Social Studies – Third Grade
Unit of Study: Improvements Over Time/History
Fourth Grading Period CURRICULUM OVERVIEW
Essential Understandings (Big Ideas) / Unit Rationale· The changes that have been made in transportation, communication, and medicine have affected how people live.
· The creativity and persistence of people in history have affected the progress of transportation, communication and medicine. / Students will learn that communities are shaped by their history. Improvements in transportation, communication, science and technology have allowed communities to grow and change. It is essential for students to understand that improved technology has changed the way people live, work and play. Students will learn the terminology related to chronology to explain how communities have changed—using the terms years, decades and centuries. Students will also learn that to understand history, they need to know the why something happened, or what made it happen, and what the outcome or result was. As students learn about how life has changed over time, they will explain why it is important for people to continue to invent new science and technology for the future.
Lessons for this Unit
· Lesson 1 – Transportation Over Time/History (4 days)
· Lesson 2 – Communication Over Time/History (5 days)
· Lesson 3 – Inventions Over Time/History (4 days)
· Lesson 4 – Medicine Over Time/History (4 days)
Essential Questions / Guiding Questions
Guide students to justify their responses to the following questions.
· For what reasons do communities need transportation?
· Should communication be improved?
· When should people invent new things?
· Why should people try to improve medicine? / · How has transportation changed over time?
· How have the improvements made in transportation daily life?
· How has communication changed over time?
· How has the improvement of communication over time affected daily life?
· How have new inventions changed the way we live?
· What are the character traits inventors may have?
· How can third graders be inventors?
· How have the improvements in medicine changed life around the world?
· How has technology affected the improvements in medicine?
· Who are the significant inventors in the improvements in medicine? What did they do?
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 3.1 History
A. Describe how individuals, events, and ideas have changed communities over time.
TEKS 3.2 History
B. Compare ways in which people in the local communities and communities around the world meet their needs for transportation and communication over time and in the present.
TEKS 3.3 History
A. Use vocabulary related to chronology, including ancient and modern times and past and present.
B. Create and interpret time lines.
C. Describe historical times in terms of years, decades and centuries. / “I CAN” statements highlighted in yellow and italicized should be displayed for
Students.
· describe how individuals, events and ideas such as inventors and inventions changed communities over time.
· compare ways in which people in the local community and communities around the world use transportation in the past and in the present.
· use vocabulary related to time which includes modern times and past and present.
· create and interpret time lines about changes in communication and transportation over time.
· create and interpret time lines about changes in medicine and other inventions over time.
TEKS 3.11 Citizenship
A. Give examples of community changes that result from individual or group decisions.
B. Give examples of actions individuals and groups can take to improve the community. / · describe historical times related to transportation, communication, medicine and other inventions using the terms years, decades and centuries.
· give examples of the community changes that result from what inventors like Thomas Edison and Lewis Latimer inventions.
· give examples of actions individuals and groups can take to improve the community.
Skills / TEKS 3.12 Culture
A. Explain the significance of selected ethnic and /or cultural celebration in Texas.
TEKS 3.15 Social Studies Skills
A. Identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or invented new technology.
B. Identify the impact of new technology in photography, farm equipment,
pasteurization, and medical vaccines on communities around the world.
TEKS 3.16 Social Studies Skills
A. Obtain information, including historical and geographic data using a variety of print, oral, visual, and computer sources.
B. Sequence and categorize information.
C. Interpret oral, visual, and print material by identifying the main ideas,
Identifying cause and effect, and comparing and contrasting.
D. Use various parts of a source including the table of contents, glossary, and
index, as well as keyword computer searches, to locate information.
E. Interpret and create visuals including graphs, charts, tables, time lines, illustrations, and maps.
TEKS 3.17 Social Studies Skills
A. Express ideas orally based on knowledge and experiences.
B. Create written and visual material such as stories, poems, pictures, maps, and
graphic organizers to express ideas.
C. Use standard grammar, spelling sentence structure, and punctuation / I can:
· explain the significance of Battle of Flowers celebration in San Antonio.
· identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or invented new technology.
· identify the impact of new technology in photography, farm equipment, obtain pasteurization, and medical vaccines on communities around the world.
· obtain information, including historical and geographic data about inventions using a variety of print, oral, visual, and computer sources.
· sequence and categorize information related to inventors and their inventions.
· interpret oral, visual, and print material by identifying the main ideas, identifying the cause and effect, comparing and contrasting
· use various parts of a source such as the social studies textbook, library reference material, and library books to include the table of contents, glossary, the index as well as keyword computer searches to locate information.
· interpret and create visuals including graphs, charts, tables, time lines, illustrations and maps about the inventors such as Thomas Edison, Louis Latimer,
· express ideas orally based on knowledge and experiences about the inventors and their inventions.
· create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas about inventors and inventions.
ELPS Student Expectations / ELPS- Specify – Intended Outcomes
· ELPS 1A – Use prior knowledge and experiences to understand meanings in English.
· ELPS 1C– Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
· ELPS 1D – Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known).
· ELPS 1F – Use accessible language and learn new and essential language in the process. / · Use prior knowledge to learn new language related to transportation, communication, inventions, and medicine over time in history.
· Use the word wall, flash cards, role playing, illustrating pictures, creating foldables, creating graphic organizers, creating maps, and viewing visuals to learn new vocabulary related to transportation, communication, inventions, and medicine over time in history.
· Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) to learn about transportation, communication, inventions, and medicine over time in history.
· ELPS 3E - Share information in cooperative learning interactions.
· ELPS 4I – Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.
· ELPS 5B – Write using newly acquired vocabulary. / · Share information about transportation, communication, inventions, and medicine over time in history when in cooperative learning interactions.
· Demonstrate comprehension when reading the social studies textbook and other social studies resources such as hands-on activities and literature about transportation, communication, inventions, and medicine over time in history.
· Write using newly acquired vocabulary related to transportation, communication, inventions, and medicine over time in history.
College Readiness Student Expectations / College Readiness – Intended Outcomes
Social Studies Standards
· I.A.3 – Analyze the interaction between human communities and the environment.
· I.A.6 – Analyze the relationship between geography and the development of human communities.
· III.A.3 -Analyze how and why diverse communities interact and become dependent with each other.
· V.A.1 -Use appropriate oral communication techniques depending on the content
Or nature of the interaction.
· V.A.2 - Use conventions of standard written English.
Cross-Curricular Standards
· I.A.1. – Engage in scholarly inquiry and dialogue.
· I.E.2. – Work collaboratively.
· I.D.4. – Persevere to complete and master tasks.
· II.A.1. – Use effective prereading strategies.
· II.A.2. – Use a variety of strategies to understand the meanings of new words.
Foundational Skills
· II.C.5. – Synthesize and organize information effectively. / · Analyze the interaction between human communities and the environment when learning about improvements over time. (I.A.3)
· Analyze the relationship between geography and the development of communities when learning about improvements over time. (I.A.6)
· Analyze how and why diverse communities interact and become dependent with each other when learning about improvements over time. (III.A.3)
· Use appropriate oral communication techniques depending on the content or nature of the interaction. (V.A.1)
· Use conventions of standard written English when writing about improvements over time. (V.A.2)
· Engage in scholarly inquiry and dialogue about improvements over time. (I.A.1)
· Work collaboratively on assignments and projects about improvements over time. (I.E.2)
· Persevere to complete assignments and projects in this unit. (I.D.4)
· Use effective prereading strategies when reading about improvements over time. (II.A.1)
· Use a variety of strategies to learn about improvements over time. (II.A.2)
· Synthesize and organize information about improvements over time. (II.C.5)
Evidence of Learning (Summative Assessment)
· Given 4 topics, Transportation, Communication, Inventions and Medicine, students will create a booklet explaining the most significant advancements in each area with 80% accuracy.
· Given 5 inventions, students will write the following for each invention: name of the inventor, why this invention has helped us today, and an opinion about the invention with 80% accuracy.
· Given the topic, How Modern Science Has Helped a Community Grow, students will write about the invention which they think has helped a community grow (including at least 3 reasons with a justification for each) with 80% accuracy.
Social Studies – Third Grade
Fourth Grading Period Lesson 1: Transportation Over Time/History CURRICULUM GUIDE
Guiding Questions / Essential Pre-requisite Skills· How has transportation changed over time?
· How have the improvements made in transportation daily life? / · Understand contributions of historical and ordinary people. (K-2)
· Use vocabulary related to time and chronology. (K-2)
· Describe ways technology has changed. (K-2)
· Describe how technology helps people meet needs. (K-2)
· Identify technology used in home and school; describe how technology helps accomplish tasks. (K-2)
· Obtain information from a variety of sources; sequence and categorize information; identify the main idea from sources. (K-2)
· Express ideas orally; crate and interpret visuals. (K-2)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Day 1:
Activating Prior Knowledge
· Have students go through the social studies textbook or magazines to locate pictures of transportation. Ask students to explain if the form of transportation is land or water transportation and also explain why people need both types of transportation.
Hook Activity
· Ask students to bring in toys which are different types of transportation such as toy cars, boats, planes, trains, etc.
· Give each student a toy and have them explain how it is used for transportation and to also explain how it might have looked in the past. Guide students to categorize the different types of transportation.
· Ask students to create a postcard describing their favorite type of transportation with a message to a friend explaining why they like traveling in this mode of transportation.
Word Wall Idea: If wall space is limited, use a chart paper each week to illustrate and write the words for the week. Title the page, Transportation. Go over the words with students. Have students refer to the words daily. Some students may use a pointer to read the words to other students. Students may also be asked to use the words in a sentence. / I can:
· look through the social studies textbook or magazines to locate pictures of transportation and also explain whether the transportation is land or water transportation.
· bring in different types of transportation from home such as toy cars, boats, planes, trains, etc.
· using one of the toys, explain how the model of the real object is used also explaining how the toy model may have looked in the past.
· create a postcard describing a favorite type of transportation with a message to a friend explaining why this type of travel is important.
Day 2 and 3:
Guided Practice
· Guide students to look in the back of their social studies textbook on pages R10 and R11 which shows a physical map of the United States. While students are looking at this map, read page 242 the You Are There section which explains the travels of William Clark and Meriwether Lewis in 1804. Guide students to locate the places mentioned on page 242 –the Pacific Ocean, Rocky Mountains, West on the map, the Mississippi River etc. Ask students, In the past, how do you think people traveled west? What were some of the difficulties they might have encountered?
· Ask students to work in pairs (Pair/Share strategy) to share their responses with one another.
· Have students participate in a cooperative learning activity where students are in groups of 4. Assign roles of reporter, recorder, materials person and timekeeper. Tell students they will be using their social studies textbook on pages 243-247.
· Create a chart with 3 sections on a chart paper or on the board or overhead and write the three headings, Trails Across America, Westward Expansion, and Trains, Cars, Planes and Space Shuttles. The chart should be titled, Transportation Over Time. On the side of the chart include the following: Who, What, When, Where, Why. Have students copy the chart on a large sheet of chart paper.