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Third Grade Social Studies Unit

Haley HaymondEDU 5380

November 21, 2014

Table of Contents

1. Unit Outline ………………………………………………....3

2. Unit Rationale ……………………………………………….4

3. Unit Objective………………………………………………..6

Adaptation To Our Environment/Ecosystems

4. Lesson 1 ……………………………………………………..7

5. Lesson 2 …………………………………………………….11

6. Lesson 3 …………………………………………………….14

7. Lesson 4 …………………………………………………….20

8. Lesson 5 …………………………………………………….23

9. Unit Closure ………………………………………………...26

10. Assessment ………………………………………………....27

11. Appendix ……………………………………………...29

12. Resources ………………………………………………….. 59

Unit Outline

What Teachers Need To Know: Teachers need to understand: Ecosystems and a basic understanding of the major ecosystems Basic understanding of the animals that live in each ecosystem/their habitat Natural resources most commonly needed for everyday life Where these natural resources are located on a map Basic knowledge of how humans have influenced global ecosystems to sustain life and what

the consequences have been

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Community interdependence and what the Salt Lake Valley depends on other communities for

Idea of the countries of South America and the natural resources found there

Vocabulary:

Natural resources Economic development Community development Recreation Natural resource extraction Agriculture Irrigation Ecosystem Desert Plain Tropic

Lesson Outline: Students will be learning about the major ecosystems of the word and understanding where people

live and why. Students need to know that people usually settle where there are resources, but there are places where natural resources are slim. Humans have the ability to alter physical features - making roads, building dams and constructing buildings. Students also need to know that there are different climates and weather patterns that create environments for animals to live in. (There are really hot places all year round, four season weather, etc.) Students need to have background knowledge about animals and how they use their environment to help them survive. Some animals cannot live in cold climates, while others can adapt.

I. Introduction to biomes and habitats of the worlda. Discuss the vocabulary word climateb. What is a biome?c. Use informational text to study a biomed. Determine characteristics; draw a picture, animals that live there, and resources.e. Class discussion and create classroom book

II. Understanding habitats house different animalsa. Discuss the vocabulary word habitatb. Discover what animals live in different biomesc. Explore animals in their habitatd. Determine where 3 animals live, eat, habits, and characteristics

Tundra Grasslands Mountain Forest Wetland Adapt Frigid Habitat Climate Vegetation Biomes

Logging Storing Water Building transportation

systems Irrigation Sustainable Energy Tillage Greenhouse Inhabitable Modify Environment Produce

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e. Reflect on animals by completing graphic organizerIII. Natural Resources

a. Introduce natural resourcesb. Explore natural resourcesc. Explore seeds on Earthd. Observe variety of plantse. Create poster explaining natural resources

IV. Community Modificationa. Background knowledge of where we live has limited resourcesb. Vocabulary Flip Bookc. Accommodations book/drawingsd. Group share and discussion

V. Community Interdependence and Environmental Influencea. Discuss Salt Lake Valley resources and interdependenceb. Research country in South America c. Create a community based on researchd. Group share

Additional Activities

Have students keep a journal of their experiences. Allow the students to make clay representations or maps of their communities. Shoebox scene Short play Student write song Story or factual cartoon Role-play community action Literacy Bag Environment Friendly Action Plan

Unit rationale/s: This is very important for students to know because it gives them a sense of the environment outside of their immediate community. There are many different places humans live; each one brings a unique perspective to life. It is also vital to create an understanding for students that the world is not full of unlimited supply of natural resources and have to be used cautiously. Not everywhere in the Earth is inhabitable, making it necessary for humans to take care of the lands, communities, and habitats that are currently occupied. This unit helps give these students the perspective to respect and care for their community, country, and world.

Core Standards:Social Studies: Standard 1 Objective 2:

a) Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland)

b) Identify important natural resources of world ecosystems.c) Describe how communities have modified the environment to accommodate their needs

(e.g. logging, storing water, building transportation systems).

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Additional Common Core Standards: Reading: Literature Standard 1: Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers. Reading: Informational Text Standard 1: Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for the answers. Reading: Informational Text Standard 4: Determine the meaning of general academic and

domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas and

information clearly. Science Standard 2: Students will understand that organisms depend on living and nonliving

things within their environment. Visual Arts: Standard 1 Objective 3: Handle art materials in a safe and responsible manner. Visual Arts Standard 2 Objective 2: Create works of art using the elements and principles. Visual Arts Standard 4 (Contextualizing): The student will interpret and apply visual arts in

relation to cultures, history, and all learning. Library Media Standard 3: Students locate resources and access information within resources.

ESL Standards Listening Level 5: Make connections and draw conclusions from oral discourse using grade-level

materials Reading Level 4: Compare/contrast biographical information of two persons using illustrations

and graphic organizers Reading Level 3: Sort relevant from irrelevant biographical information using illustrations and

graphic organizers Writing Level 5: Provide examples and reasons for use of specified conventions or mechanics Science Speaking Level 3-5: Categorize natural phenomena from real-life examples and give

reasons for categorization scheme using general and some specific vocabulary in small groups Compare features of natural phenomena from real-life examples using specific and some technical

vocabulary (e.g., “This leaf has five veins while this one has two.”) in small groups Discuss and explain physical relationships among natural phenomena from real- life examples

using technical vocabulary Science Reading Level 3-5: Differentiate among earth materials using charts, tables or graphic

organizers Interpret information on earth materials from charts, tables or graphic organizers Apply information on earth materials to new contexts using grade- level text

Unit Objectives

This unit will help students learn how the world has many different ecosystems that have different climates, animals, and ways of life, accommodations, and natural resources. They will research and discover where the different climates and natural resources are. The students will also determine how these ecosystems and natural resources affect our communities and the interdependence on one another. By the end of the unit, students will be able to:

Describe two of the major world ecosystems Identify different animals living in the major world ecosystems

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Define vocabulary words describing how communities have modified their environment Demonstrate places on Earth where it is inhabitable by making a map Create a community in a South American country Make accommodations for their own community Explain what an ecosystem is and the components of it Demonstrate interdependence among communities.

Social Studies Lesson Plan #1

Length of Lesson: 40 minutes

Social Studies Core Curriculum Objectives:Social Studies: Standard 1 Objective 2:

a.) Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland)

Additional Core Curriculum Objectives:Reading: Literature Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

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Reading: Informational Text Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Reading: Informational Text Standard 4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area

Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Reading Level 3: Sort relevant from irrelevant biographical information using illustrations and graphic organizers

Science Reading Level 3-5: Differentiate among earth materials using charts, tables or graphic organizers

Preparation: The following books:1. Discover the Oceans: The World's Largest Ecosystem by Lauri Berkenkamp2. Who Needs a Swamp?: A Wetland Ecosystem by Karen Patkau3. Ecology the Study of Ecosystems by Susan Heinrichs4. Ecosystems by Gillian Richardson5. Biomes of the World by Michael Allaby6. The Great Victoria Desert by Lynn Peppas7. Everglades: An Ecosystem Facing Choices and Challenges by Anne Ake8. The Secrets of the Polar Regions: Life on Icebergs and Glaciers at the Poles and Around the

World by Barbara Wilson9. Rain Forests of the World by Marshall Cavendish Corporation10. Who Needs a Jungle? By Karen Patkau11. Coral Reefs by Charles Sheppard12. Wetlands by Peter Benoit13. Wilderness Discoveries by Peter Schriemer14. Prairie Grasslands by Copper Square Publishing Llc15. Rainforests by Linda Aspen-Baxter16. Arctic Tale by Mose Richards, Kristin Gore 17. My World of Geography Mountains by Angela Royston18. Grasslands by Susan H Gray19. Tundra by Susan H Gray20. Woods and Meadows by Sally Hewitt21. A Walk in the Rain Forest by Rebecca L. Johnson22. Temperate Grasslands by Ben Hoare23. Jungle: Eyewitness Books by Theresa Greenaway24. Wetlands Inside Out by James Bow25. Wetlands by Hollie Endres26. Deserts by Peter Benoit27. Life in the Desert: Kids Explore! By Kids Explore!28. Deserts by Susan H Gray29. Utah by Sarah Tieck

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Graphic Organizer Pencils for students Whiteboard and marker Place for books to be displayed for students to select from

Objectives:Content: SWBAT describe two of the major world ecosystems by filling out a graphic organizer using informational books in pairs. Language: SWBAT describe one ecosystem using appropriate vocabulary words by drawing a picture and labeling the vocabulary words individually.

Purpose: The purpose of this lesson is to help the students understand that students will understand how geography influences community location and development. By knowing the different types of ecosystems in the world, it lays the foundation for the rest of the unit. Students by the end of the unit should know that different parts of the world come with different climates, animals, resources, cultures, etc. By knowing each ecosystem it becomes easier to understand why some areas of the world are more inhabited than others and that it influenced where cities and countries developed.

Introduction:Time: 10-15 minutesLesson:

Activate student’s background knowledge by asking students what animals, climate, and resources we find here in the Salt Lake Valley.

Have students raise their hand and write responses on the board. Some may not know what the word climate means or what the teacher means by resources. Provide students with definition. Ask students again for examples. Have at least 10 different items on the board for students to

reflect on.

Management:

Have students remain in desk since there is no place for students to gather on the floor. Remind students what it means to be an active listener.

Remind students to raise their hand if they want to answer a question. In order to make sure all students are participating, be aware of what students you are calling on.

By calling on different students, it allows everyone a chance to participate and share Also remind students that we all have stories that we want to share, only those who are called on

may share their story.

Content/Activity:Time: 15-20 minutesLesson:

Read book about Utah (Utah by Sarah Tieck) After reading, have students help you fill out graphic organizer with information for Utah.

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Have students pick a book on the table (or wherever works best to lay out the books) on an ecosystem they would like to learn more about.

Students are to fill out the graphic organizer in the same manner that the class filled out the Utah graphic organizer.

Remind students that they are to read the book, then fill out the graphic organizer. They may work with a partner, but each student needs to have his or her own book to refer to

and turn in their own graphic organizer. When students are completed they are to go back to their seat and put their book away. Have the following questions on the board for reference to fill out graphic organizer:

o What animals are found in your ecosystem?o What resources are there?

What are some characteristics of the ecosystem?

Management: While students are listening to the book, call them to the carpet. This gives a more intimate

setting. Remind students of behavior of how to behave and to be active listeners during the story. Have a discussion about how to work together with a partner. One student does not do all the

work. Both members need to put forth effort. Voice levels should be kept on a level 2. Raise hand if they have questions.

Closure:Time: 5-10 minutesLesson:

When all students have completed their graphic organizer, ask a few students to volunteer to share their information.

Try and have one from each ecosystem share their information with the class. Collect the graphic organizers and put them in a classroom book for students to refer to for the

rest of the unit.

Management: Raise hand if they have questions. Students need to be respectful when others are sharing. There needs to be no talking and active

listening is expected.

Evaluation: I will be able to grasp students understanding in two different ways. First, hearing the students responses to the questions asked will inform if I need to reteach any part of the lesson. The second way is to look over student’s graphic organizer. Based on their drawings or writings, I will be able to see if students understand

Adaptations: ESL’s can draw a picture for the understanding (based on the ability level) or they can write key

words on graphic organizer Students who need a challenge can turn their graphic organizer into a paragraph summarizing

their ecosystem and their findings.

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Social Studies Lesson Plan #2

Length: 2 Days

Social Studies Core Curriculum ObjectivesSocial Studies: Standard 1 Objective 2:

a) Describe the major world ecosystems (i.e. desert, plain, tropic, tundra, grassland, mountain, forest, wetland)

Additional Core Curriculum Objectives:Reading: Literature Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


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Reading: Informational Text Standard 4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Science Standard 2: Students will understand that organisms depend on living and nonliving things within their environment.

Visual Arts Standard 4 (Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning.

Healthy SelfStandard 1 :The students will learn ways to improve mental health and manage stress.Objective 1: Demonstrate responsibility for self and actions.

Preparation: Books in previous lesson Pre-arranged Zoo Field trip planned Parent volunteers Arrange lunch for students Graphic organizer and Zoo Booklet Classroom book put together in previous lesson World map and string

Objectives:Content: SWBAT identify different animals living in the major world ecosystems by completing a graphic organizer while at the Hogle zoo individually.Language: SWBAT orally describe the animals found in each of the major world ecosystems by sharing with the class in groups.

Purpose:The purpose of this lesson is to help students understand that animals live in many different

habitats. The surrounding environment affects how the animal lives, eats, survives, and reproduces. By knowing that some animals can only live in certain environments, it provides the understanding that animals need to be taken care of. If we do not take care of the animals then they are prone to extinction. The purpose of this trip is to have students see animals in an environment that is suited to their needs. This gives them the opportunity to see animals they otherwise would have to travel around the world to see.


Students will reflect back on their last graphic organizer completed in the previous lesson. They will focus on the different animals that were found in the ecosystem they researched.

Each student will write down 5 animals that are found in their ecosystem. They may use the books from the previous days lesson to help remind them.

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It may be beneficial to read part of the classroom "book" that was put together to help activate background knowledge.

Once students list the 5 animals have them turn in the half sheet. Discuss with students the booklet they are to be filling out during the field trip. They are to

answer the questions for 3 different animals, and all of them must be from a different ecosystem.

Management: Make sure the books are laid out neatly for students to reference Have groups of students come up at a time to get their book Remind students that this is independent work and should be done quietly. When the classroom book is being read, all students should pay attention and be respectful so

others can hear

Content/Activity:Time: 1 school dayLesson:

After students have completed the half sheet, have them line up to go to the buses for the field trip

After arriving hand out the zoo booklet for students Have students walk around in groups and look at the different animals in their habitat Have students line up and go back to the bus, then head to school.

Management: Have students in groups of 5-6 with a parent or adult to help supervise Remind students to be respectful of the animals and their home. They are to not yell or bang on

the glass. Have students carry around a light backpack to keep their pencil and zoo booklet in so it does not

get lost Give plenty of restroom and water breaks for students.


After the students return from the field trip, have them reflect on their booklet. On the back they will write three interesting things they learned about one of the animals they chose and the animal’s environment.

They can draw a picture to aid their understanding The following day, have students complete the half sheet snap shot of their animal The class will then make a map where each student must put their animal in the correct

country/ecosystem.

Management: Raise hand if they have questions. Remind students that this is independent work and should be done without the help of their

neighbor

Evaluation:

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I will be able to understand students knowledge based on several things. By collecting students Zoo booklets and look over to see if it is completed and what they learned about those animals. I will then be able to see how they complete their refection worksheet before the zoo trip and after the zoo trip. The final assessment will be their Animal Snap Shot when they fill out the graphic organizer and then place it on a map.

Adaptations: ESL’s can choose one animal to learn about at the Zoo and complete as much as they can in the booklet. They can draw pictures or write simple sentences. For students that need a challenge, they can complete a snap shot of two of their animals and conduct further research to learn more about their animals..

Social Studies Lesson Plan #3Lesson adapted from NASA classroom activities

Length: 3 hours (can be broken up into several days)


b.) Identify important natural resources of world ecosystems.

Additional Core Curriculum Objectives:Reading: Literature Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


Health Standard 5: The students will adopt behaviors to maintain personal health and safety and develop appropriate strategies to resolve conflict.

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Visual Arts: Standard 1 Objective 3: Handle art materials in a safe and responsible manner.

Library Media Standard 3: Students locate resources and access information within resources.

Listening Level 5: Make connections and draw conclusions from oral discourse using grade-level materials

Science Speaking Level 3-5: Interpret information on earth materials from charts, tables or graphic organizersApply information on earth materials to new contexts using grade- level text

Listening Level 5: Make connections and draw conclusions from oral discourse using grade-level materials

Compare features of natural phenomena from real-life examples using specific and some technical vocabulary (e.g., “This leaf has five veins while this one has two.”) in small groups

Writing Level 5: Provide examples and reasons for use of specified conventions or mechanics

Preparation:Gather all the items listed so that there is enough for four to five groups of students.

Group work:• Cups of water• Bags of air• Cups of soil• Rocks• Poster, materials to design poster such as glue, construction paper, etc. • Pictures of animals or worms/bugs in jars • Variety of plants or pictures of plants• Natural Resources on Earth 1

Other work:• Variety of Seeds• Dry lima beans• Magnifying glasses• Chart paper• Marker• Natural Resources on Earth (Natural Resources on Earth 1)

• Natural Environment (Natural Resources on Earth 2)• Seeds on Our Earth (Natural Resources on Earth 3)• Plants (Natural Resources on Earth 4) • Food From Plans (Natural Resources on Earth 5)

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Other Resources: (for student research) Sample, S. (NASA Official). (December 1, 2004). 1. Fun and games: The earth. Retrieved April 14,

2007, from http://science.hq.nasa.gov/kids/earth.html Berger, M. (1992). 1. All about seeds. New York: Scholastic. Berger, M and Berger, G. (2004). 2. Seed to plant. New York: Scholastic. Royston, A. (2003). 3. My world of science, natural and man-made. Chicago: Heinemann Library. Spilsbury, L. (2006). 4. How do plants grow? Chicago: Heinemann Library.

Objectives:Content: SWBAT identify natural resources on Earth, natural resources that help plants grow, and what plans provide food for humans by investigating the different resources in groups. Language: SWBAT orally describe the natural resources found in each of the major world ecosystems by sharing with the class in groups.

Purpose: Earth offers many natural resources that help us to live. The purpose of this lesson is to introduce students to the natural resources that help plants grow, while also teaching students about natural resources around the world. By having students work in groups and research the different types of resources found it on Earth, it will help them apply what they learned to how natural resources help something as small as a plant grow. It is important to know what natural resources helps plants grow because this is how we survive, we need plants in order to obtain food, shelter, and clothes.


Organize students into groups of two to four and gives each group the following items: cup of water, bag of air (the students should focus on what is inside the bag, not the bag itself), cup of soil, rock, picture of an animal or a jar with a worm or bug in it and a plant.

Give each team the Natural Resources on Earth 1*. Students complete this worksheet. Groups discuss their answers. The teacher asks students: Where can we find all of these items?

Management: Have students raise their hand to answer the question Have students be respectful and listen to other students when talking. Value what other students have to say Students are to participate in group discussion

Content/Activity:Time: 130 minutes (broken up into different days depending on allotted time)Lesson:

Hand out to each student the booklet, Natural Environment (Natural Resources on Earth2*). (Students only complete Pages 1–11 at this time.)

Explain to the students that they are going to explore natural resources that are on Earth. Have students read page 1, discuss the information on the page and draw pictures.

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Guides the students through each page in the same manner, allowing time for the students to cut their pages in half and staple the booklets.

Ask the following questions:o What are natural resources?o How do people use natural resources?o Could we survive without natural resources?o Which resource do you think is the most important? Why?o Who can recall the objects we looked at before reading the booklet? o What are all of those objects called?

Show the students a packet of seeds. Ask the following questions: o What are these? o What can these seeds produce?o Do you think seeds are important to people? Why or why not? o Are seeds a natural resource?

Hand out to each student the booklet, Seeds on Our Earth (Natural Resources on Earth 3*). Have students read page 1, discuss the information on the page and draw a picture.

Guides the students through each page in the same manner, allowing time for students to cut their books out and staple them.

Ask the following questions:o Where can we find seeds?o Why are they important to people?o What do seeds need in order to grow?o What would happen to a seed if we didn’t give it water, air or warmth?

Give each group a lima bean seed. Have students use their magnifying glass to observe the seed and to see the tiny plant inside of it. After students have made observations about the lima bean seed, gather students to the front of

the room. Place a variety of plants in front of them (or use pictures) and ask them the following questions:

o What is the same about these plants?o What is different about these plants?o Are all plants the same?o Where can you find plants?o Why do you think there are plants on Earth?o Are plants important to people?o How do people use plants?o What do you think plants need in order to grow?

Complete Plants, (Natural Resources on Earth 4*) in the same manner as the previous booklets Discuss the following questions:

o What natural resources do plants need in order to grow? o Why are plants important to people?o What do people get from plants?o Why do most plants need soil?o Why do most plants need light?o Why do plants need water?

Have students list all the plants that provide food for them to eat.

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Students complete Food From Plants (Natural Resources on Earth 5*). After they have completed the worksheet have a class discussion to share answers. Write their

responses on a piece of chart paper. Conclude with the following questions:

o How do people benefit from plants?o What would happen if Earth did not have plants?

Management: Remind students that working in groups require each person to speak, listen, and compromise. Students are to each research their community and not split it up The teacher will come around and help students staple the book in order to maintain safety and

wise use of resources Students are to participate in group discussions Students are to be respectful when others are sharing their information during class discussions


Students are to create a poster in their groups explaining the different natural resources found in the world. They are able to create it anyway they would like; it must have 4 facts they learned throughout this lesson pertaining to different natural resources. Questions they could also answer include:

o What is needed for seeds to germinate?o What is needed for plans to grow?o List items that are found in Earth’s natural resources

Students can take 10 minutes to research any additional material they need (List found under additional resources)

Have each group present to the class

Management: Students are to be respectful and listen when other students are sharing Students are to think of at least one question they can ask each group to participate and show that

they were listening They are to think of thoughtful questions and only ask them if they are relevant to the topic Remind students that research time must be used wisely and must stay on task Each member of the group must participate in creating the poster and

Evaluation: The students will be evaluated on their Natural Environment Booklet that they complete

throughout the lessons. All of the components must be completed and answered thoughtfully. The students will also complete a poster that explains the different natural resources found in the world. Both of these items together will determine what students understood, as well as what they did not understand. The booklet will show how well they listened and read the information. The poster will help the teacher understand how they applied the information and if they understood the “big picture” of the lesson.

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*Worksheets and rubrics from http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Moon_Munchies_Lesson_1.html

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Adaptations: ESL’s can complete as much of the worksheets as they can use words or sentences. Pictures

can be used and they may also work with a partner to get through all of the questions To challenge students, they can include 6 facts on their poster and draw a map of where to

find the natural resources listed on their poster.

Social Studies Lesson Plan #4Length: 45 minutes


c.) Describe how communities have modified the environment to accommodate their needs (e.g. logging, storing water, building transportation systems).

Additional Core Curriculum Objectives:Writing Standard 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


Reading: Informational Text Standard 4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Visual Arts Standard 2 Objective 2: Create works of art using the elements and principles.


Visual Arts: Standard 1 Objective 3: Handle art materials in a safe and responsible manner.

Writing Level 5: Provide examples and reasons for use of specified conventions or mechanics

Science Reading Level 3-5: Differentiate among earth materials using charts, tables or graphic organizers

Preparation: PowerPoint or a way of presenting the following vocabulary words

o Loggingo Storing Water

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o Building transportation systemso Farmso Irrigationo Roadso Sustainable Energy o Tillageo Greenhouse

Construction paper Regular paper for Vocabulary books Scissors Glue Colored Pencils/Crayons Example of Vocabulary book made World map Markers to put on the world map

Objectives:Content: SWBAT define vocabulary words describing how communities have modified their environment by creating a vocabulary picture book individually. SWBAT demonstrate places on Earth where it is inhabitable by making a map as a class. Language: SWBAT orally describe the vocabulary words that explain how communities have modified their environment by sharing with the class in groups.

Purpose: The purpose of this lesson is for students to become familiar with the different ways communities have to adapt to their environment. Not all of the places on the Earth have everything humans need to survive in their environment. That is why it is important to make accommodations for our environment so that people are able to leave throughout the world. Students do need to understand that there are some places in the world where people choose not to live based on the modifications they would need to make. All environments need to make modifications and this is important for future leaders to know and understand for when they are the ones making important environmental decisions as adults.


Begin by reflecting on the previous lesson and list the natural resources taught Explain how those affect our environment Help students build background knowledge by using the map and asking the following questions:

o Where do we live?o Are we able to provide all of the natural resources we need in our Valley?o Where do these natural resources come from?o What do we do if we are missing one of our natural resources?

The goal is to get students to understand that communities make modifications in order to sustain life.

Management:

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Have students raise their hand to answer the question Have students be respectful and listen to other students when talking. Value what other students have to say All students need to participate

Content/Activity:Time: 20-25 minutes Lesson:

Have students create a vocabulary booklet. (Instructions in appendix) Go through PowerPoint or presentation about the following ways communities make

accommodations. Use examples from cities that have those accommodations from around the world. (Diversion of

Colorado River water, levees in New Orleans (and why they were necessary), re-sanding of beaches on East Coast, dam building and the consequences -- Lake Powel)

Have students write these examples down After students have written down the examples they are to make a book of each accommodation

listed in the vocabulary. They are to draw their own example using construction paper and other supplies of each one. They are also to write one sentence explaining what that modification is used.

The students will then staple it together to make a booklet.

Management: Remind students that working in groups require each person to speak, listen, and compromise. Students are to each research their community and not split it up Remind students to respect the library and the computer when researching. Voices should be kept at a minimum, especially since all students will be talking within their

group


Students are to share them with the class in groups of 4 Each group should share their pictures and discuss one of the accommodations that they think is

most helpful. Allow the students to question one another about their drawing or accommodation.


they were listening They are to think of thoughtful questions and only ask them if they are relevant to the topic

Evaluation:Students will be evaluated by their vocabulary book and the information that is written down in

there. It will be based on how well they explained the vocabulary word and how well they followed

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along with the class, (based on completion). Students will also be evaluated based on their drawing booklets. This allows for them to demonstrate their knowledge of the different ways that cities make accommodations and what that looks like. It was be evaluated on their effectiveness to demonstrate their understanding of what the accommodation looks like and the importance of it.

Adaptations: Students can work individually or in small groups for language support. Students could explore ways for humans to lessen their impact on an environment in the future to

challenge.

Social Studies Lesson Plan #5Lesson adapted from USU Agriculture in the Classroom

Length: 2- 45 Minute lessons


b.) Identify important natural resources of world ecosystemsc.) Describe how communities have modified the environment to accommodate their needs (e.g.

logging, storing water, building transportation systems)

Additional Core Curriculum Objectives:Reading: Informational Text Standard 4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Library Media Standard 3: Students locate resources and access information within resources.


Reading Level 3: Sort relevant from irrelevant biographical information using illustrations and graphic organizers

Reading: Informational Text Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

Preparation: Map of South America My Community Worksheet Library access and computer access Construction Paper Crayons Scissors/ Glue Colored Pencils The following books:

o South America by Karen Bush Gibson

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o Salsa Stories by Scholastic Presso South America by Rachel Lynetteo B is for Brazil by Maria de Fatima Camposo El Salvador by Walter Simmonso Explore South America by Molly Aloian and Bobbie Kalmano Uruguay by Charles J Shieldso Peru by Allison Lassieuro Peru by Janet Heiseyo Eduador by Amy S Danielso Ecyador (Discovering South America) by Colleen Madonna Flood Williamso Brazil by Marion Morrisono Kids Around the World: We Live in Brazil by Francois-Xavier Freelando Chile by Marion Morrisono Country Explorers: Child by Jennifer A. Millero Argentina, Chile, Paraguay, Uruguay by Anna Selby

Research Guide Worksheet

Objectives:Content: SWBAT create a community in a South American country by researching its resources and presenting to the class in groups.SWBAT research a country in South America by using library books and media sources to complete a graphic organizer in groups. Language: SWBAT describe their community using appropriate vocabulary words by writing a sentence on the diagram individually.

Purpose: Students will learn that the way a community is build depends on the resources available to it, and that communities are interdependent. This activity will allow the students to get a first hand look at how communities are developed and how they function together. By having students participate in a group “mock” community it forces students to apply what they know instead of recalling the information. This creates for a deeper learning and will hopefully allow them to make stronger connections in the real world.


Activate the students background knowledge on the following:o The way a community is built depends upon the resources available in that areao Communities are also interdependent. If one farmer’s crops go under, another may need

to increase yields to make up for the shortage. Discuss the different resources that we have in the Salt Lake Valley. Have students list things that the valley is depended on such as fruit, vegetables, and metal as a

class.

Management: Have students raise their hand to answer the question

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Have students be respectful and listen to other students when talking. Value what other students have to say

Content/Activity:Time: 20-25 minutes Lesson:

Divide your class into two to four groups or address the class as one group. Assign each group (or allow each group to select) a country in South America. Have the groups locate their country on a map.

Invite the students to pretend that they must begin a new community in their assigned country. Brainstorm as a class the things they might want to know about their countries before they can

successfully build a community. (Climate, average rainfall, soil type, etc.) Go over research guide to guide students in their research. The following day allow the students to establish their new communities with their group

Management: Remind students that working in groups requires each person to speak, listen, and compromise. Students are to each research their community and not split it up Remind students to respect the library and the computer when researching. Voices should be kept at a minimum, especially since all students will be talking within their

group


Students are to share them with the class. Each group should share their community’s name, what livestock and crops will be raised, what

occupation each group member has, and any interesting facts found while researching. Allow the students to question one another about their communities or countries. Is anyone able to develop a community without including agriculture?


they were listening They are to think of thoughtful questions and only ask them if they are relevant to the topic

Evaluation:Students will be evaluated on their research that they find out their country and their community.

By looking at their research guide graphic organizer, it will be easy to see which groups were able to complete and learn about their country and the resources there. The application part of the lesson will also be a great evaluation of their understanding how the resources found in the community affects them. By having them create a community it makes them apply what they are learning and the teacher is able to see how well they understand the way a community is build depends on the resources available

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to it, and that communities are interdependent.

Adaptations: Have a research partner to help find all the information necessary. Have the student write a paragraph explaining why their community has the characteristics

chosen by the group. Cite answers with finding in research.

Unit Closure

Picture Safari

Students will be broken up into groups of 3. Each group will get a list of items to find on their picture safari. The goal is for students to go over the outside and inside of the school looking for each one of the items. The boundaries are the school property; they are not allowed to leave the premises. Once they have found an item on the list they are to take a picture of it. The goal is to get the most points and the group at the end that has the most points wins.

Each group will have a disposable camera to take the pictures with. It might be good to have parent volunteers to help monitor students on their work. The students have a time limit of 15 minutes and each group will also be given a timer, so when the timer goes off they know they must head back to the classroom.

Each member of the group will have a role. The first member will be the photographer, who takes all the pictures. The second member will be in charge of the timer. The third member will be in charge of writing down what pictures they have taken. The list will be turned in along with their camera for any clarification needed. After the picture safari is over, post the pictures each group took on the wall for students to observe.

*See Picture Safari list in Appendix

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Unit Assessment

The goal of this unit is to demonstrate and apply of the knowledge they have learned throughout this unit. In the last lesson students created a community

where they had to determine: What natural resources their country had

What crops they were to grow What they needed from other countries to survive

What occupation each member was

The goal of the final assessment is for each group to make a map of their community. What do they houses look like? Where are the groups grown? What

land features are there? This is all based on their research done from the previous lesson.

After each group makes their map they are to make accommodations such as more roads, irrigation systems if they have little rainfall, etc. They may refer to

their book made in lesson 4.

Determine a period of time where students will have to adapt their community to different events. (An hour up to a week) Throughout that time period, provide the groups with scenarios affecting their communities. For example, a storm may wipe

out someone’s crop, a drought may change someone’s farming style, a factory may burn, a crop may overproduce, consumers or government may affect sales, etc. Ask the groups to decide how the scenario will personally affect them, and

how the group as a community will be affected. Allow the group to use problem-solving skills to decide how to deal with the different scenarios. Encourage the

members of the groups to work together and even suggest the groups may “seek aid” from the other communities in different countries.

Each event must be documented on their Community Grounds worksheet.*

At the end of the project, discuss how the communities evolved from the beginning to the end. Discuss the interdependence experienced throughout the

project

Students will be graded based on how well they were able to make accommodations for their community, how well they were able to adapt and rely on other communities, and how well they developed their community based on

their research at the beginning of the project.

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A Unit End test may also be given in place or with this assessment.

*See Appendix for Community Grounds worksheet

Appendix

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Lesson Plan 1

EcosystemsI chose the _____________________________ ecosystem.

The characteristics of this ecosystem are:1 .___________________________________2. ___________________________________3. ___________________________________4. ___________________________________5. ___________________________________

Animals found here include:

Resources:

Name:__________________________________ Date:___________________

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Lesson Plan 2

Snap Shot:

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Name___________ Date____________What are 5 animals that are found in your ecosystem?

My ecosystem is______________________________________.

Five animals that I find are:1. ___________________________________________ 2. ___________________________________________3. ___________________________________________4. ___________________________________________5. ___________________________________________

_________________________________________________________________________________________________

Name_____________ Date___________Animal Snap Shot

Animal: ____________________________________________Characteristics:__________________________________________________________________________________________________________________________________________________________________________________________

Picture:

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Diet: __________________________________________________________________Weather: ____________________________________________Found in: ____________________________________________Lesson Plan 3

Natural Resources on Earth

Group Members: ____________________________

On the lines below, list your group’s items._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain why each one of these items is important to people.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Where can you find these items?__________________________________________________________________________________________________

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___________________________________________________________________________________________________________________________________________________

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Lesson Plan 4

Vocabulary Book Instructions

Need: 4 Pieces of paper Stapler

Stagger the 4 pages on top of each other so that there is an inch in-between each page. Fold the pages over so it is being folded in half. Staple the top together so it stays.

It should look the imagine below:

Lesson Plan 5Research Guide

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The goal of this research project is for you to understand the way a community is build depends on the resources available to it, and that communities are

interdependent. You are to pick a country in South America, research it by finding out the information below. Then you are going to create a community based on the

research you have found. You may use the books provided or research on one of the classroom computers.

1. My country is_____________________________________________.2. It is found in the _____________________________ ecosystem.3. Some of the natural resources found here are:

_______________________________________________________________________________________________________________________________________________________________________________________________________.

4. Crops that we are able to grow here include: _________________________ ____________________________________________________________.

5. Our neighboring countries are: _______________________________________ _____________________________________________________________

6. Ways we are dependent on this countries include: ___________________ ________________________________________________________________________________________________________________________

7. Animals that are found here are: ___________________________________________________________________________________________

Other relevant information that I found:

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My CommunityGroup Members:______________________________________________________

The goal of this activity is to take your research and create a community in the country you chose. You are required to come up with the following items for your community:

Each group member must have an occupation Determine what crops you can grow in your country Give a sample of the daily weather that you will

experience What type of rainfall do you have? What animals/livestock can you raise? What items will you sell to other countries to get the ones

you don’t have What type of houses will you have? Where do you get your water? Do you live close together or far apart? What type of government do you have? Any other information you want to include or share

When you have completed the following questions, you can use the construction paper, glue, crayons, etc. to create your community. Be

sure to label and answer all your questions. You will share your community with the class.

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Unit ClosurePicture Safari

Find as many items as possible during the timed 15-minute interval. You MUST stay on school grounds and you are not to interrupt any other class that is going on. You are

allowed to go out on the playground and in the school hallways. You are allowed to be in the pictures. Remember to put a check mark next to each item you took a picture of and write down what you took a picture of. This will be turned in along with your camera. And remember, you only have a certain amount of pictures on your camera, use them wisely!

Good luck!!

5 Points Eacho A natural resource used during lunch (Can use up to 3 times)o A natural resource outside on the playground (Can use up to 3 times)o One way the school is being environmentally friendly (Can use up to 3 times)o Picture of one student picking up trash (Can be used twice)o Community working togethero Poster supporting recycling

10 Pointso One improvement that needs to be made in our school to be more

environmentally friendly for our natural resources (Can be used twice)o One modification discussed in class found outsideo Two natural resources found in the same placeo Create your own 10 point worthy find!

20 Pointso Animal in its habitato One modification found inside the schoolo Pick up 30 pieces of trash and take out two classes recycling binso Ask Mr. Mike what students can do to help conserve natural resources and

take a picture with himUnit Assessment

Community Grounds

Group Members:____________________________________Country: ________________________

Event 1:Event: _________________________________How this affects us:____________________________________________________________________________Solution: ____________________________________________________________________________________________________________________________________

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_____________________________________________.Event 2:Event: _________________________________How this affects us:____________________________________________________________________________Solution: _________________________________________________________________________________________________________________________________________________________________________________.Event 3:Event: _________________________________How this affects us:____________________________________________________________________________Solution: _________________________________________________________________________________________________________________________________________________________________________________.Event 5:Event: _________________________________How this affects us:____________________________________________________________________________Solution: _________________________________________________________________________________________________________________________________________________________________________________.Event 5:Event: _________________________________How this affects us:____________________________________________________________________________Solution: _________________________________________________________________________________________________________________________________________________________________________________.

How has our community evolved from the beginning to the end? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

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Resources

Children’s Literature1. Discover the Oceans: The World's Largest Ecosystem by Lauri Berkenkamp2. Who Needs a Swamp?: A Wetland Ecosystem by Karen Patkau3. Ecology the Study of Ecosystems by Susan Heinrichs4. Ecosystems by Gillian Richardson5. Biomes of the World by Michael Allaby6. The Great Victoria Desert by Lynn Peppas7. Everglades: An Ecosystem Facing Choices and Challenges by Anne Ake8. The Secrets of the Polar Regions: Life on Icebergs and Glaciers at the Poles and Around the

World by Barbara Wilson9. Rain Forests of the World by Marshall Cavendish Corporation10. Who Needs a Jungle? By Karen Patkau11. Coral Reefs by Charles Sheppard12. Wetlands by Peter Benoit13. Wilderness Discoveries by Peter Schriemer14. Prairie Grasslands by Copper Square Publishing Llc15. Rainforests by Linda Aspen-Baxter16. Arctic Tale by Mose Richards, Kristin Gore 17. My World of Geography Mountains by Angela Royston18. Grasslands by Susan H Gray19. Tundra by Susan H Gray20. Woods and Meadows by Sally Hewitt21. A Walk in the Rain Forest by Rebecca L. Johnson22. Temperate Grasslands by Ben Hoare23. Jungle: Eyewitness Books by Theresa Greenaway24. Wetlands Inside Out by James Bow25. Wetlands by Hollie Endres26. Deserts by Peter Benoit27. Life in the Desert: Kids Explore! By Kids Explore!28. Deserts by Susan H Gray29. Utah by Sarah Tieck30. South America by Karen Bush Gibson31. Salsa Stories by Scholastic Press32. South America by Rachel Lynette33. B is for Brazil by Maria de Fatima Campos34. El Salvador by Walter Simmons35. Explore South America by Molly Aloian and Bobbie Kalman36. Uruguay by Charles J Shields37. Peru by Allison Lassieur38. Peru by Janet Heisey39. Eduador by Amy S Daniels40. Ecyador (Discovering South America) by Colleen Madonna Flood Williams41. Brazil by Marion Morrison42. Kids Around the World: We Live in Brazil by Francois-Xavier Freeland43. Chile by Marion Morrison44. Country Explorers: Child by Jennifer A. Miller45. Argentina, Chile, Paraguay, Uruguay by Anna Selby

Ideas from:

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Building From The Ground Up. (n.d.). Retrieved November 9, 2014, from https://utah.agclassroom.org/teachercenter/index.cfm?controller=main&action=lpsearch&lpID=405&searchGrade.gradeID=4&searchSub.subjectID=

Dunbar, B. (2009, July 14). Lesson 1: Natural Resources on Earth. Retrieved November 6, 2014, from http://www.nasa.gov/audience/foreducators/topnav/materials/listby

type/Moon_Munchies_Lesson_1.html

Zimmerman, L., & Hartshorn, K. (2009, June 25). Community Adaptations. Retrieved November 20, 2014, from http://www.uen.org/Lessonplan/preview?LPid=23808

Zoo Booklet- http://www.teacherspayteachers.com/Product/Trip-to-the-Zoo-1330046

Images From: http://www.geography.learnontheinternet.co.uk/topics/whatecosystem.html http://carriesspeechcorner.blogspot.com/2013/06/guest-post-tiered-vocabulary.html http://www.carcpd.ab.ca/social/classroomResources/demoLessons/index.html http://simpleicon.com/camera.html

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