Correlation of Social Studies Resources3rd Grade

Performance Indicators / Scott-Foresman / Macmillan/McGraw-Hill
Explain in writing and pictures the difference between supply/demand, and consumer/producer on the “Four Square Graphic Organizer” (provided in Materials Packet).(3.SS.3.1.1, 3.LA.1.2.3, 3.LA.2.1.3, 3.LA.2.2.1)
Compare and contrast public and private propertywithin your school building using a T-Chart (provided in Materials Packet)Label the chart “Public and Private Property Here at ______”(school’s name) list items around the school and justify (in writing) one item from each column in the “Explanation Box.” (provided in Materials Packet). (3.SS.3.1.2, 3.LA.1.2.3, 3.LA.2.1.3, 3.LA.2.2.1)
Explain in writing, using the words, “Purpose and Benefit”, of one item the student wants to buy and how they will earn/save the money to do this, using the “Purpose and Benefit” writing page (provided in the Materials Packet). (3.SS.3.1.3, 3.LA.2.1.3, 3.LA.2.2.3, 3.LA.3.1.2, 3.LA.3.1.3, 3.LA.5.2.3,3.LA.5.4.1)
Explain the effects of land, natural resources, labor and trade on economic activities in the local community given the “Cause and Effect Foldable” (provided in Materials Packet).
(3.SS.3.2.1, 3.LA.1.2.3, 3.LA.2.1.3, 3.LA.2.2.1, 3.LA.3.1.2, 3.LA.3.1.3) /
Unit 1 Economics:
How do people in the
community meet their needs?
Unit 1 BoomTown
  • Boom Town/Leveled Readers
  • What About Me
  • Alexander, Who Used to be rich
  • If you Made a Million
  • My Rows and Piles of Coins
Unit 2 Smart Solutions
  • Prudy’s Problem
  • Tops & Bottoms
/ Unit 4-Lesson 1 pg 148-151
Unit 4-Lesson 2 pg 156-163
Unit 4-Lesson 4 pg172-177
Unit 4-Lesson 5 pg 180-187
Unit 4-Lesson 3 pg 164-167

Investigate and plot the history of Idaho Fall’s Community using theinternet and the timeline. Students will research information about Idaho Falls (using the internet or other resources) then plot their information on the timeline. (Go to the District 91 Websitenextclick on Curriculum then navigate to the Elementary Curriculumlink then click 3rd Grade. Click on Curriculum Standards then to 3rd Grade-Tech Curriculum Guide (lessons). Finally scroll to the I.F. Timeline clickon link.) (3.SS.1.1.2, 3.LA.1.2.3, 3.LA.2.1.3, 3LA.2.2.3, 3.LA.3.1.3)
Sharea personal posterof one of their grandparent’s (or another relative) history. Students will share their poster and information in small groups. (3.SS.1.2.3,3LA.2.1.3, 3.LA.3.1.3)
Identify and describe why current voluntary and involuntary migration and immigration occur using the “Immigration/Migration” pages (provided in Materials Packet). (3.SS1.2.2 and 3.SS.1.2.3, 3.LA.3.1.3,3.LA.1.2.3, 3.LA.2.1.3, 3.LA.2.2.1)

Identify and analyze past, present and geographic features of Idaho Falls that influenced the settlement pattern of the community using the Pyramid Fold (provided in the Materials Packet). (3.SS.2.3.1, 3.SS.2.3.2,3.LA3.1.3, 3.LA.1.2.3,3.LA.2.2.1)

Compare and Contrast, city/suburb, town and urban/rural areas of Idaho Fallsusing the Compare and Contrast Foldable (provided in the Materials Packet.) (3.SS.2.3.3, 3.LA.1.2.3, 3.LA.2.1.2, 3LA.2.2.1) / Unit 2: Movement of People
How do people who settle together geographically make their community unique?
Unit 2 Smart Solutions
  • A Day’s Work
  • Williams House
Unit 3 People and Nature
  • The Gardner
/ Unit 2-Lesson 1 pg 52-59
Unit 2-Lesson 3 pg 70-75
Unit 2-Lesson 4 pg 78-83
Unit 2-Lesson 5 pg 86-91
Unit 3-Lesson 1 pg 100-105
Unit 1-Lesson 1 pgs. 4-9
Unit 1-Lesson 2 pgs. 12-17
Unit 1-Lesson 3 pgs. 18-25
Unit 1-Lesson 4 pgs. 28-35
Unit 1-Lesson 5 pgs. 36-45

3.SS.2.3.3 / Unit 3: Geography
Unit 3 People and Nature
  • A Symphony of Whales
  • Volcanoes
Unit 4 One of a Kind
* Hottest, Coldest… / Unit 1-Lesson 2 pg 12-17
Unit 3-Lesson 3 pg 116-123
Unit 5-Lesson 5 pg 232-235
Unit 1 Lesson 5 pg 36-44
Unit 1-Map & Globe Skills pg 26-27
Unit 1-lesson 3 pg 20-21
GH14-GH15, GH16-GH17
Unit 1-lesson 3 pg 20-21
GH14-GH15, GH16-GH17
Unit 1-Map/Globe Skills pg 10-11
Unit 2-Map/Globe Skills pg 76-77
Unit 3-Map/Globe Skills pg 138-139
Unit 5-Map/Globe Skills pg 212-213
Unit 1-Map/Globe Skills pg 26-27
Students will discover and list the 3 patriotic symbols that the United States and Mexico have in common. (i.e. flag, National Anthem, Independence Day) (3.SS.1.1.1)
SS.3.1.1.1 / Unit 4: Cultures and Customs
  • Suki’s Kimono
  • How My Family Lives in America
  • Jalapeno Bagels
Unit 6 Freedom
  • Happy Birthday Mr. Kang
Unit 5 Cultures
  • Good-Bye, Shin Dang Dong
  • Me and Uncle Romie
/ Unit 3-Lesson 1 pg 103
Unit 3-Lesson 1 pg 105
Unit 3-Lesson 2 pg 108-114
Unit 3-Lesson 3 pg 116-123
Unit 3-Lesson 5 pg 132-137
Unit 4-Lesson 3 pg 164-167
Unit 2 Lesson 2 pg 60-
Unit 3-Lesson 1 pg 103
Unit 3-Lesson 2 pg 108-114
Unit 3-Lesson 3 pg 116-123
Unit 3-Lesson 5 pg 132-137
Unit 3-Lesson 1 pg 104
Unit 2-Lesson 1 pg 106-107
Unit 3-Lesson 1 pg 101
Unit 1-Lesson 2 pg 12-17
Unit 6 Freedom
  • The Story of the Statue of Liberty
Leveled Readers (From The Story of the Statue of Liberty) / Unit 5-Lesson 1 pg 200-203
Unit 5-Lesson 5 pg 236-237
Unit 3-Lesson 4 pg 128-131
Unit 5-Lesson 1 pg 197
Unit 5-Lesson 4 pg 220-221
Unit 5-Lessson 1 pg 198-199
Unit 5- Lesson 2 pg 206, 214-215
Unit 5 Lesson 3 pg 214-217
Unit 5 Lesson 3 pg 216-217
Unit 5 Lesson 5 pg 232-235
Unit 5 Lesson 2 pg 208-211
Unit 5 Lesson 3 pg 216