderbilt.asp Days 11-12 3.G.1.2 Compare the How are locations Articles provided for Articles printed or A Five Senses Report human and physical similar and different? students for shared accessible for students: characteristics of places. reading. Students will understand that an 1-Early Life in Eastern environment is NC characterized by 2-Arrivals to the East humans and their 3-Population Data actions and based on their needs.</p><p>How might physical characteristics of places impact human growth in the areas?</p><p>Why might populations change?</p><p>Days 13-14 3.G.1.4 Explain how the How and why do people Articles provided for Articles printed or Fact or Fiction movement of goods, and ideas move and students for shared accessible for students: people and ideas impact change? reading. Students will the community. understand that an 1-Marks on the Land environment is 2-Expanding to the West characterized by humans and their actions and based on their needs. Day 15 3.G.1.4 Explain how the How and why do people Articles provided for Articles printed or Fact or Fiction movement of goods, and ideas move and students for shared accessible for students: people and ideas impact change? reading. Students will 1-Final Frontier – The the community. understand that an Mountains environment is 2-Blue Ridge Parkway characterized by 3-Appalachian Trail humans and their actions and based on their needs. Day 16 3.G.1.4 Explain how the How and why do people Jigsaw students – read Provide copies of articles Build A Name Poem movement of goods, and ideas move and an article and share it for students or have people and ideas impact change? with their team. accessible the community. 1-Homegrown Skills Why might people 2-Great Wagon Road choose to move? 3- Searching for Greener Pastures How do people modify 4-Culinary Crossroads their environment to meet their needs? Day 17 3.G.1.4 Explain how the How and why do people Jigsaw students – read Provide copies of articles movement of goods, and ideas move and an article and share it for students or have people and ideas impact change? with their team. accessible the community. When people choose to 1-Contemporary Migration 2- Quaker Out Migration move, how does it 3-County Name Changes impact a community? Day 18 3.G.1.5 Summarize the Choose from possible elements (cultural, How do elements of Student research and See prep for whichever assessments below. demographic, economic geography define a activity. culminating assessment and geographic) that region, community, you choose. Designing Spaces define regions, state, nation and world? community, state, nation OR and world. Why is scale such a Split-Page Notetaking - difficult concept to Handouts Scale, Not for Weight show? Why do maps (Tiered Activity) include a scale? How do Create a rubric. scales differ? OR Pick a Project (PBL type) IF “Pick A Project”, model for students how to complete the sentence frame from each column to create the type of project that each student designs individually. Days 19-20 3.G.1.5 Summarize the elements (cultural, How do elements of Completion and demographic, economic geography define a presentation. and geographic) that region, community, define regions, state, nation and world? community, state, nation and world.</p>