Third Grade - Manchester University



Third Grade

Social Studies

Unit 1: Our Community

Communities

Scott Foresman

Unit Created by Nick Smith

Unit Created for:

EDUC 327: Social Studies Curriculum and Methods

Manchester College

Department of Teacher Education

Unit 1: Our Community: Theme, Goals and Objectives

Theme: Our Community

Goals:

In this two chapter unit, students will answer the question: "What makes every community special?" (Foresman, 1) In Chapter 1, students will construct a definition of a community. Students will also put that constructed definition to work in the chapter by discovering the roles people play in communities. Students will also broaden their perspective of community in the last two lessons of this chapter by exploring the different kinds of communities in the United States. In addition students will further broaden that perspective of community by seeing that the world has communities in lesson three of this chapter. In chapter two, kinds of communities will be explored. Students will learn the three types of communities: rural, suburban and urban. In each lesson of each chapter of this unit, students will be introduced to specific communities in the United States and the World. By the end of this unit, students will, in addition to the above goals, have a deeper appreciation of communities.

Overall Objectives:

At the end of the unit, students will have an understanding of the following questions:

1. What is a community?

2. What are the three types of communities?

3. How can people in a community work together to solve a problem?

4. How can a classroom be a community?

5. Who can someone go to if they want to have a problem solved in the community?

6. What ways can this be done?

7. In what ways do people interact day to day in a community?

8. Is it possible for animals to have their own community?

9. What is culture?

10. What things do people do as a part of their culture that make their culture different from others?

11. How can I be an active member of my community?

Rationale:

In grades K-2 teachers lay the foundations of what a community is at the most basic level. In third grade, more specifics are introduced. Furthermore, students see that they are part of a community and that there are other communities in the state, country and world. This level of instruction leads into fourth grade where they study, in depth, Indiana. Fifth grade focuses on the United States as a whole and sixth the world.

Lesson Plan by: Nick Smith

Lesson 1: What is a community?

Length: 20-30 minutes

Age/Grade Intended: 3rd grade

Academic Standards:

LA

3.6.6 Use commas in dates (August 15, 2001), locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis).

3.6.7 Capitalize correctly geographical names, holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.)

Performance Objectives:

Upon completion of a class discussion, students will create a list of 5 community names using correct capitalization and punctuation with at least 4 of 5 correctly capitalized and punctuated.

Upon completion of the class discussion, students will create a list of 5 geographical names, holidays and/or special events using correct capitalization and punctuation with at least 4 of 5 correctly capitalized and punctuated.

Assessment: Have students turn in their papers for me to check if they have commas in the appropriate places and all words capitalized that need to be.

Advanced Preparation: None.

Procedure:

Introduction/Motivation:

Today we are going to begin a big thing called a unit. A unit is where everything we do centers around one main topic. Our topic for this unit is "What is a community?"

Step-by-step plan:

1. Class discussion: What do you think a community is? Try to come up with a class definition. Gardner: Interpersonal

2. Well today we are going to learn about special types of communities called cities (or towns). Today we are going to specifically learn how to write city names and capitalize and punctuate them correctly.

**Give example of South Whitley, Indiana. Show there is a comma between city and state and that all words in city and state are capitalized. Can you think of three others?

3. Now it is your turn to write a list of five other cities that you have heard of. Remember to have them correctly capitalized and punctuated. Gardner: Intrapersonal

4. Some other things also need to be capitalized. Talk about these: What is a holiday? Other places besides city and state? (Ex: Smithsonian Institute) Special Events (Olympics) Create lists of these one at a time. Have students then do their lists for assessment.

5. Wrap up.

Closure: Today we have learned that many things need correct capitalization and punctuation. Let's quickly review what we did today.

ASK THESE QUESTIONS: Give students time to write responses, and then call on one student to answer. Have students turn in responses and lists for me to assess.

1. Where does the comma go when writing the name of a city and state? (Bloom: Comprehension)

2. If a city name has two words in it like South Whitley, are both words capitalized?

(Bloom: Comprehension)

3. Would these be capitalized? Why or why not? St. Patrick's Day, Boston Marathon

(Bloom: Evaluation)

Preview Next Lesson: For tomorrow I would like you to think about these three words: urban, suburban and rural. Do you know what they are? Do any of them apply to our community?

Adaptations and Enrichment:

Adaptations: Shorten list students are required to write from five to three. Enrichment: Lengthen list from five to ten. Reflection: I will know my students "got it" by the responses they give during the discussion, their lists and my questions they answer. This is an easy opening lesson that helps set the stage for further lessons.

Lesson Plan by: Nick Smith

Lesson 2: Community Collage

Length: 30-45 min.

Age/Grade Intended: 3rd grade

Academic Standards:

SS

3.3.9 Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. (Individuals, Society and Culture)

Performance Objectives:

Upon completion of the collage, students will have five pictures that show that this area is primarily a suburban but also rural area.

After completing part 1 of the collage students will write a two sentence definition of what rural or suburban means on the back of their paper.

After completing part two of the collage, students will have 5 pictures of an urban community.

After a discussion students will write their own definition of what urban means.

After completing both parts of the collage, students will use a Venn diagram to compare and contrast a rural setting and an urban setting.

Assessment: (SEE ATTACHED RUBRIC.)

Advanced Preparation: Find magazines, create rubric and type assignment sheet explaining this assignment.

Procedure:

Introduction/Motivation:

Today we are going to continue our unit on community. Who can remember what a community is? After our last lesson, I asked you to think about three words. Who can remember those three words? Today we are going to get smarter about communities by talking about different kinds of communities. Those three communities are the three words I asked you to think about.

Step-by-step plan:

1. Class discussion/lecture: Introduce three types: rural, urban and suburban. (10 min.)

2. Well today we are going to learn about three special types of communities called urban, suburban and rural. Each of these types has something that makes each of them different. Urban=city with many people; suburban = big town with a lot, but not as many, people as a city; rural= farm community. What type of community do you think South Whitley is mostly? Is it more than one type? Why? Bloom: Evaluation

3. Today we are going to make something called a collage that helps us see that S. Whitley is both suburban and rural. Some of us live in town while others of us live "in the country." Make your collage based on whether you live in town or the country.

4. DO COLLAGE. (Gardner: Bodily/Kinesthetic) EXPLAIN FROM ASSIGNMENT SHEET. (20 min.)

5. Pull class back together after 20 minutes of work time.

6. Now talk about urban. Use Fort Wayne as an example.

7. Have students find one picture of urban to show.

8. Intro Venn diagram. SHOW HOW OUTSIDE IS USED FOR DIFFERENCES AND MIDDLE FOR SIMILARITIES. USE EXAMPLE OF CATS AND DOGS. (Gardner: Logical)

9. Explain that we are going to use our collages to make a Venn diagram of what is the same and different in urban and rural setting.

10. Pass out diagrams. Begin a short list of similarities and differences. Have students make a list of at least three others. Allow 10 min for this.

Closure:

Over the last couple of days we have learned there are three main types of communities. Let's quickly review what we have done the last three days. For tomorrow I want you to think about a time when you needed help with something and come prepared to share.

1. What does urban mean? (Bloom: Comprehension)

2. What does suburban mean? Rural?

(Bloom: Comprehension)

3. What is the function of a Venn diagram? How can you use it in writing?

(Bloom: Evaluation)

4. What type of writing tells how things are the same and different? (Bloom: Comprehension)

Adaptations and Enrichment:

Adaptations: Shorten paper length from a page to a half page. Enrichment: Lengthen paper to no more than two pages. Reflection: I will know my students "got it" by the responses they give during the discussion, the collage and the diagram.

Types of Communities Project

For this project you are going to be studying the three types of communities: urban, suburban and rural. Your job has three parts:

1. Create a collage of either suburban or rural pictures depending on where you live. You must have at least five pictures in it. Then write two sentences telling me why where you live is suburban or rural. Also find one urban picture.

2. After doing the Venn diagram in class, you are going to make a Venn diagram of three ways that the three community types are similar and different.

Your grade will be based on the attached paper.

Rubric for Community Types Project

|Part of the project |3 |2 |1 |

|Suburban/rural collage |Has all five pictures. Pictures |Has three pictures. Pictures show |Has random pictures that do not |

| |correctly show either suburban or |correct community OR Student has |show the correct community type. |

| |rural community depending on where |all five required pictures but they|Has no definition. |

| |the student lives. Student has an |are not the correct community type.| |

| |accurate definition in their own |Student's definition is accurate | |

| |words. |but taken from the book or my | |

| | |lecture. | |

|Urban Picture |Has an urban picture that |Has a picture that somewhat shows |Has a picture that is not relevant |

| |accurately shows how urban is |the difference. |to the assignment. |

| |different. | | |

|Venn diagram |Diagram has three examples of how |Diagram has three examples that are|Diagram is not correctly done. |

| |the three community types are |not appropriate placed OR two | |

| |similar and different. All |examples that are appropriately | |

| |similarities and differences are in|placed. | |

| |the appropriate part of the | | |

| |diagram. | | |

Lesson Plan by: Nick Smith

Lesson 3: Reading: Mr. Smith I need help: Using McMurtrey's Wall to teach that it is okay to ask for help and sequencing of events.

Length: Approx. 30 min

Age/Grade Intended: 3rd grade

Academic Standards:

SS: 3.2.5 Explain the importance of being a good citizen* of the state and the nation. Identify people in the state who exhibit the characteristics of good citizenship*.

ELA: 3.2.9 Identify text that uses sequence or other logical order (alphabetical, time, categorical).

ELA: 3.2.2Ask questions and support answers by connecting prior knowledge with literal information from the text.

Assessment: Turn in connections and sequence papers.

Advanced Preparation:

Procedure:

Introduction/Motivation:

Today we are going to continue our unit on community. Who can remember what a community is? After our last lesson, I asked you to think about a time when you needed help from some one. Today we are going to get smarter about communities by talking about how people in a community can help one another.

Step-by-step plan:

1. Begin discussion of times when students needed help. Ask why they needed help? (Bloom: Comprehension) What happened when they needed help? (Bloom: Comprehension) What would have happened if they would not have asked? (Bloom: Evaluation) Talk about how helping others is an example of good citizenship

2. Use my experiences as a college student and field experiences as my example.

3. Well today we are going to read the story MW. We are going to do three things: Look for ways the main character asked for help when building the wall, think of connections when we read and put events in order.

4. TEACH SKILL OF CONNECTIONS: Talk about the three types (Text-to-text, self and world) Tell class that T to T are when you are reading and the book you are reading reminds you of another book; T to S: events in your own life and T to W: An event that happened reminds you of something going on or that happened in the world. DO READ/THINK ALOUD TO DEMONSTRATE MY CONNECTIONS

5. Give time for students to use sticky notes to make their own connections with their copies of the book. Then have students put the events on a piece of paper to turn in.

6. TEACH SEQUENCING OF EVENTS: Show that events must be in order for the flow of the story to work. Use a familiar read that students have read several times to demonstrate this.

7. Have students read the story again and after they have done this collect the books and have them put 5 events in order beginning to end.

Closure: Today we have done three things which were what? (Call on three people) I have question for you to think about for a minute: Why do you think we use sequencing and connections when we read? (BLOOM: Evaluation)

Next Lesson Preview: For tomorrow I want you to think about what a map is and why we use it and come prepared to learn about maps and to make one.

Adaptations and Enrichment:

Adaptations: I could adapt the way we read the story to make it more group oriented and have them do the sequencing as a homework assignment. Doing the read/think aloud will help LD students that may have trouble comprehending and processing.

Enrichment: Have students make a list of sequenced events for their pleasure reading book.

Reflection: This lesson is a good lesson for me to use knowledge gained in corrective reading. This will get my students to use higher level thinking skills. At a third grade level this is an important concept to begin laying the foundation for later in life.

Lesson Plan by: Nick Smith

Lesson 4: Community of Learners

Length: Approx. 60 minutes.

Age/Grade Intended: 3rd grade

Academic Standards:

SS: 3.3.1Use labels and symbols to locate and identify physical and political features on maps and globes.

SS: 3.3.2Locate Indiana and other Midwestern states on maps using simple grid systems.

MATH: 3.5.1Measure line segments to the nearest half-inch.

Performance Objectives:

1. Upon completion of this class map, students will use labels and symbols to locate and identify rooms, people and other important parts of the school with all parts of the school identified.

2. When complete with this map, students will be able to use a simple grid system on a worksheet to find things on the class map with 4 of the 5 questions correct. (Example: A2 may be a classroom)

3. After making this map, students will complete a worksheet of measuring distances between five things on the map with measurements accurate to the nearest half inch and 8 of the 10 items measured accurately.

Assessment: Students will work in groups of 4 to complete a small section of the map. I will use a rubric to assess their part of the map. I will also use the worksheet to assess.

Advanced Preparation: (1) Make assignment sheet, worksheet and rubric. (2) Find butcher paper for the map.

Procedure:

Introduction/Motivation:

Today we are going to continue our unit on community. So far we have talked about what a community is. Who can remember what a community is? We also have talked about three types of communities. What are those three and what makes each of them different? Well, today we are going to continue our study of communities by talking about how a school can be a community. We have talked about how there are different kinds of communities in this area. A school can and should be a community. How do you think a school can be a community? Who is in charge of the school community? Today we are going to be a classroom community by working on a project as a class. Today we are going to make a map of the school that will help the little preschoolers and kindergarteners or students new to the school find their way around the school. Yesterday I asked you to think about what a map is and what the different parts are. Today we are going to watch a short video to introduce these two questions. Use YouTube Video as a catcher. (Thanks, Jeff and Christa)

Step-by-step plan:

Lecture/Lesson: This will be a mini-lecture discussing the video clip using these questions.

a. What goes on a map? First we need to talk about what is on a map. There are things on maps called symbols. These symbols mean many different things. Does anyone have any idea of a symbol they may have seen on a map? (Make a list: dot=city; star=state capital. Also talk about maps that show different resources of areas; ex: grain in the Midwest.) What are some symbols we can use for our school map?

b. How do you read a map? We can try to find things on a map by just looking for them, but that would take a long time. An easier way is to use coordinates to find places. A coordinate is a letter and a number that tells us where something is. So we can better see what a coordinate is we are going to take a small amount of time to play Battleship.

c. How far apart are those two places? When we want to find how far apart two places are on the map we know that two places are not only a couple inches apart in real life, although they may be on a map. They are miles apart. When we use length to determine miles apart this is called scale. Rooms on the first and second grade side of the school are not miles away from our side of the school, but feet. We are going to use scale to find how far apart certain places are in our school.

Make the map: Here students will make the map after seeing an example made by me. (Gardner: Bodily Kinesthetic and Artistic)

Closure: Today we have talked about many things. Let's answer some questions.

1. What is it called when a picture means something on a map? (Bloom: Comprehension)

2. When playing Battleship what are the letters and numbers called where you put your ships? (Bloom: Comprehension)

3. What is scale? How do you use it when reading a map? (Bloom: Evaluation)

4. How can our class be a community of learners? How can we show other grades that our school is a community? (Bloom: Evaluation)

5. For next class I want you to think about some problems a community may face. I would also like you think about solutions to these problems. Last think about this question: What is a letter? (The kind someone writes to another person)

Adaptations and Enrichment:

Adaptations:

(1) Give students the option to work individually if they feel they cannot work with others. (2) Have students that need to only do half of the school. (3) If needed draw the grid system out for the students who have trouble drawing a straight line.

Enrichment: As extra credit have student make a map of their community they live in.

Reflection: I will know my students "got it" by the responses they give during the discussion, their worksheets, and their map sections. This will be a fun activity for students. This will emphasize that a classroom should be a community with the teacher and student working together.

Reading a Map

Directions: Answer the following questions using the map we made as a class. Please only put your number on your paper.

Write a definition for the following words.

1. Symbol ____________________________________________________________________________________________________________________________

2. Coordinate ____________________________________________________________________________________________________________________________

3. Scale ____________________________________________________________________________________________________________________________

Now using your map, answer these questions.

4. On your map use the coordinates below and write the name of the place of that matches the coordinate.

A. B3 _______________________________________

B. A1 _______________________________________

C. C7 _______________________________________

5. Using the scale we decided as a class measure the length from the first place to the second. Then write the real distance between the two places.

A. Our classroom to the office.

B. The office to the gym. (Go from the office around the 1st and 2nd grade half of the school to the gym.)

C. The office to the gym. (Please start at the office and measure to the gym on our side of the school.)

D. Make a prediction: Answer this question before doing B and C.: Circle the letter of the question that you think will be the greater distance.

Checklist for School Map

1. Yes or No The student used one symbol on their part of the map to show something in their section of the map.

2. Yes or No The student has straight lines because he/she used a ruler.

3. Yes or No The student used coordinates to accurately draw their part of the map.

4. Yes or No An appropriate scale is used.

5. Yes or No Student used his/her time wisely to complete this project.

Lesson Plan by: Nick Smith

Lesson 5: Letter to a community leader

Length: Approximately 30-45 minutes

Age/Grade Intended: 3rd grade

Academic Standards:

LA

3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.

3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details.

3.4.9 Organize related ideas together within a paragraph to maintain a consistent focus.

3.4.5 Use a computer to draft, revise, and publish writing.

3.5.3 Write personal, persuasive, and formal letters, thank-you notes, and invitations that: show awareness of the knowledge and interests of the audience; establish a purpose and context; include the date, proper salutation, body, closing, and signature.

SS

3.3.10 Use a variety of information resources* to identify regional environmental issues and examine the ways that people have tried to solve these problems.

Performance Objectives:

1. During a class discussion, students will pre-write a list of problems communities may face and formulate solutions to these. Students will write a list of a minimum of 3 problems and solutions. (Gardner: Interpersonal)

2. Upon completion of this assignment, students will have written a one paragraph letter with three distinctly different ideas with accurate supporting facts and details per problem raised.

3. Given time in the computer lab, students will use a letter template to type their letter.

4. After a discussion of the proper format of a letter, students will be able to write a letter in the proper format with a clear purpose, the date, salutation, body, closing and signature with all of the previously stated parts included.

5. After a discussion students will use a variety of sources to identify environmental issues and use their letters to propose possible solutions to the problem with a minimum of three posed problems and solutions.

Assessment: Students will work individually to write a letter to a community leader. I will use a rubric to assess their letters.

Advanced Preparation: (1) Make assignment sheet, worksheet and rubric.

Procedure:

Introduction/Motivation:

Today we are going to continue our unit on community. So far we have talked about what a community is. Who can remember what a community is? We also have talked about three types of communities. What are those three and what makes each of them different? We have also talked about how a school can be a community. We have talked about how there are different kinds of communities in this area. We have also discussed that a school can and should be a community. How did we think a school can be a community? Who is in charge of the school community? Well today we will continue our unit by talking about problems a community may face and who to go to, to try and find solutions to those problems.

Step-by-step plan:

Lesson:

INTRODUCTION:

1. Pre-write possible problems and solutions. Use example of a problem that may occur in the classroom.

THE LESSON:

2. Teach parts of a letter. Emphasize that right now there only needs to be a greeting and body in one paragraph and a closing statement.

3. Talk about those problems that students generated during the pre-write. Talk about police and other town officials that can help solve problems. Introduce the term MAYOR. Explain that the mayor is like the president of a city or town.

4. Wrap up the lesson: Summarize those topics discussed and ask assessment questions.

Closure: We have talked about many things. Let's answer some questions.

1. What is it called when we write a lot of ideas down about one thing that is indented? (Bloom: Comprehension)

2. What is a topic sentence? (Bloom: Comprehension)

3. What are the parts of a letter and why is each of them important to the whole letter? (Bloom: Evaluation)

4. List two environmental issues that society faces today. (Bloom: Comprehension)

Adaptations and Enrichment:

Adaptations:

Accept shorter paragraphs if students need to write less to better get their ideas across.

Enrichment: Have students write as much as they want.

Reflection: I will know my students "got it" by the responses they give during the discussion, and their letter.

FOR NEXT CLASS: There are many goods and services that a community has. One of those is stores to buy things. Begin to think about these things: What is a good? What is a service? What are some different types of stores that you know about?

|Letter-Writing : Third-Grade Letter Writing Rubric (Rubistar Rubric) |

| |

|CATEGORY |3 |2 |1 |0 |

|Format |Complies with all the |Complies with almost all |Complies with several of |Complies with less than |

| |requirements for a |the requirements for a |the requirements for a |75% of the requirements |

| |friendly letter. |friendly letter. |friendly letter. |for a friendly letter. |

|Salutation and Closing |Salutation and closing |Salutation and closing |Salutation and closing |Salutation and/or closing |

| |have no errors in |have 1-2 errors in |have 3 or more errors in |are missing. |

| |capitalization and |capitalization and |capitalization and | |

| |punctuation. |punctuation. |punctuation. | |

|Neatness |Letter is neatly |Letter is neatly |Letter is neatly |Letter is typed and looks |

| |handwritten or typed, |hand-written or typed. It |handwritten or typed. It |like it had been shoved in|

| |clean, not wrinkled, and |is clean, and not |is crumpled or slightly |a pocket or locker. It may|

| |is easy to read with no |wrinkled. It is easy to |stained. It may have 1-2 |have several distracting |

| |distracting error |read with no distracting |distracting error |error corrections. It |

| |corrections. It was done |error corrections. It was |corrections. It was done |looks like it was done in |

| |with pride. |done with care. |with some care. |a hurry or stored |

| | | | |improperly. |

Letter to a community Leader

For this assignment you are going to write a friendly persuasive letter to the mayor (town board member) of our community. You are to write about a community problem that you would like to see solved. In your letter please include:

1. An introductory sentence or two introducing yourself. Say that you are a third grader and tell about your school. Tell how we have been talking about what a community is. In this paragraph state, in a friendly way, that you feel there is a problem in our community. Tell in a couple sentences what you think that is.

2. In your next 2-3 sentences, talk more about the problem. Tell why it is a problem. Talk about the research that you have done telling reasons why it is a problem.

3. In the next 2-3 sentences, tell how you think the problem can be solved. Be very specific. You can use research about how other communities solved your problem.

4. In the 2-3 sentences, briefly retell your problem and the solution you want to see happen. Be sure to be very nice in these sentences because the nicer you are, the more likely the mayor (board member) will consider your issue. Be sure in the end to say "thank you for your consideration of my letter." This should be your last sentence.

5. Make sure to have a closing statement and your name.

After we have written a rough draft and a final typed copy, we can maybe mail some of the letters to our town board. (

Your letter will be graded according to the provided rubric.

Lesson Plan by: Nick Smith

Lesson 6: Community Shopping and Trading

Length:

Age/Grade Intended: 3rd grade

Academic Standards:

Math

3.1.4 Identify any number up to 1,000 in various combinations of hundreds, tens, and ones.

Example: 325 can be written as 3 hundreds, 2 tens, and 5 ones, or as 2 hundreds, 12 tens, and 5 ones, etc.

3.2.1 Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system.

Example: 854 – 427 =?. Explain your method.

SS

3.4.2 Give examples of goods* and services* provided by local business and industry.

3.4.5 List the characteristics of money* and explain how money* makes trade easier.

Performance Objectives:

1. Upon completion of this activity, students will use $1, $10 and $100 bills to demonstrate how many of each is needed to make money amounts when shopping with 9 out of 10 items purchased with the correct number of bills.

2. After the simulation, students will correctly use subtraction when making change for money with 4 of the 5 transactions correct.

3. After this activity, students will write a definition, in their own words of the word good and give three examples of goods.

4. After this activity, students will write a definition, in their own words of the word service and give three examples of services a community provides.

5. When shown money, students will generate a written list of what money is and give three reasons why it makes trade easier..

Assessment: Students will turn in a sheet of the transactions they make listing the good or service they purchase and the appropriate amount of 1's, 10's and 100's needed to purchase that good or service. Students will also learn to balance their account.

Advanced Preparation: (1) Make assignment sheet, worksheet and rubric.

Procedure:

Introduction/Motivation:

Today we are going to continue our unit on community. So far we have talked about what a community is. Who can remember what a community is? We also have talked about three types of communities. What are those three and what makes each of them different? We have talked about how there are different kinds of communities in this area. We have also discussed that a school can and should be a community. How did we think a school can be a community? Who is in charge of the school community? We have also been talking about problems a community may face and who to go to, to try and find solutions to those problems. Today we are going to talk about how people in a community interact to buy and trade goods and services.

Step-by-step plan:

1: Have any of you ever gone to buy groceries with your parents? If you have you probably realize that there are two things in a grocery store: a good and a service that is being provided. What is a good? Come up with a class definition and examples. Do the same for service.

Well we are going to do that in math. First we need to learn about money. What is money? (CLASS DEFINITION)

2: How do we use money in our daily lives? (CLASS LIST) What would we do if we did not have $$?

3: Talk about trading: Use example of Oregon Trail.

4: Different Amounts: Teach Place Value in Math. Explain each # holds a "value" for the spot it is in the number.

5: Review Making change (EX: If something costs $16.50 and I pay for it with a twenty, show how to give change smallest to largest; $16.50, 16.75, $17, 18, 19 and 20.)

6: Do the activity (Gardner" Logical/Mathematical and Interpersonal)

Wrap up the lesson: Summarize those topics discussed and ask assessment questions.

Closure: We have talked about many things. Let's answer some questions.

ASK THESE QUESTIONS: Give students time to write responses, and then call on one student to answer. Have students turn in responses and lists for me to assess.

1. What is a good? (Bloom: Comprehension)

2. What is a service? (Bloom: Comprehension)

3. What are some functions for money? (Bloom: Comprehension)

4. Write a definition for place value. (Bloom: Comprehension)

5. Mr. Smith bought a CD for $14.88 and paid for it with a $20. Show me how much change I would receive using the method I showed you. (Bloom: Application)

Adaptations and Enrichment:

Adaptations:

1. Shorten # of items bought or sold from 5 to 3 for those ADHD kids that cannot handle a lot.

2. Give ED kids a small amount of the activity at a time so as to not anger or create an overload.

Enrichment: For Gifted and Talented allow them to make as many transactions as they can in the time provided.

Reflection: I will know my students "got it" by the responses they give during the discussion, and the worksheet of transactions.

FOR NEXT CLASS: Think about these questions: Can animals have their own communities? If so what kinds of things might they do in their communities and what kinds of communities might they live in?

Name _________________________________________________________________________________

Use this sheet to write down all of the transactions that you make.

Role: Buyer

|Item bought |Price (Show me how many of 100's, 10's and 1's your |How much you gave the seller |Change you get back (if any) Show your work here |

| |item costs.) | | |

|1. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|2. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|3. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|4. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|5. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

Name _________________________________________________________________________________

Use this sheet to write down all of the transactions that you make.

Role: Seller

|Item sold |Price (Show me how many of 100's, 10's and 1's your |How much did the buyer give you? |Change you give back (if any) Show your work here |

| |item costs the buyer.) | | |

|1. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|2. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|3. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|4. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

|5. |Write the price here $_____ | | |

| |# of 100's ____ | | |

| |# of 10's _____ | | |

| |# of 1's ______ | | |

Lesson Plan by: Nick Smith

Lesson 7: Habitat Point of View

Age/Grade Intended: 3rd grade

Length:

Academic Standards:

Science:

3.4.1 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group.

Language Arts:

3.5.5 Write for different purposes and to a specific audience or person.

Performance Objectives:

1. Upon completion of this writing exercise, students will have written a story from the point of view of an animal living in their habitat with all sentences capitalized and with correct end punctuation.

2. Upon completion of this writing assignment and presentations, students will be able to sort five presenters' animals in the right habitat with all correct.

3. Upon completion of the assignment, students will define habitat and write one way that a habitat and community are the same.

Assessment: Students will turn in their writing.

Advanced Preparation: (1) Make assignment sheet and rubric. (2) Write example

Procedure:

Introduction/Motivation: Today we are going to continue with our unit. Would you believe that animals also have their own communities? (Show pictures with different habitats) Animal communities have a special name called habitat. (Write on the board) There are many types of habitats where many different animals live. Today we are going to talk about these and write about them.

Step-by-step plan:

1. Do introduction and motivation.

2. Teach POV. Explain that this is when you write as if you were the person telling the story. Give examples. Talk about how diaries are a good example of this.

3. INTRO Assignment: Today we are going use our new term POV in our writing. As we talked earlier last trimester animals live in all kinds of habitats. Today you are going to be an animal and write about your habitat as if you are living in it. You are going to describe yourself and your habitat without telling us what animal you are and what habitat you live in. After we have written I will call on five of you to share and we will try to guess what animal and habitat you wrote about.

4. Show example

Wrap up the lesson: Summarize those topics discussed and ask assessment questions. Today we talked about a new word habitat. Who can tell me what that is?

Closure: We have talked about many things. Let's answer some questions.

1. What is one example of a habitat and one animal that lives in a habitat? (Bloom: Comprehension)

2. How are a habitat and community the same? (Bloom: Analysis)

3. What is POV and how can we use it in our writing? (Bloom: Comprehension and Analysis)

Adaptations and Enrichment:

Adaptations:

1. For students unable to write or type, have them dictate into a recorder for teacher to type/write later.

2. If students are able to express themselves in pictures have them draw and write key words.

Enrichment: Draw a habitat of your choice other than the one you did in class.

Reflection: Students will get to use their imaginations with this assignment. It is important for kids as they get older to still have opportunities to do this/

FOR NEXT CLASS: Think about these questions: What is a culture? What things make up a culture? How is a culture a part of a community?

|6+1 Trait Writing Model : Narrative from a character's point of view (Rubistar) |

| |

|CATEGORY |4 |3 |2 |1 |

|Transitions (Organization) |A variety of thoughtful |Transitions clearly show |Some transitions work |The transitions between |

| |transitions are used. |how ideas are connected, |well; but connections |ideas are unclear or |

| |They clearly show how |but there is little |between other ideas are |nonexistent. |

| |ideas are connected. |variety. |fuzzy. | |

|Sentence Structure |All sentences are |Most sentences are |Most sentences are |Sentences lack structure |

|(Sentence Fluency) |well-constructed with |well-constructed with |well-constructed but have |and appear incomplete or |

| |varied structure. |varied structure. |a similar structure. |rambling. |

|Penmanship (Conventions) |Paper is neatly written |Paper is neatly written |The writing is generally |Many words are unreadable|

| |with no distracting |with 1 or 2 distracting |readable, but the reader |OR there are several |

| |corrections. |corrections (e.g., dark |has to exert quite a bit |distracting corrections. |

| | |cross-outs; bumpy |of effort to figure out | |

| | |white-out, words written |some of the words. | |

| | |over). | | |

Habitat Point of View (POV) Paper

As you know, we studied animal habitats in science, community in social studies and point of view in language arts. Today we are going to write a short paragraph using all three of these things.

Task: Your task today is to write a paragraph describing an animal of your choice and the habitat it lives in. Your goal is to write it as if you are the animal living in the habitat. Do not tell us the animals that are in your story. Use context clues in your writing to help us guess the correct animals. Be sure to include the things you see, things you do and other animals you interact with. Although animals do not really talk, you may have them talking in your paragraph if you wish. See below for my example. You should follow this example when you write yours, although it will be different. You may not just copy mine. Yours does not have to be this long. Your grade will be based on the rubric provided.

My example:

One a bright sunny day, I travelled around in a habitat with lots of trees so I can hide from the hunters who like to hunt me for my antlers. Soon my stomach started rumbling because I was hungry, so I decided to look for some tasty tree bark and berries. Just as I began looking, I heard some leaves rustling, so I galloped as fast as I could, because I thought it may be a hunter. It turned out to be a smelly friend of mine. I plugged my nose because she smelled so bad. Even though she was smelly, I did say "Hello Mrs. ___________." I asked my friend for some help trying to escape the hunters. She said "I will be glad to help you. Let's go see my friend who is big and grizzly." The two of them were off to find Mr. ___________. Soon they found him looking for some sweet honey. Mrs. Bear asked their her Mr. _______ "Will you help us? Hunters are after Mr. _______. Soon Mr. ________ said "I can help because I am big and grizzly. I can use my loud growl to scare the hunters away." Soon the three of them went on a walk when they saw hunters looking right at them. It was then that Mr. _______ stood up on his back legs and gave out a loud grizzly growl. This loud growl scared the hunters away. After the hunters zoomed away, smelly Mrs. ________, and grizzly Mr. ______ were happy to have helped Mr. ______ keep his antlers. At dusk, Mr. _________ said "It's almost time for me to hibernate." Then Mrs. _______ said "I should have sprayed those hunters so they would smell bad. That would have taught them an important lesson." At the end of the day Mr. _____ said "Thank you. You helped me save my antlers." Then they all went back to their houses for the night.

Lesson Plan by: Nick Smith

Lesson 8: What is a culture?

Length: Depends on the recipe used

Age/Grade Intended: 3rd grade

Academic Standards:

Math 3.2.6 Add and subtract simple fractions with the same denominator.

SS 3.3.9 Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. (Individuals, Society and Culture)

Performance Objectives:

1. Upon completion of this activity, students will define the word culture in their own words with a one sentence definition.

2. After this activity, students will write a one sentence definition of recipe and give one example of a recipe.

3. When complete with the lesson students will write a one sentence definition of culture in their own words.

4. After the activity students will write a one sentence definition of the following words: fraction, numerator and denominator in their own words.

5. During the activity students will use fractions to measure ingredients to make food from a culture different than their own.

6. After the activity students will have created a recipe by following directions with all steps followed and all ingredients included.

Assessment: I will assess students based on whether or not the recipe was correctly followed and if it looks and tastes right. (Did they use salt instead of sugar?) I will also assess the answers to my questions at the end of the lesson.

Advanced Preparation: (1) Find recipe with awareness to food allergies of students

Procedure:

Introduction/Motivation: Today we are going to continue our unit on community. Who can tell me the two new words we learned in our shopping yesterday? Well, today, we are going to learn about what I asked you to think about yesterday. Who can remember those things?

Step-by-step plan:

1. Quick review of yesterday's material

2. Read Too Many Tamales to introduce Hispanic culture and the concept of recipe. Talk about tamales as a food of Hispanic culture. Other parts of culture: Sombreros, piñatas etc.

3. Review fractions from earlier in the year. What are the two parts and review that to +/- use only tops. (Bloom: Comprehension)

4. Introduce recipes and talk about how to use fractions with measuring spoons/cup.

5. Introduce activity and divide into groups to do the cooking. Thoroughly go over the recipe and those words that may be unfamiliar. If needed demonstrate what they mean.

6. MAKING, COOKING (Done by teacher because of hot oil frying) AND EATING (Apple Dumplings)

(Gardner: Logical/Mathematical, Bodily/Kinesthetic and Interpersonal)

Wrap up the lesson: Summarize those topics discussed and ask assessment questions.

Closure: We have talked about many things. Let's answer some questions. Have them define the words we discussed

Adaptations and Enrichment:

Adaptations: For students with disabilities have them do the same things as other students but help if needed when making.

Enrichment: Have students make the recipe for their family at home and report back to the class.

Reflection: Cooking is one way a classroom can become a community. It fosters that group interaction that children need. In my school upper elementary kids get one recess, so this would be a fun way to learn that is hands-on. FOR NEXT CLASS: Think about the kind of music you listen to. Why do you listen to it? (Bloom: Evaluation) What do you think music does for a community? (Bloom: Evaluation) If it is school appropriate feel free to bring it to school and we may take some time to listen to it. Doing this will get the class involved and it will give them a sense of community in that they are sharing a part of them. It will let them get to know me and me to know them better, which is always a pivotal part of a classroom community.

Lesson Plan by: Nick Smith

Lesson 9: Musical Instruments

Length: 30-45 minutes

Age/Grade Intended: 3rd grade

Academic Standards:

1. SS 3.3.9 Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. (Individuals, Society and Culture)

Performance Objectives:

1. Upon completion of this activity, students will have made and then play a familiar tune with musical instruments in groups of the same instruments with correct tempo and rhythm as demonstrated by the teacher.

Assessment: Yes/No Checklist Self Assessment

Advanced Preparation: (1) Collect materials to make instruments (2) Find CD player if audio player is not on computer

Procedure

Introduction/Motivation: Get out Kleenex box and rubber band instrument and ask the class what it reminds them off. Write ideas on the board. Once somebody says an instrument then play it. If after 6 or so ideas without instrument as a guess then tell the class. Ask if anyone plays an instrument.

Step-by-step plan:

1. Quick review of yesterday's material: Today we are going to continue our unit on community. Who can tell me what I asked you to think about for yesterday's homework assignment? Well, today, we are going to do those things. Last night I asked you to think about the music you listen to and why you do. Does anyone have some school appropriate music they would like to share? I played my Kleenex box guitar because today we are going to be talking about musical instruments and music of different times and places.

2. New Material: Talk about music of different cultures and times. (Talk about Bach, Beethoven and others. This should have been introduced in music class.)

3. New Material: Talk about tempo and rhythm

(2 and 3 should take no more than 15 minutes.)

4. Well today using the material we have talked about we are going to make instruments. Divide class into groups based on country and instrument they are to make. It is okay to talk during this activity but it should not be too loud. Make instruments. (Bloom: Bodily/Kinesthetic, Intrapersonal and Interpersonal) Groups are for performing. Students are to each make their own instrument.

5. Play

Wrap up the lesson: Summarize those topics discussed and ask assessment questions.

Closure: We have talked about many things. Have the class define the words we discussed in addition to these questions: (1) where did the music as we know it today originate? (Bloom: Comprehension) (2) What are the 4 families of instruments? (Bloom: Comprehension) What was your favorite part of today's lesson? (Bloom: Evaluation) FOR NEXT CLASS: In addition cooking and music story telling is also apart of different cultures. Stories provide meaning to a culture. Think about a time when you told or wrote a story of your own. Why did you write/tell it? How did your audience react?

Adaptations and Enrichment:

Adaptations: Motor Impaired (Hands): Have things cut out and have buddy help with putting together if needed. Motor Impaired (Walking): Have buddy bring materials to student. ED/ADHD: Provide short directions in key words

Enrichment: Have students research another instrument of their choice and make the instrument and bring to class.

Reflection: Again this lesson is designed to foster classroom community by having students interact in a hands-on way. My method of classroom management is designed to create that classroom community while at the same time create life-long learners.

Checklist for Musical Instruments

Below is a set of statements. For your grade for this assignment please circle Y for yes or N for no when answering each question. If you are to answer another question please do so. This is to be done by individually. Please be honest when answering these questions.

1. Y or N Do I know what rhythm is? Write your definition ___________

2. Y or N Do I know one major person who contributed to the history of music? Write the name of one of those people _________

3. Y or N Do I know what tempo is? Write your definition ____________

4. Y or N Did I follow all directions when making my instruments?

5. Y or N Did I make my instruments neatly?

6. Y or N Did I contribute to my group's performance? Did I speak and act appropriately to those in my group?

This will be graded as follows:

5 or 6 yes answers= 3

3 or 4 yes answers= 2

0, 1 or 2 yes answers= 1

Lesson Plan by: Nick Smith

Lesson 10: Story Telling

Length: 30-45 minutes

Age/Grade Intended: 3rd grade

Academic Standards:

1. LA 3.7.13 Plan and present dramatic interpretations of experiences, stories, poems, or plays.

2. LA 3.7.5 Organize ideas chronologically (in the order that they happened) or around major points of information.

3. LA 3.7.6 Provide a beginning, middle, and an end to oral presentations, including details that develop a central idea.

4. LA 3.7.7 Use clear and specific vocabulary to communicate ideas and establish the tone.

Performance Objectives:

1. In groups students will plan a five minute short story telling presentation where each student in the group builds upon the information from the previous students.

2. During their story telling students will tell a minimum of three events in chronological order with all three in order.

3. During their telling, students will provide an appropriate beginning middle and end to their stories with at least three supporting details that build the story to a conclusion.

4. After a quick review of adjectives and verbs, students will use a total of at least 5 of each in their stories.

Assessment: SEE RUBRIC

Advanced Preparation: Make assignment sheet and rubric

Procedure

Introduction/Motivation: Today we are going to do some story telling. Before we do, I want to share a story I heard about slaves. (Share Drinking Gourd Story) Talk about how the author used the term drinking gourd to mean Big Dipper. Tell students they will become authors today and create and tell their own stories.

Step-by-step plan:

1. DO Introduction and Motivation

2. REVIEW adjectives and verbs (What do these kinds of words do for our story telling? Bloom: Comprehension)

3. TEACH chronological order Explain that prefix "chron-" means time

4. DEMONSTRATE chronological order and beginning, middle and end with supporting details relate this back to the Drinking Gourd example

5. DO the story telling creating. Explain that this can be real or not.

6. SHARE the stories created

Wrap up the lesson: Summarize those topics discussed and ask assessment questions.

Closure: ASK THESE QUESTIONS: Give students time to write responses. (1) What is chronological order? (Bloom: Comprehension) (2) What was the code word for the Big Dipper? (Bloom: Comprehension) (3) Why do we have to have a beginning, middle and end? (4) What are the two kinds of words that can make story telling and writing more interesting? (Bloom: Comprehension) What was your favorite part of today's lesson? (Bloom: Evaluation)

Adaptations and Enrichment:

Adaptations: Motor Impaired (Walking): Have group come to student. ED/ADHD: Provide short directions in key words. Speech Impaired, Impeded or Absent: Allow as much time as needed to share their part or have them write their part.

Enrichment: Have students do this with their family and write the story the family creates and share with class.

Reflection: I will know my students "got it" by the responses the written responses of questions and the story sharing.

FOR NEXT CLASS: We are going to begin to finish our unit. To do that we are going to do some fun things that are going to give us a chance to share what we learned.

Instructions for Story Telling Assignment

For this assignment you will be working in four groups of about eight students in each group. Your goal is to create a story of your own. You must have the following:

1. You are a group of people from a different country. (See the list below for choices)

2. You are to research a tradition of the culture of that country.

3. From the research you do you are to re-enact that tradition and create a story about it. For example, if you were researching the traditions of the Japan one of their traditions is their clothing. You would create a story about a Japanese family. You would talk about a kimono as the traditional robe they wear.

4. Here is the list of groups that we will be doing. I will assign groups for this. If you have a choice as a group of one that you want to do, please tell me. If not, I will randomly assign groups. Please be aware that all members of the group must participate,

Canada: Hockey

Great Britain: Theater

United States: Basketball

Rubric to Assess Story Telling

|Standard |3 |2 |1 |Score |

|LA 3.7.13: Plan and present |Students in group |Students in group use|Students in group use one different | |

|dramatic interpretations of |use a minimum of |two different |resources in completing this assignment | |

|experiences, stories, poems, or |three different |resources in | | |

|plays. |resources in |completing this | | |

|Students engage in research for |completing this |assignment | | |

|their presentation |assignment | | | |

|LA 3.7.13: Plan and present |Students use |Missing one of first |Oral presentation skills not developed well | |

|dramatic interpretations of |appropriate rate, |three but has good |at this point. | |

|experiences, stories, poems, or |volume and eye |expression. | | |

|plays. |contact. In | | | |

|Students use appropriate |addition students | | | |

|communication skills when |use appropriate | | | |

|presenting their stories |expression when | | | |

| |presenting as | | | |

| |appropriate | | | |

|LA 3.7.13: Plan and present |Group presentation |Presentation is less |Presentation is under three minutes. | |

|dramatic interpretations of |is the minimum |than five minutes but| | |

|experiences, stories, poems, or |requirement of 5 |is no less than three| | |

|plays. |minutes |minutes. | | |

|Required Length of time | | | | |

|LA3.7.5 Organize ideas |Has a minimum of |Has only two events |Has only one event that corresponds with the| |

|chronologically (in the order that|three chronological |that relate with |topic researched OR events do not relate to | |

|they happened) or around major |events that relate |topic researched |the topic. | |

|points of information. |with the topic | | | |

| |researched | | | |

|Delivery of Presentation |Has a clear |Has a weak beginning |Presentation is poorly organized with little| |

| |beginning middle and|middle and end with |or no variety in word choice. | |

| |end with vivid use |decent word choice | | |

| |of words. Students |and at least three | | |

| |use at least 5 |adjectives or adverbs| | |

| |adjectives and/or | | | |

| |verbs | | | |

|Score: (This will be an average of all components) ____________ |

|Teacher Comments: |

| |

| |

| |

| |

| |

| |

| |

| |

Third Grade Community Unit

Final Two Lessons

Lesson 11: PE Gross and Fine: Summarizing activities of Koosh Toss and Hula Hoop Pass

These two activities have students using gross motor in the hula hoop pass by forming a group in a circle and passing the hoop over the body without breaking the circle. Students use fine motor in the Koosh toss by throwing a ball to a person of their choice. These incorporate the overall theme of community by having students working together and encouraging each other. I thought to use these as an end review game type activity. I would of course show what an appropriate toss looks like from the knowledge of this I gained in the Teaching Fundamental Movement class. The real assessment comes in that I have students recall one thing they learned from the unit as they toss the ball or have the hoop pass over them. I would have the class split in half and switch so that all students do both activities. To modify the hula hoop lesson for someone with a physical disability I might have them hold it and pass it so they would not trip and get hurt. During the Koosh toss a student with a physical disability will sit in a chair to toss it if they have crutches. If they are in a wheel chair, no real modification is needed.

Lesson 12: Community Role Play

In this culminating activity, students will create a play that centers around a made up community. All students will have different roles. The goal is to incorporate elements learned throughout the unit into a play that demonstrates what they learned about the community. (Example: setting is in an urban community) The class will have been taught story elements so they will know that they need to have all elements in their play. To motivate them I will preview it right from the start, so the class will have the end in mind, so they know what they are working toward. In addition I will use the motivation of actually performing for other grades and parents. Assessment will be a rubric with verbal communication skills and creativity for actually creating it. I will also grade on required parts such as a title, beginning, middle and end. I will also grade on the flow of it. Modifications might include allowing students to have a script close by where the audience could not see it. At a third grade level students have trouble memorizing a lot, so I will keep in mind that the play needs to have the depth for a culminating activity but also should not be so long that it is a theater production at the professional level. To actually grade individually I would tape and watch it.

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