3rd grade Social Studies Core Unit Wausau School District 3/06

Geography
Standard(s): A 5.1: Knows basic elements of maps and globes. A5.2: Knows location, from memory, of significant physical features and human features. A5.4: Understands how scientific and technological knowledge has affected peoples relationship with the environment. A5.6: Knows similarities, differences, and characteristics of cultures; specifically, the ways people interact with the physical environment in various regions. A5.7: Knows natural resource bases of different sates and regions in the United States and how these resource bases affect human activities. A5.9: Uses atlases, grid systems, charts, graphs, and maps to gather information. DESIRED RESULTS Understandings (list 1 or 2) (see WSD Enduring Understanding list) Human and physical characteristics define regions. Diverse environments and societies provide for varying opportunities and limits for human activity. Ability to provide for the needs and wants of a society depends upon availability, management, and distribution of resources. Essential Questions (list 3-5) (see UbD packet pp 9597)

Knowledge and Skill What a geographer does Names of different physical features The difference between physical and human features How the environment effects how people live How the environment is effected by natural and manmade elements There are different kinds of maps and globes and uses for each How to read landform map How to use cardinal and intermediate directions Identify and use the compass rose, grid, and symbols to locate places on maps and globes

How do people effect the environment? How do physical features effect how people live? How is the landscape shaped? What defines a region?

ASSESSMENT EVIDENCE Essay Question page 137J: Change Earth to Wausau School District Part Two: Test Your Skills Use a Map Grid page 170 H Individual Performance Task page 137K: Write a Commercial-Rubric for evaluation at the bottom of the page. Group Performance Task page 137K: Make a Poster- Rubric for evaluation at the bottom of the page. Chapter 5 Test page 144H Chapter 6 Test page 170H Unit Project: Make a model of the land around your community Other Evidence Participation in daily class activities Demonstration of map skills during mapping lessons in text Student writing: in social studies notebook, graphic organizers, notes taken during reading, journaling, any writing assignments associated with various lessons Use of vocabulary words in class discussions, writing, and notes LEARNING ACTIVITIES Access Prior Knowledge page 144 Chapter 5 Lesson 1: Describing a Place Reading and Vocabulary transparency 3-2 Word Work page 146: preview vocabulary Make It Relevant page 145: Discussion Topics A Closer Look page 148-149: Discuss how to read the diagram and use it to explore new vocabulary Have books from the library that students can read about geography, books about climate, landforms, bodies of water. Reteach the Lesson page 151: Describe Landforms-Interactive bulletin board. Skill Read a Landform Map page 152-153 Make It Relevant page 152: Create a landform map of Wausau or have students examine a landform map of Wisconsin Reteach the Skill page 153: Play a Map Game Chapter 5 Lesson 2: What People Add to Places Word Work page 155: Synonyms Activity Book page 34 Lesson 2 Make It Relevant page 156: In Your State: Crossroads Enrich and Extend page 158 Research local community to see how and when human features were built. Present findings to the class. Chapter 5 Lesson 3: People and Their Environment Reading and Vocabulary Transparency 3-4 Reading Social Studies page 165-Cause and Effect Using Resources: Tie into local area: School Forest-beaver connection; link to history of Wisconsin River Extend and Enrich page 165: Research Project

Activity Book page 36 Lesson 3 Skill Intermediate Directions Mental Mapping page 166: School Surroundings. Ask students to draw a map showing their school and its surroundings. Activity Book page 37 **Word Work page 171 Chapter 6 Lesson 1: The World In Geographers Terms Make It Relevant page 171: Discussion Topics Mental Mapping page 175: Regions Study/Research Skills: Graphic Organizers Make It Relevant page 176: Interview a City Planner Skill Use A Map Grid Reaching All Learners page 178: Kinesthetic learners-make a floor grid. Use a local map (in phone book) to demonstrate a grid. Have students find their homes, the mall, and other landmarks by following clues. Chapter 6 Lesson 2: Physical Process Reading and Vocabulary Transparency 3-7 Life in an ecosystem: relate to beaver habitat. Prep for school forest. Page 182 The Changing Earth Chart slow changes/sudden changes Chapter 6 Lesson 3: Human Processes Reading and Vocabulary Transparency 3-8 Extend and Enrich page 191: Solve Environmental Problems Big Idea Review Questions page 191

Geography Vocabulary adapt climate conservation crossroads desert ecosystem * environment erosion geography geographer grid system growing season human feature intermediate directions landform physical feature plateau pollution region valley Highlighted words signify these terms are part of the Level 2 (Grades 3-5) vocabulary from Building Academic Vocabulary: Teachers Manual by Robert J. Marzano and Debra J. Pickering Words with a are Level 1 Words with an * are Level 3 words from same source.