Third Grade Social Studies Unit 1

I Can Statements/ Essential Questions	Teacher Resources	Student Resources
1. MSDE 3.A.1b Construct and interpret maps by using elements such as title, compass rose, simple grid system, and scale CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur)
I can construct maps by using elements such as title, compass rose, simple grid, and scale. I can better understand where I live by using information from charts, photographs, maps, and text. Essential Questions: How do maps, photographs and charts help us understand where we live?	Note: Be sure to log into your Discovery Education account (www.aacps.discoveryeducation.com) before clicking on the links below. Maps and Globes: Maps and Their Uses This 12 minute video discusses why maps are useful, different types of maps, parts of a map, and using maps to navigate. Understanding and Using Maps (a second option to the first video) Discusses the map key, projection maps, types of maps, compass rose, map scale, latitude and longitude, hemispheres, and earth's tilt. Note, be sure to be logged into PebbleGo before clicking on the links below. What is a Map? and Globes Map Symbols and Key and Map Directions	Map Elements Powerpoint: Uses Big Green Kissing TOADS acronym to help students remember the elements of a good map. Can you place all the states? Play this interactive game to place the correct states on the US map. There's a Map on Your Lap (YouTube) by Tish Rabe Reading a Map - interactive website that reviews map elements.
2. MSDE 3.A.1c Identify and describe the location of communities, major cities in Maryland and the world using a globe, maps and atlases. CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)
I can describe the location of communitites and major cities in the Maryland by using globes, atlases, and maps. Essential Questions: How are cities represented on maps, globes, and atlases?	*Note: Be sure to log into your Discovery Education account (www.aacps.discoveryeducation.com) before clicking on the links below Finding and Describing Location Describing relative location (ex: "north of Richmond) and absolute location (latitude and longitude) Discovery Atlas Interactive Map This can be used to learn about specific countries and continents through related videos about their culture, history, geography, and natural world. Cartographers - STEM/Job connections (4:26 minutes) History of cartography - This 30 minute video can be chunked into specific focuses if necessary: It provides a detailed analysis of the history of cartography and examines how new technologies are used in today's modern world. Maryland Map Use this map to have students locate a variety of local cities. Communities in Arnold (real estate/demographic information) National Geographic Atlas (geopolitical and geophysical) World Atlas and Map Library Scribble Maps Draw on the map to use as an interactive teaching tool	Maps of USA, Maryland, and AA County: This powerpoint shows maps of the USA, Maryland, and AA County with quesions about the regions. Reading a Contour Map Go through this interactive video/game to discover how geographers and cartographers organize maps! My School on a Map - find your school on an online map! Where is That? - play this interactive game from FunBrain that assess your knowledge of the USA, continents, world, and countries!
3. MSDE 3.B.1a Compare places and regions using geographic features. CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)
I can describe differences in places and regions by using geographic features to compare and contrast. Essential Questions: How does the geography of a place look the same as or different from other places?	*Note: Be sure to log into your Discovery Education account (www.aacps.discoveryeducation.com) before clicking on the links below Landforms: Number One - Introduce the different types of landforms and bodies of water. What is a Landform? Discuss the clues provided on each slide and determine what kind of landform/body of water will be displayed.	Continental Drift Maps Over Time Types of Land - use this interactive map of the US to learn more about different types of landforms.
4. MSDE 3.B.1b Identify natural/physical and human-made features of places and regions. CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)
I can identify natural/physical and human-made features of various regions by using information from charts, photographs, maps, and text. Essential Questions: How have people changed the geography of our community? (See the 8th section)	Use this PowerPoint to show what different types of landforms are and how humans can change those landforms. Then use the below activity with students. Students will use this Pixie to draw a picture of a physical environment/region (real or imagined) and then add in human characteristics to the picture. Then students will write and illustrate a story about a 3rd grader living in that region. Natural vs. Human-Made A photo activity that defines and gives examples of physical and human-made features. Natural or Human-Made A sorting activity - very basic picture sort.	Natural Versus Human Resources in Maryland: A Smart Notebook that has students color coding words in a paragraph about Maryland's features. Then a sort of features- naural versus human. Use the below websites to Create Your Own Visit Maryland Travel Poster -- Tour Maryland Geology Map shows Maryland's most notable landscapes and geographic features. -- Places to Visit in Maryland highlights locations within each MD County Play this interactive game to solve the United States Features Map Puzzle
5. MSDE 3.B.1c Define population distribution as the number of people who live in a place (c) Explain how geographic characteristics influence the way people live/work, and how population is distributed CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs).
I can describe how people live/work in a region by analyzing geopraphic characteristics and making inferences. I can compare/ contrast communities across the USA by using information from maps, illustrations, and text. Essential Questions: How are rural, urban, and suburban communities alike and different? How does the number of people living in an area affect the community?	Engage in ePals via Email to learn more about rural communities from students in Nebraska. You can search via www.epals.com to find other teachers around the world to connect on specific topics. *Note: Be sure to log into your Discovery Education account (www.aacps.discoveryeducation.com) before clicking on the links below City, Suburb, and Rural Communities Urban, Rural, Suburban Communities to review all 3 types of Communities. Population of the United States (2004 data, 2 1/2 minutes) Types of Communities Webquest for Advanced Learners	Types of Communities: Smartboard where students categorize pictures based on types of communities. They flip clue cards to guess the community. They have a writing prompt on what type of community they live in. Rural Urban: In this Pixie, click and drag the stickers to describe each type of community. Urban, Sub, Rural: This Powerpoint reviews the types of communities and gives pictures to have the students identify urban, suburban, and rural. The last slide has a link to a Word document chart for students to fill in characteristics of the communities. Use this Inspiration to compare the 3 types of communities. Types of Communities - interactive map game. Practice Classifying Communities as rural, suburban, or urban.
6. MSDE 3.B.1d Describe how geographic characteristics of places and regions change over time and influence the way people live and work. CCSS ELA-Literacy RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis of the answers.
I can describe how characteristics of places/ region change over time and how that influences the way people live and work. I can describe how geopgraphic features of a community impact the people living there. Essential Questions: How do geographic characteristics affect a community, including our own? (Where were the earliest communities established and why? What role did natural resources play in deciding the location of early communities?)	Note: Be sure to log into your Discovery Education account (www.aacps.discoveryeducation.com) before clicking on the links below. How Geography Shapes a Community Use this Circle Map to brainstorm examples of different communities in the USA (see curriculum p. 23). Maryland and the Chesapeake Bay Discuss the influences of geographic characteristics on the way people live & work in MD John Smith and the Chesapeake Bay Resources: Post-Smith Settlement and Modern Settlement Assign this tic-tac-toe board for student choice involving activities such as planning a road trip, describing their own community, research about Native Americans and their communities. Share this document with students via Office365/OneDrive so they have access to the links within this word document.	Baltimore City Through History: This Smart notebook takes students through a picture and fact journey through Baltimore's hisory and changes. The students can makes inferences about what geographic changes were made and why. Option: Use thinking maps to show cause/ effect relationships. Or use this Pixie Timeline to have students track changes over time, using sticker picures or words. Or use this Past, Present, Future Pixie to show the changes in geography and people. Coastal Erosion in Maryland: PDF file of Pictures for students to identify changes in geography. Stem Activities included. Watch this Animated Atlas: Growth of a Nation narrated interactive map of the USA that shows changes to political boundaries over time from 1790 to 2000.
7. MSDE 5.A.2a Examine information about people, places, or events of the past using pictures, photographs, maps, audio or visual tapes and/or documents. CCSS ELA-Literacy RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis of the answers.
I can examine and make inferences about people, places, and events by using primary source documents, maps, photos, text, and video clips. Essential Questions: How does information about the past help us understand the present?	Students can create their own Mind Map here Primary Source Analysis Worksheets Primary Sources Database from the Social Studies Central website Exploring the Past PBS Lesson Activity	Listen to 3 stories of Children's Lives at Colonial London Town and examine the various documents/pictures to complete this Double Bubble Map to compare what childhood in colonial London Town was live to your life today. Primary or Secondary Sources: Do You Know the Difference? Complete these activities to practice the difference between the two types of sources. Take this quiz, Rags to Riches, to practice determining the differences between the two types of sources.
8. MSDE 3.C.1.a Explain how transportation and communication networks connect places, people and ideas. MSDE 3.D.1.a Describe how people in a community modify their environment to meet changing needs for transportation, shelter, and making a living. CCSS ELA RI 3.2 Determine the main idea of a text; recount key details and explain how they support the main idea.
I can explain and how changes/ advancements in transportation have impacted people in communities. I can describe how communication networks connects people and advances ideas. Essential Questions: How have people changed the community to meet their needs? (See the 4th section)	Background how people change their geography. *Note: Be sure to log into your Discovery Education account (www.aacps.discoveryeducation.com) before clicking on the links below. The Wheel - see how the wheel was developed and transportation changed to meet people's needs. Discuss the effects of the construction of the Bay Bridge by watching the first 2:10 minutes of "The Chesapeake Bay Bridge: Spanning the Bay"	Read this article, "Transport and Air Pollution" with a partner, then use this tree map listing the positive and negative effects of transportation changing over time. Then present this to the class explaining the changes. Research Project: Use Transportation in Maryland to choose 1 of the topics to read and learn more about. Use the Comic Creator or Poster/Newspaper to display your final product from your research. Use this research organizer to organize the information you discover while reading.
9. MSDE 3.D.1.b Describe why and how people make decisions about protecting the environment. CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)
I can make decisions about the environment by using maps, photographs, and text information. Essential Questions: How do we make sure our environment stays protected?	Why We Need to Clean Up the Chesapeake Bay Scroll to the bottom of this webpage to view the video. Save the Bay Project (see curriculum p. 34) Access the videos from the curriculum page. Students can use this circle map to brainstorm actions they can take to protect the Chesapeake Bay. Students can create their advertisement use the Printing Press, cameras at your school, MovieMaker, etc.	School Yard Report Card Use this document to describe the condition of the school property. Then create a Tree Map to identify problems that exit, the impact those problems have on the Chesapeake Bay, and possible solutions to these problems. 7 Big Ideas to Help the Environment - watch this video to learn more about protecting our environment.

Website/Activity	Content Standards/Technology Standards
Maps and Globes: Maps and Their Uses Understanding and Using Maps (a Map Elements Powerpoint: Uses Big Green Kissing TOADS acronym to help students remember the elements of a good map. What is a Map? and Globes Map Symbols and Key and Map Directions *Note, be sure to be logged into PebbleGo before clicking on the links below. Can you place all the states? There's a Map on Your Lap (YouTube) Reading a Map	MSDE 3.A.1b Construct and interpret maps by using elements such as title, compass rose, simple grid system, and scale CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur)
	Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Finding and Describing Location Discovery Atlas Interactive Map Maps of USA, Maryland, and AA County: This powerpoint shows maps of the USA, Maryland, and AA County with quesions about the regions. Cartographers STEM/Job connections (4:26 minutes) History of cartography Maryland Map Communities in Arnold National Geographic Atlas World Atlas and Map Library Scribble Maps Reading a Contour Map My School on a Map Where is That?	MSDE 3.A.1c Identify and describe the location of communities, major cities in Maryland and the world using a globe, maps and atlases. CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)
	Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Landforms: Number One - Continental Drift Maps Over Time What is a Landform? Types of Land	MSDE 3.B.1a Compare places and regions using geographic features. CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)
	Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Use this PowerPoint to show what different types of landforms are and how humans can change those landforms. Then use the below activity with students. Natural Versus Human Resources in Maryland: A Smart Notebook that has students color coding words in a paragraph about Maryland's features. Then a sort of features- naural versus human. Students will use this Pixie to draw a picture of a physical environment/region (real or imagined) and then add in human characteristics to the picture. Then students will write and illustrate a story about a 3rd grader living in that region. Natural vs. Human-Made Natural or Human-Made Use the below websites to Create Your Own Visit Maryland Travel Poster -- Tour Maryland Geology Map shows Maryland's most notable landscapes and geographic features. -- Places to Visit in Maryland highlights locations within each MD County Play this interactive game to solve the United States Features Map Puzzle	MSDE 3.B.1b Identify natural/physical and human-made features of places and regions. CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)
	Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Engage in ePals via Email to learn more about rural communities from students in Nebraska. You can search via www.epals.com to find other teachers around the world to connect on specific topics. Types of Communities: Smartboard where students categorize pictures based on types of communities. They flip clue cards to guess the community. They have a writing prompt on what type of community they live in. Rural Urban: In this Pixie, click and drag the stickers to describe each type of community. Urban, Sub, Rural: This Powerpoint reviews the types of communities and gives pictures to have the students identify urban, suburban, and rural. The last slide has a link to a Word document chart for students to fill in characteristics of the communities. City, Suburb, and Rural Communities Urban, Rural, Suburban Communities to review all 3 types of Communities. Population of the United States (2004 data, 2 1/2 minutes) Urban Progression Photo of New York City Use Artful Thinking strategies to facilitate a discussion: I See, I Think, I Wonder. Types of Communities Webquest for Advanced Learners	MSDE 3.B.1c Define population distribution as the number of people who live in a place (c) Explain how geographic characteristics influence the way people live/work, and how population is distributed CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs).
	Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
How Geography Shapes a Community Use this Circle Map to brainstorm examples of different communities in the USA (see curriculum p. 23). Coastal Erosion in Maryland: PDF file of Pictures for students to identify changes in geography. Stem Activities included. Baltimore City Through History: This Smart notebook takes students through a picture and fact journey through Baltimore's hisory and changes. The students can makes inferences about what geographic changes were made and why. Option: Use thinking maps to show cause/ effect relationships. Or use this Pixie Timeline to have students track changes over time, using sticker picures or words. Or use this Past, Present, Future Pixie to show the changes in geography and people. Maryland and the Chesapeake Bay Discuss the influences of geographic characteristics on the way people live & work in MD John Smith and the Chesapeake Bay Resources: Post-Smith Settlement and Modern Settlement Assign this tic-tac-toe board for student choice involving activities such as planning a road trip, describing their own community, research about Native Americans and their communities. *Share this document with students via Office365/OneDrive so they have access to the links within this word document. Watch this Animated Atlas: Growth of a Nation	MSDE 3.B.1d Describe how geographic characteristics of places and regions change over time and influence the way people live and work. CCSS ELA-Literacy RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis of the answers.
	Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.

Create their own Mind Map here
Primary Source Analysis Worksheets

Primary Sources Database
Exploring the Past PBS Lesson Activity
Listen to 3 stories of Children's Lives at Colonial London Town and examine the various documents/pictures to complete

this Double Bubble Map to compare what childhood in colonial London Town was live to your life today.
Primary or Secondary Sources: Do You Know the Difference?
Rags to Riches

MSDE 5..A.2a Examine information about people, places, or events of the past using pictures, photographs, maps, audio or visual tapes and/or documents.
CCSS ELA-Literacy RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis of the answers.

Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.

Background how people change their geography. The Wheel see how the wheel was developed and transportation changed to meet people's needs. Discuss the effects of the construction of the Bay Bridge by watching the first 2:10 minutes of "The Chesapeake Bay Bridge: Spanning the Bay"	MSDE 3.C.1.a Explain how transportation and communication networks connect places, people and ideas. MSDE 3.D.1.a Describe how people in a community modify their environment to meet changing needs for transportation, shelter, and making a living. CCSS ELA RI 3.2 Determine the main idea of a text; recount key details and explain how they support the main idea.
	Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.

Why We Need to Clean Up the Chesapeake Bay Scroll to the bottom of this webpage to view the video.

Save the Bay Project (see curriculum p. 34)
Access the videos from the curriculum page.

Students can use this circle map to brainstorm actions they can take to protect the Chesapeake Bay.
Students can create their advertisement use the Printing Press, cameras at your school, MovieMaker, etc.

School Yard Report Card
Use this document to describe the condition of the school property. Then create a Tree Map to identify problems that exit, the impact those problems have on the Chesapeake Bay, and possible solutions to these problems.

7 Big Ideas to Help the Environment - watch this video to learn more about protecting our environment.

MSDE 3.D.1.b Describe why and how people make decisions about protecting the environment.
CCSS ELA RI 3.7 Use information gained from illustrations (e.g. maps, photograph) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurs)

Technology Standard: 3.0-Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.

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