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Social Studies Integrated Unit

An integrated social studies unit for third grade students about communities.

RPLS Branch

on 4 January 2013

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Transcript of Social Studies Integrated Unit

Integrated Social Studies Unit Tricia Chapman
Moya Wellington-Gutzmore
Kathleen Parkinson
Kristen Ross
December 17, 2012
Dr. Jake Dingman Introduction The following integrated unit of study is a compilation of lesson plans for a third grade social studies classroom centered around the theme of Communities. The central objectives are that the students will gain a comprehensive understanding of the different types and kinds of communities in which we live in, as well a history of communities in the United States and around the world. The lessons will take into account students with various learning styles and abilities. Each lesson was created to meet Department of Defense Education Activity (DoDEA) standards. Lesson Plan One: What are communities? Subject Area: Social Studies Grade: 3rd Grade

Standard: Continuity and Changes in Communities

Strand 1: Discuss reasons why communities are established, how individuals and families contribute to the development of the community, and how communities change over time.

Skill Set :3SS3: History and Culture Students draw from historical and community resources to describe how the events and the environment influence the growth and change of communities.

3SSK6: Use technology to gather information and communicate learning. Lesson Plan One: Objectives Content (Teacher) Objectives:
The teacher will use literature teach the students to acquire information.
The teacher will use visuals and print materials to teach the students about different types of communities in the United States.
Students, at the end of the lesson will be able to define the concept of community.
Students, at the end of the lesson, will be able to describe the actions by an individual that changed and improved a community. Behavioral Objectives:
Students will recognize the different types of communities in the United States with 80% accuracy.
Students will be able to write about the community they reside in with descriptive language and correct capitalization and punctuation with 85% accuracy.
Students will be able to define and label the different types of communities in the United States and around the world with 75% accuracy. Lesson One: Materials The places where we live by Lisa Oram (Below Level)
Why we live where we live by Lisa Oram (On Level)
Land and Water: How geography affects our community by Lisa Oram (Above Level)
Community Helpers (poem)
Word web for vocabulary words
Smart Board
Vocabulary- community, geography, location, culture, rural, suburban, urban Lesson One: Sequence Allocated Time: 60-90 minutes, 1 class period
Prior to the starting the lesson, the teacher will ensure that all materials needed for the lesson is readily available.
To activate prior knowledge, the teacher will begin her lesson by asking the students a guided question such as “What makes every community special?” The teacher will give students a chance to respond and create a list of students’ ideas. The teacher will keep a list to review at the end of the unit.
The teacher will then ask the students what they believe a community is. (A community is a place where people live, work, and have fun together). Give each child a chance to respond.
Explain to students how people felt the need to form communities because they wanted security, law, and material well-being. The teacher will explain and describe each of these concepts to students. The teacher will then ask the students to list examples of how they believe that communities meet these needs (police, fire, mayor, etc).
The teacher will then have students listen to the poem, Community Helpers on a cd she recorded (Appendix A). The teacher will then have students look at the pictures of different types of communities such as rural, suburban and urban lands on the Smart Board.
• After this is completed, the teacher will show a map of the United States on the ELMO and have students try to locate different areas on the map that relates to urban, suburban and rural communities.
• Ask the students to predict some possible similarities and differences between the communities. The teacher will list these on the board.
• Ask students what they like or dislike about their community. Give everyone a chance to respond. Discuss with students why they might like to live in an urban, rural or suburban town and have them explain their choice.
• The teacher will then show different pictures of various communities on the Smart Board such as New York City (urban), Plainfield, Vermont (rural), and Long Island, NY (suburban) (Appendix B). The teacher will give some background on each community. Ask students some questions based on the pictures, such as their location, climate, and history.
The teacher will then divide student into reading groups according to their learning abilities. The students will read in their reading groups about different types of communities. (Appendix C)
1. The places where we live by Lisa Oram (Below Level) Apply critical thinking skills by asking questions such as why people may want to live near water (for fishing, jobs, water for drinking, cooking, etc). How many oceans are there on Earth? (Four), what are some challenges of living in the desert (The weather is extreme with very little rain and lots of sun, cold weather and rain), etc. 2. Why we live where we live by Lisa Oram (On Level). Apply critical thinking by asking students questions such as how are oceans and lakes different (oceans are huge bodies of salt water while lakes are usually freshwater and surrounded on all sides by land), how is the history of the railroad connected to rivers (Before roads were invented, rivers were used for transportation. When railroads were built, they were used to transport goods from the rivers to towns far away. River town grew around the train stations eventually).
3. Land and Water: How geography affects our community by Lisa Oram (Above Level). Apply critical thinking by asking questions such as what resources do mountains offer communities (many rivers and streams begin in the mountains and provide necessary fresh water to human communities), and how do people adapt to the desert’s climate? (They move their homes near water sources; modern homes may have air conditioning, wear hats and light clothing).
• The teacher will walk around and ask questions, and assist as needed.
• After students have completed their reading groups, the teacher will then ask student to return to their seats. The teacher will ask students to take out their paper and pencil and write in 5-7 sentences about the community they reside in. They will use descriptive language, using proper grammar, punctuation and capitalization in their sentences Lesson one: Sequence Lesson One: Sequence Lesson One: Roundup Evaluation on students’ writing will be done with the use of a descriptive writing rubric (Appendix D).
• The teacher will be able to assess students’ ability to visualize by the description in their writing.
Scaffolding Activities for At Risk Students
• Provide students with extra teacher support while the class is writing.
• Assign a buddy to the students who may need extra help who will assist with spelling and other needs.
• Allow students who may need extra help to articulate their description in order to correctly assess their ability to visualize and write about the community in which they reside. Extension Activities for Gifted and Talented Students
• Encourage students who are gifted and talented learners to write more than 5-7 sentences about their community.

• Students will be asked to complete a worksheet at home as an extension activity to what they learned in class today (Appendix E).
• Students will begin working on a Community Project all week. The project will be an ongoing performance assessment project that will enrich students’ learning throughout the unit. The project will have students writing and presenting mock interviews of community workers. (This project will satisfy the drama elective content of the thematic unit). Lesson Plan Two: People in Communities DODEA Standards:

Benchmark : Places and Regions: SS.3.7.2 Compare the physical and human characteristics of different communities and regions

Strand/Theme : 3SS3: Discuss reasons why communities are established, how individuals and families contribute to the development of the community, and how communities change over time Lesson Plan Two: Objectives & Materials Objectives:
Student will understand the various ways that other students and their families celebrate the holidays.
Students will understand what a tradition is and be able to identify their own and others traditions.
Students will discuss how their own family’s traditions and community traditions have changed over time.
Essential Questions: What are some of the different holiday traditions that are celebrated in our classroom community? How do traditions change over time? Lesson Materials
- 8x10 worksheet with illustration box and lines for sentences
- Lankford, Mary D (1998). Christmas around the world. Harper Collins books.
-Youtube video of Christmas parade in Oaxaca. (Appendix F)
-Youtube video of Christmas parade on Kauai. (Appendix G) Lesson Two: Activity Sequence Students will watch the 2 Youtube videos and discuss differences and similarities
Locate the 2 places on map
Define tradition
Share my own family traditions
Students discuss in their groups their favorite traditions
students write a few sentences describing their own family’s holiday traditions including the food, decorations, and activities
students illustrate the traditions
Class shares their traditions to create a class chart
Class will discuss how their own family’s and the community’s traditions may change over time Lesson Two: Roundup Assessment:
Students will be assessed on their writing sample assessing their understanding of what a tradition is
Students will receive participation points for their cooperation in class and group discussions

Use of technology:
Students will view 2 videos of holiday parades from Kauai and Oaxaca via Youtube

Strategies for critical thinking:
Students will use compare and contrast
Students will apply definition of tradition to their own experiences
Students will discuss how changes in their family or community could effect future traditions
Strategies for active learning:
Students will apply learning to their own experiences and connect new ideas and traditions of peers Lesson Plan Three: History of Communities Standards: DoDEA
3SS2: Geography - Students describe the physical and human geography about
people, places, and environments in a spatial context.

3SS3: History and Culture -Students draw from historical and community resources to
describe how the events and the environment influence the growth and change of communities.

3E1b: Reading - Comprehension and Analysis of Nonfiction and Informational Text

3E2a.3: Writing - Create single paragraphs with topic sentences and simple supporting facts
and details. Grade level: 3rd Grade
Lesson Duration: Day 1 - 55 minutes. Day 2 - 35 minutes. Lesson Three: Sequence Lesson Three: Objectives Essential Questions:
-Who explored the "New World"?
-Where did they come from?
-Where did they travel and why?
-What did they accomplish at their destinations?
-How did they impact North America?

Student should be able to:
research and organize information on five explorers using a chart
identify locations on a map and complete and label their own maps based on routes of explorers.
Decide which explorer traveled the farthest
Form an opinion based on facts and literature evidence of explorers, stating and supporting their answer on "Who is the best explorer?" 4.Students will then be given a handout of an explorers chart. Students will be instructed to complete the chart using their textbooks, supplemental reading materials/literature provided in the class library, as well as allotted time to research explorers online. Groups will split up into groups of 5 and each will have an explorer to research. Each group may have up to ten minutes to use the computers and search on three designated web sites (The assignment requires two computers). This activity will carry on to the next day if necessary.
5. Students will then be given a handout of an explorers chart. Students will be instructed to complete the chart using their textbooks, supplemental reading materials/literature provided in the class library, as well as allotted time to research explorers online. Groups will split up into groups of 5 and each will have an explorer to research. Each group may have up to ten minutes to use the computers and search on three designated web sites (The assignment requires two computers). This activity will carry on to the next day if necessary.
6. Students will then share their findings aloud. The teacher will add details to the chart using the smart board, color coding the text to match the color routes on the map.
7. Students will then be asked to take out their journals and write a 5-6 sentence response to "Which explorer would you travel with and why?" Journals will be collected. Lesson Three: Sequence Day 1
1. Students will first be introduced to the word "Explorer". The teacher will ask students to think of what they already know about the word. After writing their responses down, the teacher will ask students why someone would explore. Then explain that many people wanted to travel to other parts of the world for control over more land, expand religion, and find riches, spices, and furs The teacher will pass around these pictured items for students to look at. The teacher will then ask students if they know how explorers used to travel long ago. After responses on travel, the teacher clarifies and says "Yes, they use ships to travel long distances across oceans and used horses, boats, and their feet to travel across America.” The teacher than pulls up a map. The teacher locates Asia, Europe, and North America. Then, she will introduce the objectives for the lesson, including learning about different explorers, how, why and where they traveled, as well as the experience of the journey and arrival. Students will also be informed to think and evaluate the explorers closely and consider who they would travel with and why.
2. The teacher will then read a few passages from a story on explorers, highlighting a few details for each of the five explorers.
3. The teacher will then place a transparency over a world map. She will then pass out map template for each student. The students will then follow the teacher's directions on how to draw the route each explorer traveled on to reach the Americas. She will locate and label the specific continents, countries, and oceans involved in the journey, asking students to repeat aloud the labeled items. Each route will have a different color to correspond to the explorer. Students will turn in their maps in a drop-box when completed. Lesson Three: Sequence Day 2
1. The following day, students will review the chart and map of Explorers Students will then take a quick matching quiz on the Explorers. Students will have 15 minutes to complete the quiz.
2. Student will then be called over one by one to record their journal responses on digital recorder. Their voices will be added to a slide show on explorers to be displayed as review for the class and emailed to parents to view. Lesson Three: Required Materials Materials and Resources

Taylor-Butler, C. (2008). Explorers of North America. New York, NY: ScholasticMatthews, R. (2012). DK eyewitness books: Explorer . New York, NY: DK Publishing, Inc.Clements, G. (2009). The picture history of great explorers. London: Frances Lincoln.Maestro, B., & Maestro, G. (1997). Exploration and conquest: The Americas after Co Columbus: 1500-1620 . New York, NY: HarperCollins.

-Enchanted Learning. (2010). Explorers of North and Central America. Retrieved from http://www.enchantedlearning.com/explorers/namerica.shtml
-ThinkQuest. (n.d.). Why explorers explored the world. Retrieved from http://library.thinkquest.org/J002678F/why.htm
-Richland School District One (2011, January 12). Explorer's Diaries-North America [Video file]. Retrieved from School Tube website: http://www.schooltube.com/video/b5ec27f1d4e78e43062d/
-Pictures of gold, furs, and spices (to be passed around for students to examine)
-Technology resources: Firefox; the number of computers required is 2
-Explorers of North America chart (Appendix H) Lesson Plan Four: Where are our communities? Lesson Duration: 50 minutes

Standards: USA- DoDEA Content Standards

Skill : Geography Students describe the physical and human geography about people, places, and environments in a spatial context.

Theme A: Locate and distinguish among varying geographical features in the local region and identify changes over time.
Theme B: Examine how people have used the environment to meet their needs and wants and how this has changed over time
Theme C: Trace and describe the ways people use natural resources and the affect this has on the economy and lifestyle of the local region. Lesson Four: Materials Lesson Four: Objectives Learning Objectives:

Students will be able to identify and explain key geographical features of a community with ninety percent (90%) accuracy.
Students will be able to identify and explain the different resources found in a community and how these resources are used negatively or positively by members of the community.
Students will be able to successfully design and create a model of an ideal rural or urban community environment using recyclable materials such as plastic bottles, cans, old papers, plastic bags etc Lesson Four: Sequence Materials Needed:

Where once there was a wood by Denise Flemming
Copies of a Picture of a typical communities (Appendix I)
Communities Worksheet (Appendix K)
Old cardboard boxes, newspaper, plastic bags/bottles empty cans Lesson Four: Activity Sequence Arrange students’ desk in a semi-circle facing the front of the classroom.
Place worksheets on each students desk
Arrange assessment materials (cardboard boxes, newspaper, bottles, cans etc) towards the back of the classroom.
Place the copy of A typical Community at the front of the classroom where it can easily be seen by each student.
Instruct students to take a look at the picture displayed at the front of the classroom, inform them to look carefully at the picture as they will be asked some questions afterwards based on what they saw.
Allow students enough time (approx. 5-10 minutes) to look over the picture.
When students have indicated that they are finished looking at the picture, instruct them to tell you what they think the picture is showing.
After students have responded, if no student had the correct response, inform them that it is a picture of a community.
Ask students to think about their own communities, can they find any similarities or differences between where they live and the community in the picture.
Proceed to record students responses on the white board in two columns, one for the things in students own communities and one for the things in the community in the picture.
After recording the responses ask students to tell you what are some of the things you can find in both communities. (Allow enough time for students to respond before proceeding to the next step.) Read the dialog provided in Appendix J
As a revision to the information that was just created have students complete the Community Worksheet (Appendix K)
Review the questions from the worksheet and provide students with the correct answers.
Instruct students that their take home assignment will be to make a model of a community, there are materials available at the back of the classroom for those students who think they will have difficulty finding recyclable materials at home.
Proceed to administer the lesson assessment.

At the completion of all scheduled activities students will be instructed to review the completed Communities worksheet as well as the diagram of a typical community.

Independent Practice:
Have students visit and explore the following websites;

Extension Activities:
Students who are gifted and/or talented will be provided with additional worksheets to be completed in class in the event that they have completed all classroom activities ahead of time or as take home materials

Differentiated Instruction:
Extra assistance should be provided for at-risk students. The teacher should set aside one on one time to work with these students as the need arises. The teacher will also provide constant guidance and encouragement throughout the delivery of the lesson and its respective activities. Lesson Four: Round up Authentic Assessment:
As a take home assignment, students will be required to design and build a model of a community. Each model should include all essential services and items people living in the community will need. Students will only be allowed to use recycled materials i.e. empty boxes, cans, old newspaper, magazines, plastic bags and bottles etc. Students are encouraged to be creative and make their model as visually appealing as possible.

Guided Practice:
Have students read the book Where once there was a wood by Denise Flemming. This book creatively and beautifully explains how communities and people are destroying the natural environment around them and suggests ways in which children and adults alike to come together to reduce their negative impact on nature. Students will be encouraged to think about and come up with things they can do both at home and school to save nature and the environment. Appendix A: Poem Community Helpers
(to the tune of "Oh My Darling Clementine")
Community helpers,
Community helpers,
Community helpers,
All around,
They are people we rely on,
To help make a great town.
There are doctors,
And nurses,
Firefighters and police,
Emergencies are why we need them,
Any day of the week. There are farmers,
Chefs, and bakers,
Waiter and waitresses,
Feeding people is their job,
They give us food that's good to eat.
There are electricians,
Carpenters and plumbers,
On worksites.
They make houses and our buildings,
Safe and sound and build right.
Do you know of any more people,
Who are in your neighborhood,
Who work together to build a community,
That we live in happily? Appendix B: Pictures Urban Community Rural Community Suburban Community Appendix C: Reading Text The places where we live by Lisa Oram (Below Level)

Why we live where we live by Lisa Oram (On Level)

Land and Water: How geography affects our community by Lisa Oram (Above Level) Appendix D: Descriptive Writing Rubric Appendix E: Vocabulary Directions: These are vocabulary words from our lesson on communities. How much do you know about these words? Draw a line from each word to its meaning. You may use your glossary for extra help.

Column A Column B
1. community a. a place where people live, work and have fun together
2. geography b. the way a group of people lives
3. location c. where something can be found
4. culture d. the study of Earth and how people live on it.

Now use each of the vocabulary words in a sentence to talk about where you live. Write your sentences in the lines provided below


7. _______________________________________________________________________


Answer Key:
1.A, 2. D, 3. C, 4. B. # 5-8 Answers will vary. Appendix G : Youtube Video 2 Appendix F: Youtube Video 1 Appendix H: Explorers Chart Appendix I: Journal Rubric Appendix J: North America Quiz Appendix K: North America Quiz Rubric Appendix L: A Typical Community Appendix M: Instructional Dialog Appendix N: Communities Worksheet References Can teach: songs and poems . (n.d.). Retrieved from http://www.canteach.ca/elementary/songspoems100.html
Pearson successnet leveled readers. (n.d.). Retrieved from https://www.pearsonsuccessnet.com/snpapp/sf/iText/jsp/ITEXTContextFrameset.jsp?NavigationPageConstant=6&PageToOpen=/snpapp/lrd/findLeveledReadersByProductISBN.do?isbnOid=0-328-20650-4
Sf social studies: Pearson. (2012). Retrieved from http://sfsocialstudies.com/index2.html
U.s dept. of defense education activity (dodea). (n.d.). Retrieved from http://www.dodea.edu/curriculum/docs/ela/2009_stn_full_ela.pdf
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