third grade science - edl · 2017-07-22 · two bad ants- chris van allsburg mastery: students will...

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THIRD_GRADE_SCIENCE Next Generation Science Standard Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigation 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in argument from evidence 8. Obtaining, Evaluating, and Communicating Information

QUARTER 1-1st NINE WEEKS SCIENCE The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 1 WEEKS 1-2

LIFE SCIENCE Grade 3: Standard_1-Cells (PLANTS AND ANIMALS) Conceptual Strand 1: All living things are made of cells that perform functions necessary for life. Tennessee Academic Standards/Grade Level Expectations: GLE0307.1.1 Use magnifiers to make observations of specific plant and animal body parts and describe their function. SPI 0307.1.1 Identify specific parts of a plant and describe their function.

Learning Targets: I can compare the parts of a plant and describe their functions. I can evaluate plant structures and determine how they help a plant meets its basic needs. I can compare and contrast the basic structures of plants and animals in how they help the organism meet its basic needs. I can analyze specific animal structures to determine what the animal eats. Inquiry Skills: predict, record data, observe, infer, communicate, classify, make a model, compare, draw conclusions Academic Vocabulary: structures, roots, nutrients, stem, leaf, leaf vein, edible, skin, pores, lungs Essential/Guiding Question: How are plant and animal cells organized to carry on the process of life? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ Chapter 1, Lesson 1 pages 26-35

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Chapter 1, Lesson 2 pages 38-45

Literature Connection More Picture Perfect Science Chapter 10 Wiggling Worms Even More Picture Perfect Science Chapter 14 Ducks Don’t Get Wet

Websites Plants http://www.eurekascience.com/ICanDoThat/plant_cells.htm http://www.biology4kids.com/files/plants_structure.html Brainpop Jr Parts of a Plant https://jr.brainpop.com/science/plants/partsofaplant/preview.weml Plants http://www.mbgnet.net/bioplants/parts.html Plants http://its.guilford.k12.nc.us/webquests/plantquest/ Plants http://www.stevespanglerscience.com/lab/experiments/colorful-carnations Plants http://www.huntington.org/uploadedFiles/Files/PDFs/BGRPneedswater.pdf Multiple resources http://www.vrml.k12.la.us/curriculum/quicktip/science/plants/plants.htm Animals https://writer.zoho.com/public/sbgrace/habitats-and-oceans/noband Animals http://fun-in-first.blogspot.com/2011/09/habitats.html Habitats http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm Animals http://www.mybookezz.org/ebook.php?u=aHR0cDovL2thdGhvMy5wZW9wbGUud20uZWR1L3BsYW50dW5pdC5wZGYKUGlja2luZyBBcGFydCBQbG Animals http://crayonbits.blogspot.jp/ Animals http://www.education.com/science-fair/article/brilliant-bird-beeks/ Animals http://lindsaysteele.hubpages.com/hub/Animal-Adaptations Mastery: Students will be able to tell that most plants have roots, stems, and leaves and that animals have structures that help them get what they need.

Return to Scope & Sequence

QUARTER 1 WEEKS 4-6

LIFE SCIENCE Grade 3: Standard_2-Interdependence (PLANTS AND ANIMALS) and Standard_3-Flow of Matter and Energy (FOOD CHAINS) Conceptual Strand 2: All life is interdependent and interacts with the environment. Conceptual Strand 3: Matter and energy flow through the biosphere. Tennessee Academic Standards/Grade Level Expectations: GLE0307.2.1 Categorize things as living and non-living. SPI 0307.2.1 Distinguish between living and non-living things. GLE0307.2.2 Explain how organisms with similar needs compete with another for resources. SPI 0307.2.2 Determine how plants and animals compete for resources such as food, space, water, air, and shelter.

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GLE0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair. SPI 0307.3.1 Identify the basic needs of plants and animals. SPI 0307.3.2 Recognize that animals obtain their food by eating plants and other animals.

Learning Targets: I can compare and contrast living and non-living things such as real worms and gummy worms. I can identify and explain what determines if something is living or non-living. I can create a chart or diagram that demonstrates how plants, animals, and the environment interact to provide basic life requirements. I can evaluate an environment to determine how organisms compete for resources. I can design an investigation of the structures organisms have for obtaining food, draw conclusions about the type of food eaten, and report the outcomes. I can classify organisms within an environment as predators or prey and whether they are producers, consumers, herbivores, carnivores or omnivores.

Inquiry Skills: predict, record data, observe, infer, communicate, classify, make a model, compare, draw conclusions Academic Vocabulary: environment, resource, competition, organism, food chain, producer, consumer, energy Essential/Guiding Questions: How do living things interact with one another and with the non-living elements of their environment? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ GLE0307.2.1 and GLE0307.2.2 Chapter 1, Lesson 3 pages 48-57 GLE0307.3.1 Chapter 1, Lesson 4 pages 60-67

Website Living & Non-living http://www.uen.org/Lessonplan/preview?LPid=9679 Living & Non-living http://www.technologyrocksseriously.com/search/label/animals#.VUwCBusnhby Living & Non-living http://www.stemmom.org/2012/06/living-non-living-vs-dead-lab.html Adaptations http://thirdgradethinkers8.blogspot.com/2013/05/animal-adaptations-engaging.html Adaptations http://a2ndgradeadventure.blogspot.com/2011/10/grranimal-adaptations.html?showComment=1317498769269#c5365826081154002609 Adaptations http://www.ashleigh-educationjourney.com/2011/11/bird-adaptations.html

Literature Two Bad Ants- Chris Van Allsburg Mastery: Students will be able to explain that all living things have certain characteristics in common and plants and animals have basic needs and they use food to get energy for growth and repair.


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QUARTER 1 WEEKS 5-6

LIFE SCIENCE Grade 3: Standard_4-Heredity (LIFE CYCLES) Conceptual Strand 4: Plants and animals reproduce and transmit hereditary information between generations. Tennessee Academic Standards/Grade Level Expectations: GLE 0307.4.1 Identify the different life stages through which plants and animals pass. SPI 0307.4.1 Select an illustration that shows how an organism changes as it develops. GLE 0307.4.2 Recognize common human characteristics that are transmitted from parents to offspring. SPI 0307.4.2 Distinguish between characteristics that are transmitted from parents to offspring and those that are not.

Learning Targets: I can identify and describe each stage of an organism’s life such as mealworm, butterfly, frog, cricket, or pill bug. I can create a chart and analyze information about the life stages of a variety of living things to determine any similarities or differences. I can compare and contrast the traits of offspring to their parents identifying any patterns that may exist.

Inquiry Skills: predict, record data, observe, infer, communicate, classify, make a model, compare, draw conclusions Academic Vocabulary: seed, embryo, flower, pollination, fruit, cone, life cycle, life stages, egg, larva, pupa, metamorphosis, heredity, inherited trait, learned trait, trait, offspring Guiding Question: What are the principle mechanisms by which living things reproduce and transmit information between parents and offspring? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ GLE 0307.4.1 Chapter 2, Lesson 1 pages 78-87 GLE 0307.4.1 Chapter 2, Lesson 2 pages 90-97 GLE 0307.4.2 Chapter 2, Lesson 3 pages 100-105

Website Life Cycles http://www.turtlediary.com/grade-3-games/science-games/plant-life-cycle.html

Mastery: Students will be able to explain how a life cycle describes how an organism grows and reproduces, that most plants grow from seeds, different animals have different life stages, and organisms have traits that they inherited from their parents (other traits can be learned or affected by the environment).

Return to Scope & Sequence QUARTER 1 WEEKS 7-9

LIFE SCIENCE Grade 3: Standard_5-Biodiversity and Change (PLANT AND ANIMAL SURVIVAL)

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Conceptual Strand 3: A rich variety of complex organisms have developed in response to a continually changing environment. Tennessee Academic Standards/Grade Level Expectations: GLE0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment. SPI 0307.5.1 Investigate an organism’s characteristics and evaluate how these features enable it to survive in a particular environment. GLE0307.5.2 Classify organisms as thriving, threatened, endangered, or extinct. SPI 0307.5.2 Investigate populations of different organisms and classify them as thriving, threatened, endangered, or extinct. SPI 0307.5.3 Match the organism with evidence of its prior existence.

Learning Targets: I can demonstrate and explain how organisms adapt to live in a specific environment and explain any patterns that have been noticed. I can connect the lack of resources to populations that are classified as thriving, threatened, endangered, or extinct. I can explain how changes in the environment affect the populations that exist there. I can research and evaluate how humans affect environments. I can explain how evidence is used to determine the previous existence of an organism.

Inquiry Skills: predict, record data, observe, infer, communicate, classify, make a model, compare, draw conclusions Academic Vocabulary: desert, forest, ocean, wetland, camouflage, nocturnal, mimicry, hibernate, migrate, natural disaster, species, exotic species, invasive species, population, thriving, threatened, endangered, fossil, extinct Guiding Question: What are the principle mechanisms by which living things reproduce and transmit information between parents and offspring? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ GLE0307.5.1 Chapter 3, Lesson 1 pages 116-127 GLE0307.5.1 Chapter 3, Lesson 2 pages 130-141 GLE0307.5.2 Chapter 3, Lesson 3 pages 144-151 GLE0307.5.2 Chapter 3, Lesson 4 pages 154-161 GLE0307.5.2 Chapter 3, Lesson 5 pages 164-171

Websites Environments http://theinspiredclassroom.blogspot.com/2011/10/ecosystem- dioramas.html Environments http://www.sciencebuddies.org/science-fair-projects/project_ideas/Zoo_p012.shtml#procedure

Literature More Picture Perfect Stories- Chapter 20 A Sense of Wonder Penguin Chick by Betty Tatham & Helen K. Davie A Symphony of Whales by Steve Schuch & Peter Sylvada Hottest, Coldest, Highest, Deepest by Steve Jenkins

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Mastery: Students will be able to explain how the Earth has different environments, each environment has different kinds of plants and animals, how plants and animals have traits that help them to survive in their environments, that change in an environment can affect the plants and animals that live there, that organisms can be classified as thriving, threatened, or endangered, and that the study of fossils can help us learn about extinct organisms.


QUARTER 2-2nd NINE WEEKS SCIENCE The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 2 WEEKS 1-2

EARTH AND SPACE SCIENCE Grade 3: Standard_6-The Universe (SOLAR SYSTEM) Conceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles. Tennessee Academic Standards/Grade Level Expectations: GLE0307.6.1 Identify and compare the major components of the solar system. SPI 0307.6.1 Identify the major components of the solar system, i.e., sun, planets and moons. Learning Targets: I can compare and contrast the components of the solar system. I can demonstrate the rotation of the planets around the sun relative to their position in the solar system. I can compare and contrast Earth to other planets. Inquiry Skills: observe, infer, communicate, classify, put things in order, make a model, compare, draw conclusions, predict Academic Vocabulary: planet, moon, sun, solar system, orbit Essential/Guiding Questions: What big ideas guide human understanding about the origin & structure of the universe, Earth’s place in the cosmos, and observable motions & patterns in the sky? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ Chapter 4 Lesson 1 p. 188-199 Websites NASA http://www.nasa.gov/audience/forstudents/k-4/index.html Hubble Telescope http://hubblesite.org/education_and_museums/ NASA www.Nasa.gov Solar System http://stem-works.com/subjects/13-our-solar-system/activities The Moon http://messyjofu.blogspot.com/2011/12/over-moon.html

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Mastery: Students will be able to explain how our solar system is made up of the Sun, planets, and moons. Return to Scope & Sequence

QUARTER 2 WEEKS 3-4

LIFE SCIENCE Grade 3: Standard_7-The Earth (LANDFORMS AND BODIES OF WATER) Conceptual Strand 7: Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change. Tennessee Academic Standards/Grade Level Expectations: GLE0307.7.1 Identify the earth’s landforms and bodies of water. SPI 0307.7.1 Classify landforms and bodies of water according to their geological features and identify them on a map. Learning Targets: I can Identify and describe the various landforms and bodies of water found on earth. Inquiry Skills: observe, infer, communicate, classify, put things in order, make a model, compare, draw conclusions, predict Academic Vocabulary: ocean, continent, landform Essential/Guiding Questions: How is the Earth affected by long-term and short-term geological cycles and the influence of man? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ Chaper 4 Lesson 2 pages 202-211

Websites Landforms http://interactivesites.weebly.com/landforms.html Landforms http://www.edu.pe.ca/southernkings/landforms.htm Earth http://stem-works.com/subjects/2-wind-energy/activities/205 Water Filtration http://www.stem.neu.edu/programs/k-12-school-field-trips/water-filtration/ STEM www.TheStemLaboratory.com Mastery: Students will be able to explain how the Earth’s surface has any landforms and bodies of water.


QUARTER 2 WEEKS 5-6

LIFE SCIENCE Grade 3: Standard_7-The_Earth (ROCKS) Conceptual Strand 7: Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change. Tennessee Academic Standards/Grade Level Expectations:

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GLE0307.7.2 Recognize that rocks can be composed on one or more minerals. SPI 0307.7.2 Describe how rocks can be classified according to their physical characteristics. GLE 0307.7.3 Distinguish between natural and manmade objects. SPI 0307.7.3 Identify an object as natural or man-made. GLE 0703.7.4 Design a simple investigation to demonstrate how earth materials can be conserved or recycled. SPI 0307.7.4 Determine methods for conserving natural resources. Learning Targets: I can observe, describe and measure the physical properties of a rock. I can describe a rock based on the earth materials that it contains. I can investigate and describe ways to separate a rock into its various components. I can classify materials as being natural or manmade. I can compare and contrast the materials in the classroom determining whether they are natural or manmade and provide a rationale. I can compare and contrast the materials found on Earth to determine which can be recycled or conserved. I can design a plan for conserving and recycling at school. Inquiry Skills: observe, infer, communicate, classify, put things in order, make a model, compare, draw conclusions, predict Academic Vocabulary: mineral, rock, igneous rock, sedimentary rock, metamorphic rock, recycle, natural resource, renewable, nonrenewable, conservation Essential/Guiding Question: How is the Earth affected by long-term & short-term geological cycles and the influence of man? What are the properties used to identify natural objects? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ GLE0307.7.2 Chapter 4, Lesson 3 pages 214-223 GLE0307.7.3 and GLE0307.7.4 Chapter 4, Lesson 4 pages 226-235

Websites Natural and Man-Made http://science-mattersblog.blogspot.com/search/label/Environment STEM Connection http://savethewater.org/education-resources/stem-and-water-science-education/ STEM Connection http://science-mattersblog.blogspot.com/2010/03/natural- resources-over-harvesting.html

Literature The Lorax by Dr. Seuss The Empty Lot: What Can You Find in a Square Meter? By Jim Aronosky Mastery: Students will be able to explain how rocks are made of minerals, that rocks can be classified by the physical characteristics, and that people make useful objects from natural resources.

Return to Scope & Sequence QUARTER 2

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WEEKS 7-9 PHYSICAL SCIENCE Grade 3: Standard_8-The_Atmosphere (ATMOSPHERIC CONDITIONS AND CLOUDS) Conceptual Strand 8: The earth is surrounded by an active atmosphere and an energy system that controls the distribution life, local weather, climate, and global temperature. Tennessee Academic Standards/Grade Level Expectations: GLE0307.8.1 Recognize that there are a variety of atmospheric conditions that can be measured. GLE0307.8.2 Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions. SPI 0307.8.1 Choose the correct tool for measuring a particular atmospheric condition. GLE 0307.8.3 Identify cloud types associated with particular atmospheric conditions. GLE 0307.8.4 Predict the weather based on cloud observations. SPI 0307.8.2 Match major cloud types with specific atmospheric conditions. Learning Targets: I can identify tools for measuring weather and explain how it is used. I can use tools to collect and analyze data on weather. I can associate a specific tool to the kind of data collected. I can demonstrate and explain how new weather instruments enhance data collection. I can compare and contrast four kinds of clouds. I can recognize cloud types that are associated with specific types of weather. I can determine the percentage of cloud cover for a specific day. I can write a weather forecast base on weather data and cloud type. I can identify the various types of clouds and connect them to specific kinds of weather. I can create a fraction that describes clear, cloudy, partly cloudy, and mostly cloudy. Inquiry Skills: observe, infer, communicate, classify, put things in order, make a model, compare, draw conclusions, predict Academic Vocabulary: weather, rain gauge, weather vane, anemometer, barometer, atmosphere, precipitation, cloud, cirruc, cumulus, stratus, condensation Essential Question: How do the physical characteristics and the chemical makeup of the atmosphere influence surface process and life on Earth? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ GLE0307.8.1 and GLE0307.8.2 Chaper 5, Lesson 1 pages 242-253 GLE0307.8.3 and GLE0307.8.4 Chaper 5, Lesson 2 pages 256-265

Websites Weather and Climate https://www.teachervision.com/weather/childrens-science-activities/56106.html Weather and Climate http://www.homecourtpublishers.com/activity/index.php?id=100&t=44 Weather http://education.nationalgeographic.com/education/activity/measuring-weather-with-tools/?ar_a=1 Weather https://learningcenter.nsta.org/discuss/default.aspx?tid=35rPyIzsgbw_E

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Weather http://stem-works.com/subjects/5-extreme-weather/activities Weather http://teacher.scholastic.com/lessonrepro/k_2theme/weather.htm Clouds http://scienceillustrated.com.au/blog/technology/do-it-yourself- science-projects-storm-clouds-in-a-bottle/ STEM Connection www.TheStemLaboratory.com Mastery: Students will be able to explain that weather is what the air is like at a certain time and place, that weather can be measured using many different tools, that clouds can be classified into three main types, and cloud observations can help predict the weather.


QUARTER 3-3rd NINE WEEKS SCIENCE

The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments. QUARTER 3 WEEKS 1-3

PHYSICAL SCIENCE Grade 3: Standard_9-Matter (MIXTURES) Conceptual Strand 9: The composition and structure of matter is known, and it behaves according to principles that are generally understood. Tennessee Academic Standards/Grade Level Expectations: GLE 0307.9.1 Design an experiment to determine how physical properties of matter can change over time and under different conditions. GLE0307.9.2 Investigate different types of mixtures. SPI 0307.9.1 Describe a substance in terms of its physical properties. GLE 0307.9.3 Describe different methods to separate mixtures. SPI 0307.9.2 Identify methods for separating different types of mixtures. Learning Targets: I can design a simple experiment, collect and analyze data on the physical properties of unknown solids. I can determine the conditions necessary to change the physical properties of solids and liquid matter such as combining it with water and other solids and liquids. I can use metric tools to correctly to measure the properties of matter – mass, volume, and temperature. I can investigate a variety of mixtures combining solids and liquids collecting data, and drawing conclusions about the results. I can compare and contrast evaporation, crystallization, and melting as means of separating a mixture. I can demonstrate and explain the best means of separating a mixture of two or more types of matter. I can design an investigation to determine the results of mixing and separating various forms of matter such as salt and water. Inquiry Skills: classify, compare, contrast, draw conclusions, infer, investigate, make a model, observation, predict, reasoning, scientific inquiry Academic Vocabulary: melt, freeze, matter, physical property, evaporation, separate, sieve, filtration, setting, crystallization, physical change, mixture, solution Essential/Guiding Question: How does the structure of matter influence its physical and chemical behavior?

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Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ GLE 0307.9.1 Chapter 6 Lesson 1 pages 284-293 GLE 0307.9.2 Chapter 6 Lesson 2 pages 296-305

Websites Physical Properties and Mixture http://www.covenantworks.com/Bouncy-A/Science/Matter/ Physical Properties and Mixture http://interactivesites.weebly.com/matter-chemical--physical.html State of Matter http://www.collaborativelearning.org/statesofmatter.pdf State of Matter (Copy and paste in browser) http://www.sciencekids.co.nz/gamesactivities/detectivescience/statesofmatter.html State of Matter http://educators.brainpop.com/bp-jr-topic/changing-states-of-matter/ State of Matter (copy and paste in your bowser) http://www.strangematterexhibit.com/teachersguide.pdf

Literature Even More Picture Perfect Science- Chapter 6 Freezing & Melting Picture Perfect Science- Chapter 6 Earthlets Rocks In His Head by Carol Otis Hurst Mastery: Students will be able to explain that matter is anything that takes up space and has mass, that physical properties can be used to observe matter, that matter can be combined to form mixtures and solutions, and physical properties can be used to separate mixtures.


QUARTER 3 WEEKS 4-5

PHYSICAL SCIENCE Grade 3: Standard_10-Energy (HEAT ENERGY) Conceptual Strand 10: Various forms of energy are constantly being transformed into other types without any net loss of energy from the system. Tennessee Academic Standards/Grade Level Expectations: GLE 0307.10.1 Investigate phenomena that produce heat. SPI 0307.10.1 Use an illustration to identify various sources of heat energy. SPI 0307.10.2 Classify materials according to their ability to conduct heat. GLE 0307.10.2 Design and conduct an experiment to investigate the ability of different materials to conduct heat. Learning Targets: I can compare and contrast energy sources by how they produce heat. I can identify the difference between heat and temperature. I can design an investigation, collect data, analyze data and draw conclusions about the ability of various materials to conduct heat. I can research materials that are used to conduct heat and determine how they are used Inquiry Skills: classify, compare, contrast, draw conclusions, infer, investigate, make a model, observation, predict, reasoning, scientific inquiry

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Academic Vocabulary: heat, conductor, conduction Essential/Guiding Question: What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ Chapter 6 Lesson 3 pages 308-315

Websites Heat http://eisforexplore.blogspot.ca/2012/05/popsicle-preservation.html Heat https://www.youtube.com/watch/?v=pnVVJfUMkAo Heat http://excellenceinteachingscience.blogspot.com/2014/09/heat-transfer-science-activities.html insulation http://teachers.egfi-k12.org/lesson-winter-insulation/ Heat http://sciencenetlinks.com/lessons/when-things-start-heating-up/ Heat Energy http://www.cpalms.org/Public/PreviewResource/Preview/46119 STEM Connection www.TheStemLaboratory.com Mastery: Students will be able to explain how heat affects matter in many ways and that heat always moves from warmer objects to cooler objects.


QUARTER 3 WEEKS 6-7

PHYSICAL SCIENCE Grade 3: Standard_11-Motion (MOVING OBJECTS) Conceptual Strand 11: Objects move in ways that can be observed, described, predicted, and measured. Tennessee Academic Standards/Grade Level Expectations: GLE 0307.11.1 Explore how the direction of a moving object is affected by unbalanced forces. SPI 0307.11.1 Identify how the direction of a moving object is changed by an applied force. GLE 0307.11.2 Recognize the relationship between the mass of an object and the force needed to move it. SPI 0307.11.2 Demonstrate how changing the mass affects a balanced system. Learning Targets: I can explain and describe the relationships that are necessary in order for an object to move. I can demonstrate the effect of increasing or decreasing the mass of an object has on the amount of force necessary to make it move. Inquiry Skills: classify, compare, contrast, draw conclusions, infer, investigate, make a model, observation, predict, reasoning, scientific inquiry Academic Vocabulary: balanced force, unbalanced force, force Essential/Guiding Question: What causes objects to move differently under different circumstances? Instructional Resources:

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McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ Chapter 7, Lesson 1 p. 326-335

Websites Motion http://firstschoolyears.com/science/forces/forces.html http://www.cape.k12.mo.us/blanchard/hicks/news%20pages/scienceforce.htm Gravity http://www.uen.org/Lessonplan/preview.cgi?LPid=28207 Motion and Gravity http://www.teachingkidsbooks.com/k-2nd-grade/force-motion-and-gravity Bill Nye http://www1.teachertube.com/viewVideo.php?video_id=126336&title=Bill_Nye_on_Gravity Science A to Z http://www.sciencea-z.com/ Reading A to Z http://www.readinga-z.com/ Brainpop Jr. Motion http://www.brainpopjr.com/ Motion http://www.uen.org/core/displayLessonPlans.do?courseNumber=3030&standardId=1192&objectiveId=1194 (copy and paste in browser) STEM Connection http://www.henryingwersen.com/stem-lab-lessonsreflections-blog.html

Literature More Picture Perfect Science Chapter 7 How Big is a Foot? Even More Picture Perfect Science Chapter 7 Float Your Boat Mastery: Students will be able to explain how forces can change an object’s motion.

Return to Scope & Sequence QUARTER 3 WEEKS 8-9

PHYSICAL SCIENCE Grade 3: Standard_12-Forces in Nature (MAGNETS) and Standard 11: Motion (SOUND) Conceptual Strand 12: Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents. Conceptual Strand 11: Objects move in ways that can be observed, described, predicted, and measured. Tennessee Academic Standards/Grade Level Expectations: GLE0307.12.1 Explore how magnets attract objects made of certain metals. SPI 0307.12.1 Recognize that magnets can move objects without touching them. SPI 0307.12.2 Identify objects that are attracted to magnets. GLE0307.11.3 Investigate how the pitch and volume of a sound can be changed. SPI 0307.11.3 Distinguish between pitch and volume. SPI 0307.11.4 Identify how sounds with different pitch and volume are produced. Learning Targets: I can demonstrate and explain how magnets move objects without touching them. I can classify a group of materials by first predicting and then testing them as to whether or not they would be are attracted to a magnet.

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I can describe sound as form of energy. I can demonstrate and explain how sound is produced. I can evaluate the relationship between fractions and the pitch an instrument produces. I can demonstrate and explain how pitch and volume can be changed. Inquiry Skills: classify, compare, contrast, draw conclusions, infer, investigate, make a model, observation, predict, reasoning, scientific inquiry Academic Vocabulary: magnet, magnetic field, magnetic attraction, vibrate, sound, volume, pitch Essential/Guiding Question: What are the scientific principles that explain sound and magnets? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/ GLE0307.12.1 Chapter 7, Lesson 3 pages 348-355 GLE0307.11.3 Chapter 7, Lesson 2 p. 338-345 Websites Magnets http://thematicunits.theteacherscorner.net/magnets.php Magnets https://www.youtube.com/watch?v=MZtTVsIOA9c Magnets http://www.uen.org/Lessonplan/preview?LPid=2699 Magnets http://daytonregionalstemcenter.org/wp-content/uploads/2014/01/Magnets-Like-to-Move-It- Move-It-FINAL.Web_.pdf Magnetism (Copy and paste in browser) http://www.stevespanglerscience.com/lab/experiments/category/magnetism Sound http://www.brainpop.com/search/search.weml?keyword=sound “Drums of Africa” http://www.eschooltoday.com/energy/kinds-of-energy/what-is-sound-energy.html Sound http://library.thinkquest.org/5116/sound.htm Forces http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/ Pitch and Volume https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy2/cub_energy2_lesson05_activity3.xml (Copy and paste in browser) http://www.doe.in.gov/sites/default/files/ccr/3rd-grade-sound-light-energy-1.docx

Literature More Picture Perfect Science Chapter 13 That Magnetic Dog Mastery: Students will be able to explain that magnets can attract objects made of certain metals and how sound is made when objects vibrate, and that pitch and volume can be used to compare sounds.


QUARTER 4-4th NINE WEEKS SCIENCE The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 4

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Ground_Transportation Tennessee Academic Standards/Grade Level Expectations: GLE 0307.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems. GLE 0307.T/E.2 Recognize that new tools, technology, and inventions are always being developed. GLE 0307.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem. GLE 0307.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies. GLE 0307.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants.

Embedded GLEs:

GLE 0307.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. GLE 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation. GLE 0307.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams. GLE 0307.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations. GLE 0307.Inq.5 Recognize that people may interpret the same results in different ways. Learning Targets: I can explain and describe the relationships that are necessary in order for an object to move. I can demonstrate the effect of increasing or decreasing the mass of an object has on the amount of force necessary to make it move. I can design, build, test and modify vehicles to observe objects move differently under various circumstances. I can observe how an object moves and describe its motion and changes in motion. I can collect data, analyze data and draw conclusions about motion and design. I can use metric tools to correctly measure distance. Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: solid, liquid, gas, volume, evaporate, condense Essential/Guiding Question: What causes objects to move under different circumstances? How do science concepts, engineering skills, and applications of technology improve the quality of life? Instructional Resources: McGraw-Hill Science (2002) http://www.glencoe.com/ebooks/science/9780022877446/Website STEM Connection www.TheStemLaboratory.com Literature Picture Perfect Science- Chapter 9 What’s Poppin’?


END OF SCIENCE

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THIRD_GRADE_SOCIAL STUDIES QUARTER 1-1st NINE WEEKS SOCIAL STUDIES

The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments. Teaching with Primary Sources Third Grade Resources (correlated to the standards) http://library.mtsu.edu/tps/tools/Third_Grade_Resources.pdf

Standard Correlations

Analyze primary and secondary sources, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details. (3.9) Correlates to 3.14, 3.15, 3.16, 3.17, 3.47, 3.53, 3.56, 3.64, and 3.67 Analyze charts, maps, and graphs accurately. (3.9) Correlates to 3.24, 3.36, 3.44, 3.52, and 3.61 Interpret and create timelines. Correlates to 3.15, 3.16, 3.47, 3.54, 3.58 and 3.64 Use map tools and features to locate major cities and countries in the world. (cardinal directions, map scales, legend, titles, and longitude and latitude) (3.3) Correlates to 3.18, 3.19, 3.20, 3.33, 3.41, 3.48 and 3.59 Social Studies Codes

C-Culture Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures. E-Economics Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making. G-Geography Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. H-History History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. P-Government, Civics, and Politics Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. TN-Tennessee Connection Tennessee has a unique story and provides a more intimate view of the past in our present lives. As students connect with their own state’s history and geography they will gain a greater perspective of the impact and significance of national history, movements, decisions, and ideas.

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QUARTER 1 WEEKS 1-3

GEOGRAPHY In order for students to understand that geography influences the development of a region as well as the interactions between people and the environment, the geography content standards have been structured to be taught as an independent unit. Students will then utilize their geographic content knowledge and apply the skills within their study of the continents. Standard_3.1 Process and report information identifying, locating, comparing, and contrasting the major continents and oceans: North America, South America, Europe, Africa, Australia, Asia, Antarctica, Arctic, Atlantic, Indian, Pacific, and Southern using maps, globes, and other technologies. Standard_3.2 Interpret maps and globes using common terms, including country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, time zones, elevation, approximate distances in miles, isthmus, and strait. Standard_3.3 Use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and countries in the world.

Standard_3.4 Examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, deltas, islands, peninsulas, basins, canyons, valleys, bays, streams, gulfs, straits, canals, seas, boundaries, cities, highways, roads, and railroads. Learning Targets: I can identify, locate, compare and contrast North America, South America, Europe, Africa, Australia, Asia, Antarctica, Arctic, Atlantic, Indian, Pacific, and Southern Oceans using maps, globes and other technologies.

I can read maps and globes accurately using geographical terms including country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, prime meridian, International Dateline, time zones, elevation, approximate distances in miles, isthmus and strait.

I can use cardinal directions, map scales, legends, titles, and longitude and latitude to locate major cities and countries in the world.

I can examine major physical and political features on globes and maps, including mountains, plains, plateaus, mesas, buttes deserts, deltas, islands, peninsulas, basins, canyons, valleys, bays, streams, gulfs, straits, canals, seas, boundaries, cities, highways, roads and railroads. Academic Vocabulary: geography, landforms, cardinal directions, legend, map key, compass rose, country, region, mountain, hemisphere, latitude, longitude, north pole, south pole, equator, time zones, elevation, approximate distance in miles, isthmus, straight Essential/Guiding Questions: What are the major components of the world and how are they represented on a map? What can we learn about our world by studying and comparing formal regions? How can map features help us understand where we are in the world? What are the major physical features of the world and how do they affect how and where people live? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

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Websites http://www.exploreandmore.org/world/default.htm http://www.timeforkids.com/around-the-world https://kids.usa.gov/social-studies/countries-and-cultures/index.shtml http://www.abcteach.com http://www.eduplace.com/ss/maps http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u2/index.html http://www.eduplace.com/ss/socsci/books/content/maps/B_us_land.pdf http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/index.html http://www.teachervision.com http://www.internet4classrooms.com/links_grades_kindergarten_12/printable_maps_social_ geography.htm http://www.newsela.com http://www.worldatlas.com http://www.mapsofworld.com Mastery: Students will be able to locate specific places on a map and use common geographical terms correctly.


QUARTER 1 WEEKS 4-5

GEOGRAPHY Standard_3.5 Explain the difference between relative and absolute location. Standard_3.6 Use different types of maps (political, physical, population, resource, polar projection, and climate) and globe skills to interpret geographic information from a graph or chart. Standard_3.7 Explain how specific images contribute to and clarify geographical information (diagrams, landforms, satellite photos, GPS system, maps, and charts). Standard_3.8 Interpret digital sources and informational text to describe how humans interact with their environment. Learning Targets: I can explain the difference between relative and absolute location. I can read and explain information from a graph or chart.

I can use different types of maps [political, physical, population, resource, polar projection, and climate] and globe skills.

I can explain how diagrams, landforms, satellite photos, GPS system, maps, and charts contribute to and clarify geographical information.

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I can interpret digital sources and informational text to describe how humans interact with their environment. Academic Vocabulary: absolute location, relative location, political map, physical map, climate, primary source, secondary source Essential/Guiding Questions: What information can we gain by interpreting physical and political maps? How do absolute and relative location differ? What are the advantages and disadvantages of interpreting information from various sources about a location? What is the difference between a primary and secondary source? Which is more specific and reliable? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/ Websites http://www.abcteach.com http://www.eduplace.com/ss/maps http://www.teachervision.com http://www.internet4classrooms.com/links_grades_kindergarten_12/printable_maps_social_ geography.htm http://www.newsela.com http://www.worldatlas.com http://www.mapsofworld.com Mastery: Students will be able to use different types of maps and digital resources to gain geographical information.


QUARTER 1 WEEKS 6-9

NORTH AMERICA Standard_3.18 Identify and locate on a map: Canada, Mexico, Central America, Cuba and the 50 states of the U.S. (G)

Standard_3.19 Compare and contrast different maps to show the location of Alaska and Hawaii as outside of the contiguous United States, using a globe to refine understanding of the location of the two states. (G)

Standard_3.20 Identify on a map, major cities of the continent (Charleston, Chicago, Knoxville, Los Angeles, Memphis, Mexico City, Miami, Montreal, Nashville, New York, Seattle, Washington D.C.). (G, TN)

Standard_3.21 Locate the states that comprise the regions of the United States. (G)

Standard_3.22 Identify major physical features on a map (G, TN): Rivers- Colorado, Cumberland, Mississippi, Missouri, Ohio, Rio Grande, St. Lawrence, and Tennessee Mountains- Alaska Range, Appalachian, Cascade, and the Rocky

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Bodies of Water-Arctic Ocean, Atlantic Ocean, Great Lakes, Great Salt Lake, Gulf of Mexico, Hudson Bay, Niagara Falls, and Pacific Ocean Deserts-Death Valley and Great Basin Landforms- Grand Canyon and Caribbean Islands

Learning Targets: I can identify and locate Canada, Mexico, Central America, and the states in the Midwest, Southwest and West of the U.S.

I can compare and contrast different maps to show the location of Alaska and Hawaii.

I can use a globe to improve my understanding of the location of Alaska and Hawaii.

I can identify which states are a part of the Southeast, Northeast, Midwest, West, and Southwest regions. Identify the states in the southeastern United States including AL, AR, FL, GA, KY, LA, MS, NC, SC, TN, VA, and WV.

The northeastern region includes CT, DE, MA, ME, MD, NH, NJ, NY, PA, RI, VT, and Washington, D.C.

The Midwest region includes ND, SD, NE, KS, MN, IA, MO, IL, WI, MI, OH, and IN.

The western region includes MT, WY, CO, UT, CA, NV, ID, WA, and OR. The southwestern region includes TX, OK, NM, and AZ.

I can identify major North American cities on a map, including Charleston, Knoxville, Memphis, Miami, Nashville, New York City, Chicago, Los Angeles, Mexico City, Montreal, Seattle, and Washington D.C.

I can identify the Cumberland, Mississippi, Ohio, St. Lawrence, Colorado, Missouri, Rio Grande, and Tennessee Rivers on a map.

I can identify the Appalachian Mountains, Alaska Range, Cascade Mountains, and the Rocky Mountains on a map.

I can identify the Arctic Ocean, Atlantic Ocean, Pacific Ocean, Great Lakes, Gulf of Mexico, Great Salt Lake, Hudson Bay and Niagara Falls on a map.

I can identify Death Valley and the Great Basin on a map. Academic Vocabulary: longitude, latitude, primary sources, secondary sources, landforms, physical map, rivers, mountains, oceans, lakes, deserts Essential/Guiding Questions: Why are primary and secondary sources important components of history? What countries, states, and major cities make up North America? What can we learn about North America by comparing formal regions? What is the purpose of a physical map? What are the major physical features and bodies of water in and around the U.S.? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009)

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3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://continents.mrdonn.org/northamerica.html http://www.usconstitution.net/constkidsK.html www.tnhistoryforkids.org http://exchange.smarttech.com/details.html?id=83b43e77-38c3-46ca-9b5c-3be076b12213 http://www.50states.com/ http://www.enchantedlearning.com/usa/cities/ http://www.mapsofworld.com/usa/usa-capital-and-major-cities-map.html http://exchange.smarttech.com/details.html?id=0811479c-51f8-4bba-a3df-d854cead6f5a http://exchange.smarttech.com/details.html?id=58918afa-d3a7-43b0-88c4-7b3c6d21602a http://www.scholastic.com/teachers/top_teaching/2010/03/region-tour http://exchange.smarttech.com/details.html?id=3f91daa1-c405-4fa2-84bd-2af3a0273c09 Books The Day I Swapped My Dad for Two Goldfish written by Neil Gaiman North America by Michael and Jane Pelusey North America by Helen Bateman and Jayne Denshire In 1492 by Jean Marzollo Mastery: Students will be able to identify and locate specific locations and major physical features on a map.


QUARTER 2-2nd NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 2 WEEKS 1-3

NORTH AMERICA Standard_3.14 Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. (C, H)

Standard_3.15 Use information gained from timelines, primary sources, media, and informational text to identify major historical events and patterns in North America. (C, G, H, P) Suggestions are as follows: Mayan Culture, Aztec Culture, Colonial America, the American Revolution, the Panama Canal, and

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current events. _

Standard_3.16 Use timelines and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P, TN) Suggestions are as follows: Christopher Columbus, Benjamin Franklin, George Washington, Daniel Boone, Nancy Ward, Thomas Jefferson, Betsy Ross, Noah Webster, Abraham Lincoln, Susan B. Anthony, Harriett Tubman, Geronimo, George Washington Carver, Georgia O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, Martin Luther King Jr., Dian Fossey, and Barack Obama.

Standard_3.17 Compare and contrast a primary source and secondary source of the same event or topic. (C, H) Learning Targets: I can interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs and music.

I can use information from timelines, primary sources, media, and informational text to identify historical events and patterns in North America including the Mayan Culture, Aztec Culture, Colonial America, the American Revolution and any teacher suggested current events.

I can use timelines and historical passages to summarize the history of the United States including events, inventions, and people including Christopher Columbus, Nancy Ward, Harriett Tubman and Martin Luther King Jr. *Also, teachers may suggest Daniel Boone, Betsy Ross, Noah Webster, Geronimo, George Washington Carver, Georgia O’Keefe, Amelia Earhart, E.B. White, Rosa Parks, and/or Dian Fossey.

I can compare and contrast a primary source and secondary source of the same event or topic. Academic Vocabulary: culture, ethnic group, diversity, population, needs, wants, tradition, custom, shelter, urban, suburban, rural, longitude, latitude, primary sources, secondary sources Essential/Guiding Questions: How does the culture of a region influence its people? What historical figures, events, and groups shaped the continent of North America and its culture? Why are primary and secondary sources important components of history? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://continents.mrdonn.org/northamerica.html http://www.usconstitution.net/constkidsK.html www.tnhistoryforkids.org http://exchange.smarttech.com/details.html?id=83b43e77-38c3-46ca-9b5c-3be076b12213 http://www.50states.com/ http://www.enchantedlearning.com/usa/cities/ http://www.mapsofworld.com/usa/usa-capital-and-major-cities-map.html

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http://exchange.smarttech.com/details.html?id=0811479c-51f8-4bba-a3df-d854cead6f5a http://exchange.smarttech.com/details.html?id=58918afa-d3a7-43b0-88c4-7b3c6d21602a http://www.scholastic.com/teachers/top_teaching/2010/03/region-tour http://exchange.smarttech.com/details.html?id=3f91daa1-c405-4fa2-84bd-2af3a0273c09 http://www.loc.gov/teachers/ http://www.archives.gov/education/ http://digitalcollections.nypl.org/

Books The Day I Swapped My Dad for Two Goldfish written by Neil Gaiman North America by Michael and Jane Pelusey North America by Helen Bateman and Jayne Denshire In 1492 by Jean Marzollo Mastery: Students will be able to explain and describe major components of culture including language, clothing, food, art, beliefs, customs, and music of various groups within North America.


QUARTER 2 WEEKS 4-5

GEOGRAPHY Standard_3.9 Analyze primary and secondary sources, maps, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details. Standard_3.10 Trace the development of a product from its natural resource state to a finished product. Standard_3.11 Analyze how natural resources have impacted the economy of each region and their connections to global trade.

Standard_3.12 Discuss how unique weather forces impact the geography and population of a region or continent (hurricanes, earthquakes, floods, tornadoes, drought).

Standard_3.13 Summarize how people interact with their environment to satisfy basic needs and how geographic challenges are resolved, including housing, industry, transportation, communication, bridges, dams, tunnels, canals, freshwater supply, irrigation systems, and landfills. Learning Targets: I can study primary and secondary sources such as maps, photographs, texts, and artifacts for contradictions, supporting evidence, and historical details.

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I can use a flowchart to show the development of a natural resource to the finished product.

I can explain how natural resources have impacted the economy of the region in which they are found.

I can explain how a region’s natural resources connect to global trade.

I can identify earthquakes, monsoons and tsunamis.

I can identify tornadoes, hurricanes and floods.

I can summarize how people interact with their environment to satisfy basic needs. Academic Vocabulary: primary source, secondary source, natural resource, finished product, trade, population, basic needs Essential/Guiding Questions: What is the difference between a primary and secondary source? Which is more specific and reliable? How does a product go from natural resource to a finished product? How has the need for natural resources impacted global trade and the economy of regions? How have weather forces impacted the geography and population of regions and continents? How do humans interact with their environment to meet basic needs? How does this affect the environment? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://www.abcteach.com http://www.eduplace.com/ss/maps http://www.teachervision.com http://www.internet4classrooms.com/links_grades_kindergarten_12/printable_maps_social_ geography.htm http://www.newsela.com http://www.worldatlas.com http://www.mapsofworld.com Mastery: Students will be able to discuss how finished products are created from natural resources and how finished products affect the economy of region (global trade).


QUARTER 2 WEEKS 6-8

NORTH AMERICA Standard_3.23 Identify examples of scarcity in and around specific regions. (E, G)

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Standard_3.24 Interpret a chart, graph, or resource map of major imports and exports. (E, G) Standard_3.25 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E) Standard_3.26 Describe how goods and services are exchanged on local, regional, and international levels including transportation methods and bartering and monetary exchange. (C, E, G, TN) Standard_3.27 Compare and contrast landforms, climates, population, natural resources, and major cities of the three Grand Divisions of Tennessee. (G, TN) Standard_3.28 Discuss the structure and purpose of government. (P) Standard_3.29 Compare and contrast the national governments of Canada, Mexico, and the United States. (P)

Standard_3.30 Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice. (P, TN) Learning Targets: I can define supply and demand.

I can tell how supply and demand affect the price of a product.

I can describe how goods and services are exchanged locally, regionally and internationally.

I can explain how goods and services are exchanged through transportation, bartering and the exchange of money.

I can distinguish between the three Grand Divisions of Tennessee.

I can compare and contrast the population, landforms, climates, and natural resources found in the three Grand Divisions of Tennessee.

I can identify the major cities in the three Grand Divisions of Tennessee.

I can understand that governance is for my protection.

I can identify a picture of a government service or agency supported by tax dollars, including schools, parks, libraries, city hall, police and fire departments.

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I can create a graphic organizer of both the three branches of government and the different levels of government [federal, state, and local].

I can explain how checks and balances work in our government.

I can explain the function of each of the three branches of government.

I know legislature makes the laws in the state.

I can identify current government officials at the local, state and national levels.

I can explain the voting process.

I can compare and contrast the national governments of Canada, Mexico and the United States.

I can tell how the United States and Tennessee Constitution affect our daily lives.

I can explain how public policies are used to make our society better. Academic Vocabulary: scarcity, import, exports, supply, demand, goods, services, barter, trade, consumer, producer, agriculture, industry, natural resource, finished product, human resources, capital resources, assembly line, manufacturing, Three Grand Divisions of TN, government, Constitution, laws, government service, Congress, Supreme Court, President, taxes Essential/Guiding Questions: What is scarcity? How do imports and exports affect our economy? What is the relationship between producers and consumers (supply/demand) and how do they depend on each other? How does supply and demand affect a product's price? How do people earn income and budget their money? How are goods and services exchanged on a local, regional, and international scale? What are the similarities and differences in landforms, climates, population, resources, and cities in the Three Grand Divisions of Tennessee? What is the purpose for government and how does it work? How are the governments of the U.S. similar and different than those around the world? What is the Constitution? Compare/Contrast the U.S. and TN Constitutions. What influence does the Constitution have on our rights and responsibilities and decisions made by the government? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://continents.mrdonn.org/northamerica.html http://www.usconstitution.net/constkidsK.html www.tnhistoryforkids.org http://exchange.smarttech.com/details.html?id=83b43e77-38c3-46ca-9b5c-3be076b12213 http://www.50states.com/ http://www.enchantedlearning.com/usa/cities/

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http://www.mapsofworld.com/usa/usa-capital-and-major-cities-map.html http://exchange.smarttech.com/details.html?id=0811479c-51f8-4bba-a3df-d854cead6f5a http://exchange.smarttech.com/details.html?id=58918afa-d3a7-43b0-88c4-7b3c6d21602a http://www.scholastic.com/teachers/top_teaching/2010/03/region-tour http://exchange.smarttech.com/details.html?id=3f91daa1-c405-4fa2-84bd-2af3a0273c09 Books The Day I Swapped My Dad for Two Goldfish written by Neil Gaiman North America by Michael and Jane Pelusey North America by Helen Bateman and Jayne Denshire In 1492 by Jean Marzollo Mastery: Students will be able to identify examples of scarcity, define supply and demand, explain how goods and services are exchanged, discuss the three grand divisions of Tennessee, the structure and purpose of government, and describe the Constitution of the United States and Tennessee.


QUARTER 2 WEEK 9

SOUTH AMERICA Standard_3.31 Conduct short research projects to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) Standard_3.32 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows: Inca Culture, Amerigo Vespucci, and current events.

Standard_3.33 Identify on a map major countries of the continent (Brazil, Colombia, and Peru, Argentina). (G) Learning Targets: I can tell about a major part of South America’s history or culture through a research project.

I can use a timeline, primary source, or historical passage to tell about the history of South America (its people, events, inventors, artists, writers, or political figures).

I can identify major South American countries on a map, including Brazil, Colombia, Cuba, Peru, and Argentina on a map. Academic Vocabulary: history, culture, language, clothing, art, beliefs, customs, music, timeline, primary source, region, historical event, political figure, continent Essential/Guiding Questions: Why are Christopher Columbus and Amerigo Vespucci important people in South American history? What are the characteristics of culture with South American natives? What similarities or differences are there between North American culture and South American

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culture? What is the Panama Canal and how does it benefit travelers today? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://www.tnhistoryforkids.org http://www.education.nationalgeographic.com http://www.mapsofworld.com/south-america/ http://www.sheppardsoftware.com/South_America_Geography.htm http://www.ilike2learn.com/ http://education.nationalgeographic.com/education/encyclopedia/south-america-physical-geography/?ar_a=1 http://www.coha.org/on-water-scarcity-and-the-right-to-life-bolivia/ http://education.nationalgeographic.com/education/encyclopedia/south-america-human-geography/?ar_a=1 http://angelasancartier.net/south-america-history-of-dress http://www.biography.com/people/amerigo-vespucci-9517978#awesm=~oB5hN4nd2aawxF http://www.biography.com/people/pablo-neruda-9421737#awesm=~oB5s5Zp2uZ9rEi http://www.historyworld.net/timesearch/default.asp?conid=2&topsort=202001&direction=PREV&keywords=South%20America%20timeline&timelineid= http://pierstransportation.wordpress.com/2013/08/01/top-u-s-imports-exports-with-south-america/ http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?lid=400&filename=em400_mappingexports.swf Books South America by Myra Weatherly South America by Helen Bateman and Jayne Denshire Mastery: Students will be able to Use timelines, primary sources, and historical passages to summarize the history of South America and locate major countries of South America.


QUARTER 3-3rd NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 3 WEEKS 1-2

SOUTH AMERICA Standard_3.34 Identify major physical features of the continent (G):

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Rivers - Amazon Mountains - Andes Bodies of Water - Straits of Magellan, Lake Titicaca Landforms - Galapagos Islands Standard_3.35 Identify examples of scarcity in and around specific regions. (E, G) Standard_3.36 Interpret a chart, graph, or resource map of major imports and exports. (E, G) Standard_3.37 Define supply and demand and describe how changes in supply and demand affect prices of specific products. (E)

Standard_3.38 Summarize the differences between a dictatorship and democratic forms of government. (P) Learning Targets: I can identify the Amazon River, Andes Mountains, the Straits of Magellan, Lake Titicaca, Panama Canal, Caribbean Islands, and the Galapagos Islands on a map.

I can identify examples of scarcity and its impact on interdependence within and among regions of South America....e.g. lack of water in a desert.

I can tell the major imports and exports of South America from a chart, graph, or resource map.

I can explain the differences between a dictatorship and a democracy. Academic Vocabulary: physical features, river, mountain range, scarcity, imports, exports, supply, demand, products, dictatorship, democratic, government Essential/Guiding Questions: How does the climate in a region affect the supply of a natural resource? How can the scarcity of resources influence the citizens of a specific region? Why are select items found at certain stores in South America? Why do the people of this continent have to travel to several stores to get what they specifically need? Why is the government increasing the prices of certain food items? What is the difference between dictatorship and democracy? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://www.tnhistoryforkids.org http://www.education.nationalgeographic.com www.coha.org (water scarcity) http://www.pri.org (water scarcity)

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http://www.mapsofworld.com/south-america/ http://www.sheppardsoftware.com/South_America_Geography.htm http://www.ilike2learn.com/ http://education.nationalgeographic.com/education/encyclopedia/south-america-physical-geography/?ar_a=1 http://www.coha.org/on-water-scarcity-and-the-right-to-life-bolivia/ http://education.nationalgeographic.com/education/encyclopedia/south-america-human-geography/?ar_a=1 http://angelasancartier.net/south-america-history-of-dress http://www.biography.com/people/amerigo-vespucci-9517978#awesm=~oB5hN4nd2aawxF http://www.biography.com/people/pablo-neruda-9421737#awesm=~oB5s5Zp2uZ9rEi http://www.historyworld.net/timesearch/default.asp?conid=2&topsort=202001&direction=PREV&keywords=South%20America%20timeline&timelineid= http://pierstransportation.wordpress.com/2013/08/01/top-u-s-imports-exports-with-south-america/ http://www.econedlink.org/interactives/EconEdLink-interactive-tool-player.php?lid=400&filename=em400_mappingexports.swf

Books South America by Myra Weatherly South America by Helen Bateman and Jayne Denshire Mastery: Students will be able to identify major physical features of South America, identify examples of scarcity, define supply and demand, and explain the differences between a dictatorship and a democracy.


QUARTER 3 WEEKS 3-6

EUROPE Standard_3.39 Describe the diverse but unified nature of people within a continent or region, identifying the distinct contribution made by their culture including language, clothing, food, art, beliefs, customs, and music. (C, H) Standard_3.40 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) Suggestions are as follows: Olympics in Ancient Greece, Roman Empire, monarchies, European discovery of the New World, historical narratives of major European immigrant groups and their journeys to America, and current events. Standard_3.41 Identify major countries of the continent (France, Italy, Germany, Russia, Spain, and United Kingdom). (G) Standard_3.42 Identify major physical features of the continent (G): Mountains-Alps and Gibraltar Bodies of Water-Arctic Ocean and the Mediterranean Sea Standard_3.43 Identify examples of scarcity in and around specific regions. (E, G)

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Standard_3.44 Interpret a chart, graph, or resource map of major imports and exports. (E, G)

Standard_3.45 Compare and contrast a monarchy and a democratic form of government. (P) Learning Targets: I can tell about the people and culture of a continent or region.

I can identify major European countries on a map, including France, Italy, Germany, Russia, Spain, and United Kingdom.

I can identify the Alps, Rock of Gibraltar, Arctic Ocean, and Mediterranean Sea on a map.

I can define supply and demand.

I can tell how supply and demand affect the price of a product.

I can identify examples of scarcity and its impact on interdependence within and among regions of Europe.

I can identify the major imports and exports of Europe on a chart, graph or resource map.

I can compare and contrast a monarchy and a democracy. Academic Vocabulary: landforms, physical map, rivers, mountains, oceans, lakes, deserts, scarcity, import and export, goods, services supply and demand, barter, agriculture, industry, natural resource, finished product, human resources, capital resources, assembly line, trade, manufacturing, artifacts, ancestors, traditions, cultures, ethnic, populations, urban, suburban, rural, longitude, latitude, primary sources, secondary sources Essential/Guiding Questions: What can we learn about our world by studying and comparing formal regions? What can culturally and economically unify people of a continent or a region? How do cultures change over time and how do they spread? What are the basic human needs of all cultures, and how do they differ across cultures? What is a cultural celebration? What cultural and religious holidays are celebrated in the major countries of Europe? (France, Italy, Germany, Russia, Spain, and the United Kingdom) Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://www.tnhistoryforkids.org http://www.education.nationalgeographic.com http://continents.mrdonn.org/europe.html

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http://www.worldatlas.com/webimage/countrys/eumaps.htm http://www.mapsofworld.com/europe/ http://kids.nationalgeographic.com/kids/places/find/ http://exchange.smarttech.com/details.html?id=3e5f5266-3b48-4c88-9dae-7bfb87574cc0

Books Monarchy by Richard Tames Olympic Games in Ancient Greece by Shirley Glubok and Alfred Tamarin An Online Visit to Europe by Erin M. Hovanec Mastery: Students will be able to Students will be able to identify major physical features of Europe, identify examples of scarcity, define supply and demand, and explain the differences between a monarchy and a democracy.


QUARTER 3 WEEKS 7-9

AFRICA Standard_3.46 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) Standard_3.47 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences using information gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are: Ancient Egypt and the pyramids, Nile River, Tutankhamen, Bartholomew Diaz lands on Cape of Good Hope, Nelson Mandela, and current events.

Standard_3.48 Identify major countries of the continent (Egypt, Kenya, Libya, and South Africa). (G)

Standard_3.49 Identify major physical features of the continent (G): Rivers – Congo, Niger, Nile Mountains – Kilimanjaro, Mt. Kenya, Atlas Mountains Desert – Sahara Bodies of Water – Indian Ocean, Lake Victoria, Southern Ocean Landforms – Cape of Good Hope Standard_3.50 Explain how people depend on the physical environment and its natural resources to satisfy their basic needs. (C, E, G) Standard_3.51 Identify examples of scarcity in and around specific regions. (E, G)

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Standard_3.52 Interpret a chart, graph, or resource map of major imports and exports. (E, G) Learning Targets: I can interpret different texts and primary sources to describe the major components of the African culture including language, clothing, food, art, beliefs, customs and music.

I can use timelines, primary sources, and informational text to tell a historical story with facts and descriptive details about Ancient Egypt and the pyramids, Tutankhamen and Nelson Mandela.

I can identify Egypt, Kenya, Libya and South Africa on a map. I can identify the Congo, Niger and Nile Rivers on a map.

I can identify Mt. Kilimanjaro, Mt. Kenya and the Atlas Mountains on a map.

I can identify the Sahara Desert and the Cape of Good Hope on a map.

I can identify the Indian Ocean, Lake Victoria and the Southern Ocean on a map.

I can give examples of ways people depend on the land and its natural resources to meet their basic needs.

I can identify examples of scarcity and its impact on interdependence within and among regions of Africa.

I can identify the major imports and exports of Africa on a chart, graph or resource map. Academic Vocabulary: migration, artifacts, ancestors, population, ethnic, Egypt, Bantu Migration, countries, continent, mountains, desert, oceans, landforms, population, urban, suburban, rural, longitude, latitude, primary sources, secondary sources Essential/Guiding Questions: How does migration play a key role in the cultural geography of Africa? What is cultural celebration? What cultural and religious holidays do we celebrate in Africa? Why are physical characteristics of a place a liability for settlement? What are the major physical components of the world, and how are they represented on a map? What factors influence the quality of the environment? How can humans promote a healthy environment? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://www.tnhistoryforkids.org http://www.education.nationalgeographic.com http://www.yourchildlearns.com/africa_map.htm

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http://www.worldatlas.com/webimage/countrys/af.htm http://www.mapsofworld.com/africa/ http://education.nationalgeographic.com/education/encyclopedia/africa-human-geography/?ar_a=1 http://education.nationalgeographic.com/education/encyclopedia/africa-resources/?ar_a=1 Books 7 Wonders of Africa by Michael Woods and Mary B. Woods Egypt by Elizabeth Berg Mastery: Students will be able to interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music of Africa, identify major countries and physical features of Africa, explain how people are dependent on the environment to meet their basic needs, and identify examples of scarcity in the region.


QUARTER 4-4th NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 4 WEEKS 1-3

AUSTRALIA Standard_3.53 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) Standard_3.54 Use information gained from timelines, primary sources and informational text to identify major historical people, events and patterns. (C, G, H, P) Suggestions are as follows: Indigenous cultural heritage of Aboriginal people, Captain James Cook and European Settlement, Australia’s Independence, and current events. Standard_3.55 Identify the Great Barrier Reef, New Zealand, Ayers Rock, and Tasmania. (G) Standard_3.56 Interpret a chart, graph, or resource map of major imports and exports. (E, G) Learning Targets: I can interpret different texts and primary sources to describe the major components of the Australian culture including language, clothing, food, art, beliefs, customs and music.

I can use timelines, primary sources, and historical passages to summarize the history, events, inventions, and people of Australia including indigenous cultural heritage of Aboriginal people, Captain James Cook and European Settlement, Australia’s independence and the teacher’s discretion of any

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current events.

I can identify the Great Barrier Reef, New Zealand, Ayers Rock and Tasmania on a map.

I can identify the major imports and exports of Australia on a chart, graph or resource map. Academic Vocabulary: landforms, physical map, scarcity, import and export, goods, services, supply and demand, countries, continent, mountains, desert, oceans, population, barter, consumer, producer, agriculture, industry, natural resources, finished product, human resources, capital resources, trade, manufacturing, artifacts, ancestors, traditions, cultures, ethnic, primary sources, secondary sources Essential/Guiding Questions: What makes one place different from another? Who were the first people of Australia? What happened when the English landed on the Australian continent? How does the settlement of Australia compare with the settlement of the United States of America? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://www.australianlandmarks.com.au/lists/australian-landforms-top-10-list http://www.aushistorytimeline.com/ http://australia.mrdonn.org/powerpoints.html http://www.worldatlas.com/webimage/countrys/oceania/australia/auland.htm

Books Discover Australia by Chris Ward The Aboriginal Peoples of Australia by Anne Bartlett James Cook by Zachary Kent Mastery: Students will be able to interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music of Europe, use timelines to describe European history, and identify major countries and physical features of Europe.


QUARTER 4 WEEKS 4-6

ASIA Standard_3.57 Interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) Standard_3.58 Tell a historic story with appropriate facts and relevant, descriptive details while speaking audibly in coherent sentences. Use information

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gained from timelines, primary sources and informational text. (C, G, H, P) Suggestions are as follows: Mesopotamia including the creation of the written alphabet; important technologies of China such as bronze casting, silk manufacture, gunpowder and the invention of paper; The Great Wall of China; Marco Polo and trade along the Silk Route; 2004 Indian Ocean Tsunami, and current events. Standard_3.59 Identify the major countries of the continent (China, India, Israel, and Japan). (G) Standard_3.60 Identify the Himalayas, Mount Everest, and Mesopotamia. (G) Standard_3.61 Interpret a chart, graph, or resource map of major imports and exports. (E, G)

Standard_3.62 Describe how goods and services are exchanged on local and international levels. (E, G) Learning Targets: I can interpret different texts and primary sources to describe the major components of Asian culture including language, clothing, food, art, beliefs, customs and music.

I can use timelines, primary sources, and informational text to tell a historical story with facts and descriptive details about Mesopotamia including the creation of the written alphabet; gunpowder and the invention of paper; The Great Wall of China; 2004 Indian Ocean Tsunami. *Also, teachers may any important technologies of China such as bronze casting, silk manufacture, Marco Polo and trade along the Silk Route; and/or any current events.

I can identify China, India, Israel and Japan on a map.

I can identify the Himalayas, Mount Everest and Mesopotamia on a map.

I can identify the major imports and exports of Asia on a chart, graph or resource map.

I can describe how goods and services are exchanged locally and internationally. Academic Vocabulary: landforms, physical map, scarcity, import and export, goods, services, supply and demand, countries, continent, mountains, desert, oceans, population, barter, consumer, producer, agriculture, industry, natural resources, finished product, human resources, capital resources, trade, manufacturing, artifacts, ancestors, traditions, cultures, ethnic, primary sources, secondary sources Essential/Guiding Questions: What makes one place different from another? Who were the first people of Asia? What significant events happened on the Asian continent? How does the settlement of Asia compare with the settlement of the United States of America? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites

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www.tnhistoryforkids.org http://www.ducksters.com/geography/asia.php Mastery: Students will be able to interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music of Asia, use timelines to describe Asian history, and identify major countries and physical features of Asia.


QUARTER 4 WEEKS 7-9

ANTARCTICA Standard_3.63 Create a multimedia presentation of social studies stories about explorations to Antarctica; add drawings or other visual displays to stories or accounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (C, G) Standard_3.64 Use timelines and historical passages to summarize the history of a region including events, inventions/inventors, artists, writers, and political figures. (C, H, P) Suggestions are: James Clark Ross, Richard E. Byrd, and South Magnetic Pole. Standard_3.65 Conduct a short research project to examine the Antarctic Treaty. (P) Standard_3.66 Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met. (G) Standard_3.67 Read and interpret information about the impact of people on the environment. (G)

Standard_3.68 Identify McMurdo Station. (G) Learning Targets: I can create a digital presentation telling about explorations to Antarctica.

I can include drawings, photos, stories, or first-hand accounts to help explain more about the thoughts, ideas and feelings of the explorers.

I can use timelines and historical passages to summarize the history of Antarctica, events, inventions, and people including James Clark Ross, Richard E. Byrd and the South Magnetic Pole.

I can conduct a short research project to determine the purpose of the Antarctic Treaty.

I can give reasons why people can only live in Antarctica for a short period of time.

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I can explain how the harsh climate and the lack of natural resources make it difficult for basic human needs to be met.

I can analyze the way people impact the environment in Antarctica. I can identify the purpose of the McMurdo Station in Antarctica. Academic Vocabulary: landforms, physical map, scarcity, import and export, goods, services, supply and demand, countries, continent, mountains, desert, oceans, population, barter, consumer, producer, agriculture, industry, natural resources, finished product, human resources, capital resources, trade, manufacturing, artifacts, ancestors, traditions, cultures, ethnic, primary sources, secondary sources Essential/Guiding Questions: How can geographic information systems and other geographic technologies impact development? How is one place different from another place? Why are extreme physical characteristics a liability for settlement? Instructional Resources: Textbook-Houghton Mifflin Social Studies Tennessee: Many Regions, One World (2009) 3rd grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-Grade-3-Social-Studies/

Websites http://continents.mrdonn.org/antarctica.html http://faculty.umf.maine.edu/gretchen.legler/public.www/antarcticawebsite/coolf.htm http://factsforkids.net/antarctica-facts-for-kids/ http://www.timeforkids.com/minisite/antarctica http://www.usap.gov/usapgov/theAntarcticTreaty/index.cfm?m=2 http://classroom.antarctica.gov.au/international/antarctic-treaty http://www.enchantedlearning.com/explorers/antarctica.shtml http://www.timeforkids.com/news/life-mcmurdo/140131 http://www.coolantarctica.com/Community/mcmurdo/mcmurdo_base_antarctica.htm http://newswatch.nationalgeographic.com/2013/02/11/landing-on-thin-ice-arriving-in-mcmurdo-station-antarctica/ Books Black Whiteness: Admiral Byrd Alone in the Antarctic by Robert Burleigh The Antarctic by Lynn M. Stone North Pole, South Pole by Nancy Smiler Levinson Greetings from Antarctica by Sara Wheeler Mastery: Students will be able to interpret different texts and primary sources to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music of Antarctica, use timelines to describe Antarctica history, and identify major countries and physical features of Antarctica.


END OF SOCIAL STUDIES

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