Social Studies Skills TEKS

Grade 3

Social Studies

Unit: 01

Lesson: 01

Suggested Duration: 7 days

Mapas de investigación

Lesson Synopsis:

Students build geography and map skills and apply them while learning about Juan de Oñate.

TEKS:

3.1 / History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:
3.1C / Describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and Juan de Oñate, have contributed to the expansion of existing communities or to the creation of new communities.
3.3 / History. The student understands the concepts of time and chronology. The student is expected to:
3.3A / Use vocabulary related to chronology, including past, present, and future times.
3.3B / Create and interpret timelines.
3.3C / Apply the terms of year, decade, and century to describe historical times.
3.4 / Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:
3.4B / Identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains.
3.4C / Describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape.
3.5 / Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:
3.5A / Use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community.
3.5B / Use a scale to determine the distance between places on maps and globes.
3.5C / Identify and use the compass rose, grid system, and symbols to locate places on maps and globes.
3.5D / Create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system.

Social Studies Skills TEKS:

3.17 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources including electronic technology. The student is expected to:
3.17E / Interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps.
3.18 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18A / Express ideas orally based on knowledge and experiences.
Getting Ready for Instruction
Performance Indicator(s):

· Sketch a map of Texas with a title, compass rose, legend, and grid system. Notate Austin as the state capital, the location of the local community, and at least two other communities. Use cardinal and intermediate directions to describe in writing the location of the communities from each other and the location of physical features from each other and the communities. (3.5A, 3.5C, 3.5D; 3.17E)

1C; 2E

Grade 3

Social Studies

Unit: 01 Lesson: 01

Key Understandings and Guiding Questions:

· Las personas usan mapas y sus elementos incluyendo la escala, el sistema de cuadrículas, la rosa de los vientos, la leyenda y las direcciones cardinales e intermedias para determinar una ubicación.

— ¿Cómo usan los mapas las personas?

— ¿Por qué las personas usan mapas?

— ¿Cómo los elementos del mapa ayudan a las personas a leer mapas?

Vocabulary of Instruction:

Grade 3

Social Studies

Unit: 01 Lesson: 01

· lugar

· instrumentos geográficos

· distancia

· indicación

Grade 3

Social Studies

Unit: 01 Lesson: 01

Kindergarten

Science

Unit: 01 Lesson: 01

Materials:

Kindergarten

Science

Unit: 01 Lesson: 01

· Refer to the Notes for Teacher section for materials.

Kindergarten

Science

Unit: 01 Lesson: 01

Kindergarten

Science

Unit: 01 Lesson: 01

Attachments:

· Handout: Observing a Map (1 per student, there are 2 on the sheet)

· Teacher Resource: Observing a Map KEY

· Teacher Resource: Oñate – Modern Map

· Teacher Resource: PowerPoint: Oñate

· Teacher Resource: Expedition of Juan de Oñate

· Handout: Thanksgiving Timeline (cut apart, 1 set per student)

· Handout: Oñate Map (1 per student or pair)

· Teacher Resource: Explorer’s Description of the North American Bison

· Teacher Resource: El Morro National Monument Information

Grade 3

Social Studies

Unit: 01 Lesson: 01

Resources and References:

None identified

Advance Preparation:

1. Become familiar with content and procedures for the lesson, including geographic tools and their use, as well as Juan de Oñate.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Conduct an internet search for pictures of central Mexico and the Chihuahuan Desert (landscapes, not human characteristics) or use pictures from the textbook and other classroom materials.

6. Prepare materials and handouts as needed.

Background Information:
Juan de Oñate was an explorer from New Spain and went on expeditions in what is today Texas and New Mexico.
Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher /
ENGAGE – Investigate Maps / NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. With students in pairs or small groups (fewer than 4), distribute a variety of maps for students to investigate.
2. Student groups explore the maps for several minutes and then share what they find on the map.
3. Ask probing questions to ensure students mention specific geographical features and map elements. If students describe a feature of the map but do not use the appropriate academic language, model the use of the correct terms.
4. Create an anchor chart of geography terms listing “things” that can be found on a map (use academic language). Keep the chart up and add to it throughout the lesson (and year).
5. Students switch maps with another group, look for examples of the terms/features listed on the anchor chart, and practice using the academic language to describe features of the map. / Materials:
· maps, a variety of maps such as Texas, cities and towns, United States, the school, the neighborhood, amusement parks, malls, etc.
Instructional Note:
As you travel, make an effort to gather many free maps of all kinds to keep in the classroom. (e.g., maps of shopping malls, amusement parks, cities, states, parks)
EXPLORE – Review map elements and map skills / Suggested Day 1 (cont’d) – 30 minutes
1. Distribute small compasses to students (in pairs or small groups if not enough compasses for each student).
2. Students experiment with the compass to find true north in the classroom and then face the direction of true north.
3. Post a label in the classroom to indicate where true north is.
4. By asking questions, lead students to identify the other cardinal and intermediate directions in the classroom. Encourage students to say where to post the other directional signs and to explain their reasons. Use prepared notecards or signs to label north, south, east, west and northwest, northeast, southwest and southeast on the walls.
5. After the room is correctly labeled, play Simon Says for a few minutes to practice using the academic language of directions. (Simon says face true north. Simon says face southeast, and so forth.)
6. Grid Systems: Students create a visual grid for finding directions.
7. Students draw a Tic-Tac-Toe grid on a blank sheet of paper and label it as instructed below:
· Across the top three boxes, use the letter N for north.
· Across the bottom three boxes, use the letter S for south
· Label the boxes on the left side W for west.
· Label the boxes on the right side E for east.
· Finally, label the box in the middle with a C for central.
8. Students place their grid paper flat on the desk or table and align the grid with the classroom. (The top of the map faces north.)
9. Students add a few more details to the grid, such as the teacher’s desk, the door, or the trash can.
10. Encourage students to describe the location of various objects in the room using the academic language of cardinal and intermediate directions, pointing to the location on their 2-dimensional maps and in the 3-dimensional classroom. (e.g., The door is in the southeast corner of the room.)
11. The grid can also be lifted up and placed over a wall for applying directions to that plane, such as, “The homework assignment is written on the southeast corner of the board.”
12. Distribute, again, the various maps that students investigated at the beginning of the lesson. This time students explore and discuss what they see, identifying locations using the grid system and cardinal and intermediate directions.
13. Student groups continue to discuss the maps, building skills to identify map elements (legend, symbols, compass rose and directions, and scale) and speculate/experiment on the use of a map, continuing to use academic language.
14. Teacher circulates, probing with questions such as:
· What do you observe on the map?
· When would the map be helpful?
· Who might use this map? / Materials:
· compasses (1 per student)
· blank paper (1 per student)
· pencils
· direction labels for the room (for each of the cardinal and intermediate directions)
· maps, a variety of maps such as Texas, cities and towns, United States, the school, the neighborhood, amusement parks, malls, etc. (from the Engage, above)
Instructional Note:
· Create direction labels for walls of the classroom: north, south, east, and west (cardinal directions), northeast, northwest, southeast and southwest (intermediate directions).
· Leave the signage up in the room all year and refer to it whenever possible, such as “The trash can is located in the northeast corner of the room.” Or, “The fire station is south of the school.”
The grid will look like this:
NW N NE
W C E
SW S SE
EXPLAIN / Suggested Day 1 (cont’d) – 10 minutes
1. In pairs, students take turns reading the maps, locating features on the maps and describing their relative location using cardinal and intermediate directions. (Examples: Houston is southeast of Austin; Dallas is south of the Red River, or south of the Oklahoma border; El Paso is west of the Chisos Mountains.)
EXPLORE – Draw a map / Suggested Day 2– 20 minutes
1. To review learning from Day 1, help students draw a new grid like the one from Day 1.
2. Lead the students to the playground with their grid maps and clipboards or other hard surface to write on.
3. Once on the playground, identify north for the students
4. Students place their grid-map flat so it aligns with north.
5. Facilitate a discussion about the relative location of playground items. Use appropriate academic language including cardinal and intermediate directions.
6. Students add playground equipment, trees, fences, large rocks, etc., to their maps as appropriate, and label them.
7. On the way back to class, ask questions to lead students to think about:
· Is there a map of our playground and school?
· Has the school always been located on this land?
· Was there ever anything here on the land before the school?
· Was there ever a time when the land had nothing man-made on it? Do you think it had a map then? Who do you think drew the first map of this land?
8. Once back in the classroom, help student complete their maps by introducing the TODAL strategy.
9. Students add to their maps:
· Title (such as XYZ Playground)
· Orientation (The orientation is already there in the form of the labeled grid, but they can add a compass rose with north identified.)
· Date the map was made
· Author (their name)
· Legend and labels (add a legend and other labels as appropriate)
10. Facilitate a brief general discussion on maps, the use of maps, etc. / Materials:
· paper for drawing a map of playground (1 per student)
· clipboards (optional, 1 per student or pair of students)
Instructional Note:
· Use TODAL to help answer questions. (T=Title, O=Orientation (where is north?), D=Date, A=Author, L=Legend)
The grid will look like this:
NW N NE
W C E
SW S SE
EXPLAIN / Suggested Day 2 (cont’d) – 5 minutes
1. Students share their maps with a partner. They describe the location of at least three items on the map, explain at least two of the geographic tools on the map, and point to north on their map.
EXPLORE / Suggested Day 2 (cont’d) – 10 minutes
1. Students speculate on answers to questions such as:
· Are there maps of all the places in Texas?
· Have there always been maps of Texas?
· Was there a time when there was no map of Texas?
· How did people find their way?
· Could you describe the location of a location in Texas if you didn’t have a map?
2. To help students create an understanding of the locations of major characteristics of Texas, help them create a kinesthetic map of Texas using their right hand.
· Using your right hand, palm down, place your first two fingers (index and pointer) pointing up, your next two fingers (ring and pinkie) curled under and your thumb pointing out to the left.