1st Nine Weeks Social Studies Unit 1: Louisiana’s ... Weeks . Social Studies Unit 1: Louisiana’s...

3rd Grade Social Living Curriculum Map 1

Social Living

3rd Grade

Curriculum Map 2011-2012

1st Nine Weeks

Social Studies Unit 1: Louisiana’s Geography Suggested Time: ten, 45-minute periods (August 15-August 26)

Guiding Questions: 1. Can students understand and describe the characteristics and uses of various maps? 2. Can students use geographic tools to locate major geographic features on a map and

compare various areas in Louisiana? 3. Can students describe and compare various community settings in Louisiana?

4. Can students explain patterns of settlement in Louisiana, past and present? 5. Can students describe and compare the physical characteristics of various regions of

Louisiana?

GLEs Covered

Content (Major concepts, figures, and Events)

Suggested Activities

Textbook Alignment

Assessment Strategies

Essential: □ 54 Important: □ 1 □ 4 □ 5 □ 6 □ 7 □ 8 □ 9 □ 14 □ 18 □ 46 Condensed: □ 2 □ 15

□ Locate Louisiana in the world (All levels-continent, country, state, parish, town) □ Geographic features (i.e., major rivers, Lake Pontchartrain, Mississippi River, Gulf

of Mexico, Red River, Mount Driskill, Port of New Orleans, delta) □ Robert La Salle □ Physical characteristics of regions of Louisiana (i.e., climate, precipitation, bayous,

marshes, swamps □ Three regions of Louisiana: West Gulf Coastal Plain, East Gulf Coastal Plain, and

Mississippi River Plain □ Globe (hemisphere, oceans, bodies of water) □ Reading different types of maps (i.e., physical, political, topographical) □ Map features (i.e., key, symbols, distance scale, elevation, political boundaries,

borders) □ Bar graphs, picture graphs, circle graphs, charts, diagrams, and grids □ Using a compass and cardinal directions □ Adapting to physical environment □ Complete a timeline Rigby Unit 1: People and Places Themes 1 and 2

Activity 1: GLEs 1 and 2 Activity 2: GLEs 1, 4, 5, 7, 9, and 18 Activity 3: GLEs 4 and 8 Activity 4: GLEs 6 and 9 Activity 8: GLEs 15, 46, and 54 Draw and label a map of Louisiana with major cities, rivers, and Mount Driskill

Chapter 1, Lesson 1: P. 10 Chapter 1, Lesson 2: P. 18 Chapter 2, Lesson 1: P. 30 Chapter 2, Lesson 2: P. 40 P. H8-H18

□ Louisiana iLEAP test prep book, Unit 1

□ Triangle diagram (Use with LCC Activities 2, 4, 6)

□ Community Map Grid (Use with LCC Activity 3)

□ LA map of regions and geographic features (Use with LCC Activity 3)

□ Timeline


Social Living

3rd Grade


1st Nine Weeks

Science Unit 1: Measuring and Describing Matter

Suggested Time: Fifteen, 45-minute periods (August 29-September 20)

Guiding Questions: 1. Can students cite what units of measurement are used to measure length and width? 2. Can students select the appropriate tool to measure temperature, liquid volume, and mass?

3. Can students distinguish what materials make up common objects? 4. Can students describe what physical changes occur when matter changes states and what

causes these changes?

GLEs Covered



Textbook Alignment


Essential: □ 2 □ 3 □ 4 □ 5 □ 6 □ 9 □ 11 □ 12 □ 19 □ 20 □ 22 □ 47 □ 48 Important: □ 7 □ 8 □ 15 □ 18 □ 21 □ 49

□ Changes in states of matter (i.e., freezing, evaporating, condensing, boiling) □ Water cycle process-evaporation, condensation, and precipitation □ Identify original materials that make up common objects □ Science as inquiry-observe, investigate, predict, test, experiment □ Five senses □ Measurement (i.e., length, temperature (Celsius and Fahrenheit), mass, volume,

width, metric, and U.S.) □ Equipment and tools (i.e., magnifying lens, microscope, graduated cylinder) □ Interpret data (i.e., illustration, graphs, charts, concept maps) □ Express experiments (i.e., drawings, reports, journals, exhibits, portfolios, safety

procedures, gloves, goggles) □ Compare and classify objects (i.e., float/sink and conduct electricity) Rigby Unit 2: Thinking Like a Scientist Theme 3

Activity 1: GLEs 4, 6, and 12 Activity 3: GLEs 2, 5, 7, 8, 9, 12, 19, 20, 47, and 49 Activity 4: GLEs 2, 3, 4, 5, 7, 8, 9, and 19 Activity 7: GLEs 3, 4, 5, 9, 11, 12, and 48 Activity 8: GLEs 3, 4, 5, 6, 9, 11, 15, and 22

Unit 1 Lesson 1, pg. 20-29 Lesson 2, pg. 30-39 Lesson 3, pg. 40-49 Unit 1 Review, pg. 50-53

□ Measure with accuracy using U.S. and metric system

□ Chart categorizing solids, liquids, and gases

□ Weather Journal BLM (Use with LCC Activity 3)

□ Mass chart (Use with LCC Activity 4)

□ Learning log (Use with LCC Activity 8)


Social Living

3rd Grade


1st Nine Weeks

Science Unit 2: Energy Suggested Time: Ten, 45-minute periods (September 21-October 4)

Guiding Questions: 1. Can students describe how the structure of an object changes the pitch and volume of

sound? 2. Can students describe the relation of an object’s color to its absorption and reflective

properties? 3. Can students identify materials that are a good conductor of heat and electricity and tell which

materials make the best insulators?

4. Can students describe the effect of color on the temperature of an object when it is exposed to sunlight?

5. Can students diagram a circuit and identify the direction of electrical energy flow in an open and closed circuit?

GLEs Covered



Textbook Alignment


Essential: □ 1 □ 2 □ 3 □ 4 □ 5 □ 9 □ 11 □ 12 □ 13 □ 14 □ 16 □ 27 □ 28 □ 30 □ 31 Important: □ 17 □ 29 □ 32

□ Science as inquiry (i.e., pose and ask questions, predict outcomes) □ Pitch, sound, and volume □ Reflection and colored objects □ Absorption □ Insulators □ Movement of electricity □ Common forms of electricity (i.e., light, electricity, heat, and mechanical) □ Energy to move or lift objects Rigby Unit 2: Thinking Like a Scientist Theme 4

Activity 1: GLEs 1, 2, 3, 9, 11, 13, and 31 Activity 2: GLEs 2, 11, 13, and 27 Activity 4: GLEs 1, 2, 3, 4, 5, 9, 11, 12, and 28 Activity 6: GLEs 2, 3, 4, 5, 9, 11, 13, 16, and 29 Activity 7: GLEs 2, 3, 4, 9, 11, 12, 14, 17, 29, and 30

Unit 2 Lesson 1, pg. 56-69 Lesson 2, pg. 70-79 Lesson 3, pg. 80-89 Lesson 4, pg. 90-99 Unit 2 Review, pg. 100-103

□ Word grid (Use with LCC Activity 1)

□ Water bottles (Use with LCC Activity 2)

□ Soccer team (Use with LCC Activity 4)

□ Data sheet (Use with LCC Activity 5)

□ Create a diagram (Use with LCC Activity 7)


Social Living

3rd Grade


1st and 2nd Nine Weeks

Social Studies Unit 2: Changes in Louisiana’s Landscape Over Time

Suggested Time: Ten, 45-minute periods (October 5-October 20)

Guiding Questions: 1. Can students describe the human characteristics of places in Louisiana? 2. Can students explain how people and the physical environment have changed over time in

Louisiana?

3. Can students describe ways in which people in Louisiana have modified the physical environment over time to meet basic needs?

4. Can students name examples of physical processes affecting Louisiana?

GLEs Covered



Textbook Alignment


Essential: □ 12 □ 13 Important: □ 4 □ 6 □ 9 □ 10 □ 11 Condensed: □ 19

□ Population maps and settlement changes □ Levee (i.e., erosion, river changes, flooding, dangers, hurricanes, and saving

wetlands □ Adapt to land changes □ Compass rose □ Cardinal directions □ Compare/describe physical characteristics of regions of Louisiana □ Changes of settlement over time (i.e., rural, urban, and suburban) □ Maps and charts of land and vegetation Rigby Unit 3: Then and Now Theme 5

Activity 1: GLE 4 Activity 2: GLEs 6, and 13 Activity 4: GLEs 6, 9, 11, and 13 Activity 5: GLE 12 Activity 6: GLE 10

Chapter 3, Lesson 1: P. 66-71 Chapter 3, Lesson 2, P. 74-79


□ Disappearing coastline chart (Use with LCC Activity 2)

□ Cause/Effect chart on wetland destruction (Use with LCC Activity 4)

□ LA regional map of land use, vegetation and culture (Use with LCC Activity 5)

□ Write a paragraph describing their community


Social Living

3rd Grade


2nd Nine Weeks

Social Studies Unit 3: Louisiana’s History and People

Suggested Time: Ten, 45-minute periods (October 21-November 3)

Guiding Questions: 1. Can students explain patterns of settlements in Louisiana across time? 2. Can students explain why people settled in Louisiana and how the physical environment was

adapted to meet their needs?

3. Can students identify role models of responsible citizenship in the past and present? 4. Can students compare various cultures and identify the cultural elements that have

contributed to Louisiana’s heritage?

GLEs Covered



Textbook Alignment


Essential: □ 3 □ 20 □ 29 □ 52 □ 54 □ 56 □ 57 Important: □ 16 □ 46 □ 47 □ 48 □ 49 □ 53 □ 55 □ 58 □ 59 Condensed: □ 50 □ 51

□ Charts, graphs, diagrams, maps, tables □ Customs □ Festivals and their host cities (i.e., Mardi Gras, Jazz, Crawfish, Strawberry, etc.) □ Adapting to the physical environment □ Culture (i.e., Creole, Cajuns, African Americans, food, oral, visual, written) □ Qualities of good citizens (i.e., honesty, courage, trustworthiness, etc.) □ Timeline □ Primary and secondary sources □ Compare family life and community life then and now □ Early settlers (i.e., Poverty Point, Native Americans, Creoles, Acadians, French,

Spanish) □ Louisiana development □ State and national landmarks and symbols (i.e., state flag, Capitol, bird, Statue of

Liberty, White House, Liberty Bell, National Anthem, etc.) □ Migrations to Louisiana (see culture and early settlers) Rigby Unit 3: Then and Now Theme 6

Activity 1: GLEs 20, 52, and 53 Activity 2: GLE 29 Activity 6: GLEs 3, 51, and 57 Activity 7: GLEs 46, 54, and 56

Chapter 5, Lesson 1, P. 124-127 Chapter 5, Lesson 2, P. 130-141 Chapter 11, Lesson 1, P. 288-291 Chapter 11, Lesson 2, P. 296-301 Chapter 12, Lesson 1: P. 306-309 Chapter 12, Lesson 2: P. 314-329 P. H2, Good Citizens Sources, P. 148 R26 and R27


□ Paragraph on LA culture (Use with LCC Activity 6)

□ Make a web of qualities of good citizens with examples of each trait


Social Living

3rd Grade


2nd Nine Weeks

Science Unit 4: Rocks, Soils, and Change Suggested Time: Ten, 45-minute periods (November 4-November18)

Guiding Questions: 1. Can students describe the composition of rocks? 2. Can students explain how Earth’s processes have affected their neighborhood? 3. Can students identify igneous, sedimentary, and metamorphic rocks?

4. Can students identify the components of soil? 5. Can students identify the characteristics of fossils? 6. Can students explain how fossil records are used to learn about the past?

GLEs Covered



Textbook Alignment


Essential: □ 1 □ 4 □ 5 □ 6 □ 9 □ 10 □ 11 □ 12 □ 45 □ 46 □ 50 □ 51 □ 52 Important: □ 8 □ 15

□ Science as inquiry-experiments □ Composition of rocks and minerals □ Earth’s processes (i.e., rusting, weathering, erosion) □ 3 types of rocks and their characteristics (i.e., metamorphic, igneous, and

sedimentary) □ Components of soil (i.e., humus, silt, loom) □ Layers of soil (i.e., top soil, subsoil, etc.) □ Fossils-to learn about past (i.e., imprints, casts, molds) □ Natural resources (i.e., know and identify renewable and nonrenewable; Unit 7,

Lesson 3, pg. 310 in textbook) Rigby Unit 4: Forces of Nature Theme 7

Activity 1: GLEs 1, 5, 6, 9, 15, and 45 Activity 2: GLEs 5, 8, 9, and 50 Activity 4: GLEs 4, 5, 10, 11, and 46 Activity 5: GLEs 1, 9, 11, 12, and 51 Activity 6: GLEs 5, 8, 9, 12, and 52


□ Classifying rocks (Use with LCC Activity 2)

□ Graphic organizer (Use with LCC Activity 4)

□ Paragraph rubric (Use with LCC activity 6)


Social Living

3rd Grade


2nd Nine Weeks

Science Unit 8: Weather Patterns Suggested Time: Ten, 45-minute periods (November 28-December 9)

Guiding Questions: 1. Can students differentiate weather from climate? 2. Can students describe the processes in the water cycle?

3. Can students identify and construct simple weather instruments to record the changes in the weather?

4. Can students accurately read and record the information gathered by each weather instrument?

GLEs Covered



Textbook Alignment


Essential: □ 1 □ 2 □ 3 □ 4 □ 5 □ 9 □ 10 □ 11 □ 12 □ 47 □ 48

Important: □ 7 □ 8 □ 17 □ 49

□ Science as inquiry □ Difference between weather and climate □ Water cycle-evaporation, condensation, precipitation, collection of runoff □ Climate patterns over time Rigby Unit 4: Forces of Nature Theme 8

Activity 1: GLEs 1, 2, 4, 5, 9, 11, and 48 Activity 2: GLEs 2, 4, 5, 7, 9, 12, and 17 Activity 3: GLEs 3, 5, 8, 10, 11, 47, and 49

Unit 8 Lesson 1, pg. 340-353 Lesson 2, pg. 354-362 Unit 8 Review, pg. 364-367

□ Draw and label illustration (Use with LCC Activity 1)

□ Learning logs (Use with LCC Activity 2)

□ Paragraph rubric (Use with LCC Activity 3)


Social Living

3rd Grade


2nd and 3rd Nine Weeks

Social Studies Unit 5: Louisiana’s Riches Suggested Time: Fifteen, 45-minute periods, (December 12-January 17)

Guiding Questions: 1. Can students identify natural resources in Louisiana and their uses and importance? 2. Can students identify various resources in the production of goods and provision of services? 3. Can students identify goods produced in the local community and Louisiana and how these

goods are shipped elsewhere for sale?

4. Can students understand the concepts of scarcity and abundance? 5. Can students compare benefits and costs when making choices? 6. Can students identify the concepts of specialization and interdependence?

GLEs Covered



Textbook Alignment


Essential: □ 35 □ 36 □ 39 □ 45 Important: □ 17 □ 21 □ 28 □ 31 □ 32 □ 33 □ 34 □ 37 □ 38 □ 40 □ 42 □ 43 Condensed: □ 23 □ 41

□ Supply and demand □ Natural resources and their uses (i.e., clearing land for urban development,

constructing levees, building bridges, drilling for oil and gas, etc.) □ Scarcity and abundance □ Resources (i.e., sugar cane, trees, oil, cotton, rice, and soybeans, etc.) □ Benefits and costs when making choices (i.e., opportunity cost, comparative

shopping) □ Saving money □ Producers and consumers □ Natural, human, and capital resources □ Specialization □ Interdependence □ Jobs □ Goods and services of local communities □ Economic institutions (i.e., households, banks, businesses, etc.) □ Goods and services produced in Louisiana (i.e., oil, natural gas, tourism, mineral

resources, etc.) Rigby Unit 5: Taking Care of Business Theme 9 Theme 10

Activity 3: GLEs 35, 37, 38, and 41 Activity 6: GLE 45 Activity 8: GLE 39 Activity 12: GLE 36

Chapter 4, Lesson 1: P. 88-93 Chapter 4, Lesson 2: P. 98-109 Chapter 7, Lesson 1: P. 178-183 Chapter 7, Lesson 2: P. 188-197


□ Draw pictures of resources on a map of LA (Use with LCC Activity 6)

□ Story chain (Use with LCC Activity 8)

□ 3 column chart listing examples of the 3 types of resources

□ Flow chart to show production of a LA product

□ Write about someone they know who is a good citizen-could interview


Social Living

3rd Grade


3rd Nine Weeks

Social Studies Unit 7: Louisiana’s Economy Suggested Time: Five, 45-minute periods (January 18-January 24)

Guiding Questions: 1. Can students provide examples of economic choice and explain the concept of opportunity

cost? 2. Can students understand the concept of specialization and interdependence of goods and

services? 3. Can students understand the relationship between producers and consumers?

4. Can students understand basic principles of supply and demand? 5. Can students discuss trade and how it benefits the parties involved? 6. Can students identify some of the major goods and services produces in Louisiana?

GLEs Covered



Textbook Alignment


Essential: □ 35 □ 45 Important: □ 32 □ 33 □ 34 □ 37 □ 38 □ 40 □ 42 □ 43 Condensed: □ 2 □ 41

□ Bar, picture, and circle graphs □ Comparative shopping (i.e., earn money, plan for expensive item, save for

emergency) □ Producers and consumers and how they depend on each other □ Specialization □ Interdependence □ Goods and services □ Jobs □ Trade in local communities □ Supply and demand □ Goods and services of Louisiana Rigby Unit 5 Theme 10

Activity 3: GLEs 35 and 40 Activity 6: GLEs 35, 42, 43, and 45

Chapter 8, Lesson 1: P. 200-207 Chapter 8, Lesson 2: P. 210-217


□ Create a collage to represent producers and consumers

□ Write 2 paragraphs about a shopping trip (Use with LCC Activity 2)

□ Have students list goods and services they have used for the last week


Social Living

3rd Grade


3rd Nine Weeks

Science Unit 3: Forces and Motion Suggested Time: Ten, 45-minute periods (January 25-February 7)

Guiding Questions: 1. Can students explain how force is a push or a pull on an object? 2. Can students describe the relationship of the height of an inclined plane and the distance

and object will roll? 3. Can students explain how the height of an inclined plane determines the speed at which an

object moves?

4. Can students describe how the effect of friction determines an object’s movement? 5. Can students observe and analyze shadows and the apparent path of the Sun across the

sky from data collected?

GLEs Covered



Textbook Alignment


Essential: □ 1 □ 2 □ 3 □ 4 □ 5 □ 9 □ 11 □ 12 □ 23 □ 24 □ 25 □ 26 □ 33 Important: □ 7 □ 8 □ 17 □ 32

□ Science as inquiry □ Push and pull □ Forces (i.e., push, pull, friction, gravity) □ Motion and position □ Simple machines (i.e., pulley, lever, wheel and axle, wedge, incline plane) Rigby Unit 6: Shoot the Stars Theme 11

Activity 2: GLEs 2, 3, 4, 7, 8, 23, 24, and 26 Activity 3: GLEs 2, 4, 5, 9, 12, 24, and 26 Activity 4: GLEs 2, 5, 11, 17, 32, and 33 Activity 5: GLEs 1, 3, 5, 11, 25


□ Data sheet and answer questions (Use with LCC Activity 2)

□ Rolling race data sheet with questions (Use with LCC Activity 3)



Social Living

3rd Grade


3rd Nine Weeks

Science Unit 6: The Solar System Suggested Time: Five, 45-minute periods (February 8-February14)

Guiding Questions: 1. Can students explain why the Sun appears to be at different places in the sky during the day? 2. Can students explain why shadows get longer or shorter and change direction over time? 3. Can students name the planets in order from the Sun?

4. Can students explain how the rotation of Earth causes day and night? 5. Can students explain the results of the revolution of the Earth around the Sun?

GLEs Covered



Textbook Alignment


Essential: □ 1 □ 2 □ 4 □ 5 □ 9 □ 11 □ 25 □ 53 □ 54 □ 55 □ 56

□ Science as inquiry □ Shadows □ Seasons □ Observe location of the sun throughout the day □ Order of the planets (inner and outer planets) □ Patterns of changes in the sun’s position □ Rotation-day and night □ Revolution-year Rigby Unit 6: Shoot the Stars Theme 12

Activity 1: GLEs 1, 2, 4, 5, 9, 11, 25, 54, and 56 Activity 2: GLEs 1, 2, 5, 54, and 55 Activity 3: GLEs 1, 2, 5, 9, 11, and 53

Unit 6 Lesson 1, pg. 264-273 Lesson 2, pg. 274-283 Unit 6 Review, pg. 284-287

□ Learning log (Use with LCC Activity 1)


□ Planet report (Use with LCC Activity 3)

□ Planetarium questions


Social Living

3rd Grade


3rd Nine Weeks

Social Studies Unit 4: Louisiana’s Leaders Suggested Time: Thirteen, 45-minute periods (February 15-March 12)

Guiding Questions: 1. Can students describe the major responsibilities of state government and key government

positions? 2. Can students identify individuals responsible for making and enforcing state laws? 3. Can students distinguish between rules and laws?

4. Can students identify the qualities of a good citizen? 5. Can students identify services provided by the state government?

GLEs Covered



Textbook Alignment


Essential: □ 24 □ 27 □ 29 Important: □ 22 □ 25 □ 26 □ 28 □ 30 □ 44 Condensed: □ 23

□ State laws and people responsible for making the laws □ Necessity of state government and meeting our needs (i.e., make laws, roads,

bridges, hospitals, schools, etc.) □ Major responsibilities of the state government and services provided □ Powers of state government officials (i.e., governor, lieutenant governor, attorney

general, etc.) □ Difference between laws and rules □ Characteristics of good citizens (i.e., honesty, courage, patriotism, and

trustworthiness) □ Election of officials (voting by citizens, terms of office, and voting eligibility) Rigby Unit 7: We the People Theme 13

Activity 1: GLE 27 Activity 4: GLEs 24 and 25 Activity 6: GLEs 28 and 29



□ State government graphic organizer

□ Have students choose one problem they see in their community and write to a local government official about it with possible solutions (Use with LCC Activity 1 and 2)


Social Living

3rd Grade


3rd and 4th Nine Weeks

Social Studies Unit 6: Governments: The State of Louisiana and the United States

Suggested Time: Seven, 45-minute periods (March 13-March 21)

Guiding Questions: 1. Can students identify the role of state government and how it helps society? 2. Can students explain the responsibilities of individuals in making a community a better place

to live?

3. Can students identify how citizens can help solve community problems?

GLEs Covered



Textbook Alignment


Important: □ 28 □ 30 □ 44 Condensed: □ 23

□ How the state government meets the needs of society □ Responsibilities of citizens □ Solving problems □ Services of the state government (i.e., state parks, highways, roads,

libraries, bridges, hospitals, etc.) Rigby Unit 7: We the People Theme 14

Activity 2: GLEs 23 and 44 Activity 4: GLE 28 Activity 5: GLEs 28 and 30



□ Write various state issues on index cards and have students come up with solutions to the problems

□ Poster rubric (Use with LCC Activity 2)



Social Living

3rd Grade


4th Nine Weeks

Science Unit 5: Plant and Animal Systems Suggested Time: Twenty, 45-minute periods (March 22-May 8, with State testing April 12-17)

Guiding Questions: 1. Can students describe what the human body needs to grow and be healthy? 2. Can students give examples of how the structures of plants and animals enable each to meet

their basic needs? 3. Can students cite common characteristics that are used to classify groups of organisms?

4. Can students describe the components and function of the digestive system and the skeletal system?

5. Can students describe what is meant by a balanced daily diet and determine if he or she (as well as his or her classmates) is meeting the requirements?

GLEs Covered



Textbook Alignment


Essential: □ 1 □ 2 □ 3 □ 5 □ 9 □ 10 □ 11 □ 12 □ 14 □ 35 □ 36 □ 38 □ 40 □ 41 Important: □ 8 □ 34 □ 37 □ 39 □ 42 □ 43 Condensed: □ 44

□ Science as inquiry-experiments □ Human body-needs for growing □ Animal structures (i.e., mammals, reptiles, amphibians, birds, insects) □ Plant structures (i.e., roots, leaves, stems, flowers, seeds) □ Plant functions (i.e., growing toward the sun, function of stems and roots,

photosynthesis) □ Classify organisms □ Compare organisms □ Body systems (i.e., digestive, skeletal) □ Healthy eating habits □ Food Pyramid and balanced meals □ Graph, analyze, and interpret data Rigby Unit 8: Our Valuable Earth Theme 15

Activity 2: GLEs 1, 9, 10, 34, 42, 43, and 44 Activity 3: GLEs 9, 11, 35, and 40 Activity 4: GLEs 9, 11, and 41 Activity 5: GLEs 9, 11, 35, 38, and 39 Activity 6: GLEs 1, 2, 3, 8, 10, 12, and 35 Activity 8: GLEs 1, 2, 3, 5, 9, and 36 Activity 9: GLEs 2, 3, 5, 11, 14, and 37

Unit 5 Lesson 1, pg. 202-211 Lesson 2, pg. 212-223 Lesson 3, pg. 224-235 Lesson 4, pg. 236-245 Lesson 5, pg. 246-257 Unit 5 Review, pg. 258-261

□ Dietary journal □ Meal calendar

(Use with LCC Activity 2)

□ Diagram of digestive system (Use of LCC Activity 3)

□ Data chart (Use with LCC Activity 6)

□ Growth record (Use with LCC Activity 9)


Social Living

3rd Grade


4th Nine Weeks

Science Unit 7: The Environment Suggested Time: Ten, 45-minute periods (May 9-May 22)

Guiding Questions: 1. Can students describe the interrelationships between the living and nonliving

components of the environment? 2. Can students describe how changes to a habitat affect the organisms that live there?

3. Can students give both negative and positive changes in natural habitats that are caused by humans and how those changes affect animal and plant populations?

4. Can students list natural resources that are used to manufacture products? 5. Can students describe how renewable and nonrenewable resources can be

replenished or depleted? GLEs

Covered Content

(Major concepts, figures, and Events) Suggested Activities

Textbook Alignment


Essential: □ 1 □ 2 □ 3 □ 5 □ 9 □ 10 □ 11 □ 12 □ 57 □ 58 □ 59 □ 60 □ 61 □ 62 Important: □ 8 □ 15

□ Science as inquiry □ Living and nonliving things □ Humans’ positive and negative effects on organisms □ Natural resources used in common products (i.e., plastics from petroleum,

copper wire from copper ore, etc.) □ Renewable and nonrenewable resources □ Endangered animals in Louisiana □ Animals that have recovered and are no longer endangered Rigby Unit 8: Our Valuable Earth Theme 16

Activity 1: GLEs 1, 8, 9, 11, 12, 15, 57, and 58 Activity 2: GLEs 1, 3, 5, 9, 11, 57, and 58 Activity 3: GLEs 5, 9, 11, 15, 59, and 60 Activity 4: GLEs 1, 2, 9, 11, 61, and 62


□ Learning logs □ Chart of living

and nonliving things (Use with LCC Activity 2)

□ Identifying (Use with LCC Activity 3)

□ Posters or brochures (Use with LCC Activity 4)


Social Living

3rd Grade


Resources □ General Resources

o Websites http://house.louisiana.gov/pubinfo/kids.htm (Louisiana Kids Fun and Education Page) http://www.louisiana101.com (Louisiana history) http://www.louisianahistory.org (Louisiana timeline and history)

□ Social Studies Unit 1: Louisiana’s Geography o United Streaming Videos

French Explorers: Colonization of Louisiana and the French Louisiana Purchase: Lewis and Clark Along the Southeastern Coastline

o Promethean Planet Economics Vocabulary (Search keyword: economics) Economy (Search keyword: economics)

o Websites http://www.crt.state.la.us/parks/Education/Default.htm (State park resources) http://www.cajunculture.com (Louisiana food and culture) http://www.vermilionville.org (Vermilionville Living History Museum and Village) http://www.acadianvillage.org (Acadian Village) http://www.louisiana101.com (Louisiana history) http://www.louisianahistory.org (Louisiana timeline and history)

o Books Louisiana Survivor Game Book by Carole Marsh Louisiana Wheel of Fortune Game Book by Carole Marsh Louisiana Millionaire Game Book by Carole Marsh The Lovely Louisiana Coloring Book by Carole Marsh Louisiana Native Americans by Carole Marsh Terrific Timeline Tools for Teachers by Carole Marsh

□ Social Studies Unit 2: Changes in Louisiana’s Landscape Over Time o United Streaming Videos

Earthworks of the 1st Louisianans: A Planned Community Tools of the 1st Louisianans

o Promethean Planet Weather Hurricanes Hurricane Havoc

http://house.louisiana.gov/pubinfo/kids.htm�

http://www.louisiana101.com/�

http://www.louisianahistory.org/�

http://www.crt.state.la.us/parks/Education/Default.htm�

http://www.cajunculture.com/�

http://www.vermilionville.org/�

http://www.acadianvillage.org/�




Social Living

3rd Grade


□ Social Studies Unit 2: Changes in Louisiana’s Landscape Over Time (Continued)

o Websites http://www.epa.gov/wetlands/education (Wetlands information) http://www.natureillinois.org/natwrks.htm (Kid games and activities) http://www.lpb.org/education/cyberchannel.cfm (LPB shows) http://www.louisianahistory.org (Louisiana timeline and history) http://www.sos.louisiana.gov/tabid/217/Default.aspx (Louisiana state facts) http://www.cajunculture.com (Louisiana food and culture) http://www.louisiana101.com (Louisiana history)

o Games Louisiana Bingo: Geography Edition (Gallopade International) Louisiana Bingo: History Edition (Gallopade International)

o Books Communities at Work: Who’s Who in a Neighborhood by Jake Miller Communities at Work: Who’s Who in a Rural Community by Jake Miller Communities at Work: Who’s Who in a School Community by Jake Miller Communities at Work: Who’s Who in a Suburban Community by Jake Miller What is a Map? By Lauren Weidenman Louisiana Jeopardy! Answers and Questions about Our State by Carole Marsh Louisiana Geography: A Fun Run Through Our State by Carole Marsh Louisiana Geography Projects by Carole Marsh Louisiana People Projects by Carole Marsh The Lovely Louisiana Coloring Book by Carole Marsh Uniquely Louisiana by Donna Loughran Louisiana: From Sea to Shining Sea by Ellan MaCaulay

□ Social Studies Unit 3: Louisiana’s History and People o Websites

http://www.educationworld.com/a_curr/curr008.shtml#second (Teaching Citizenship’s Five Themes) http://www.louisiana101.com (Louisiana history) http://www.louisianahistory.org (Louisiana timeline and history) http://www.cajunculture.com (Louisiana food and culture) http://www.bayouvermilion.org (Vermilionville Living History Museum and Village) http://www.acadianvillage.org (Acadian Village)

http://www.epa.gov/wetlands/education�

http://www.natureillinois.org/natwrks.htm�

http://www.lpb.org/education/cyberchannel.cfm�


http://www.sos.louisiana.gov/tabid/217/Default.aspx�



http://www.educationworld.com/a_curr/curr008.shtml#second�




http://www.bayouvermilion.org/�

http://www.acadianvillage.org/�


Social Living

3rd Grade


□ Social Studies Unit 3: Louisiana’s History and People (Continued)

o Books Louisiana People Projects by Carole Marsh Louisiana: From Sea to Shining Sea by Carole Marsh Going to School in Colonial America by Shelley Swanson Sateren Going to School in Pioneer Times by Shelley Swanson Sateren

□ Social Studies Unit 4: Louisiana’s Leaders o Promethean Planet

Government o Websites

http://www.kidsnewsroom.org/election/election.asp (Voting and elections) http://www2.lhric.org/pocantico/election/campaign4.htm (Elections) http://www.crt.louisiana.gov/tourism/capitol (Louisiana Capitol) http://awesomeamerica.com/louisiana (State symbols and facts about Louisiana) http://kidsvotingusa.org (Voting and elections) http://www.kidsnewsroom.org (News)

o Books Communities at Work: Community Rules-Making and Changing Rules and Laws in Communities by Angela Catalana A Day in the Life of a Major (The Kids’ Career Library) by Liza N. Burby Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana Power to the People: How We Elect the President and Others by Kevin Cunningham The City Mayor by Terri DeGezelle The State Governor by Mary Firestone The State Judicial Branch by Mary Firestone The State Legislative Branch by Mary Firestone Let’s Visit the Bank by Marjanne Johnston Let’s Visit the Fire Station by Marjanne Johnston Let’s Visit the Police Station by Marjanne Johnston Let’s Visit the Post Office by Marjanne Johnston Let’s Visit the Supermarket by Marjanne Johnston

□ Social Studies Unit 5: Louisiana’s Riches o United Streaming Videos

Louisiana Seafood Board

http://www.kidsnewsroom.org/election/election.asp�

http://www2.lhric.org/pocantico/election/campaign4.htm�

http://www.crt.louisiana.gov/tourism/capitol�

http://awesomeamerica.com/louisiana�

http://kidsvotingusa.org/�

http://www.kidsnewsroom.org/�


Social Living

3rd Grade


□ Social Studies Unit 5: Louisiana’s Riches (Continued) o Websites

http://lacoast.gov/education/kids/Index.htm (Louisiana games and resources for students) http://www.lsuagcenter.com/en/crops_livestock/crops/sugarcane/ (Sugar resources) http://www.lsuagcenter.com/en/crops_livestock/crops/rice/ (Rice resources) http://www.lsuagcenter.com/en/crops_livestock/aquaculture/crawfish/ (Crawfish resources)

o Books Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana Communities at Work: Community Plans-Making Choices About Money in Communities by Angela Catalana Lemonade for Sale by Stuart J. Murphy (Bar Graphs) All About Money by Natalie M. Rosinsky Earning Money by Natalie M. Rosinsky Saving Money by Natalie M. Rosinsky Spending Money by Natalie M. Rosinsky If You Made a Million by David M. Schwartz

□ Social Studies Unit 6: Governments: The State of Louisiana and the United States o Websites

http://www.kidsvotingusa.org (Voting and elections) o Books

A Day in the Life of a Major (The Kids’ Career Library) by Liza N. Burby The City Mayor by Terri DeGezelle The State Governor by Mary Firestone The State Judicial Branch by Mary Firestone The State Legislative Branch by Mary Firestone Communities at Work: Community of Spirit-Symbols of Citizenship by Angela Catalana Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana

□ Social Studies Unit 7: Louisiana’s Economy o United Streaming Videos

Money Smarts o Promethean Planet

Economics Goods vs. Services

http://lacoast.gov/education/kids/Index.htm�

http://www.lsuagcenter.com/en/crops_livestock/crops/sugarcane/�

http://www.lsuagcenter.com/en/crops_livestock/crops/rice/�

http://www.lsuagcenter.com/en/crops_livestock/aquaculture/crawfish/�

http://www.kidsvotingusa.org/�


Social Living

3rd Grade


□ Social Studies Unit 7: Louisiana’s Economy (Continued) o Websites

http://www.lsuagcenter.com/en/crops_livestock/crops/sugarcane/ (Sugar resources) http://www.lsuagcenter.com/en/crops_livestock/crops/rice/ (Rice resources) http://www.lsuagcenter.com/en/crops_livestock/aquaculture/crawfish/ (Crawfish resources) http://www.nass.usda.gov/ (National Agricultural Statistics Service resources)

o Books Communities at Work: Community Needs-Meeting Needs and Wants in Communities by Angela Catalana Communities at Work: Community Plans-Making Choices About Money in Communities by Angela Catalana Lemonade for Sale by Stuart J. Murphy (Bar Graphs) All About Money by Natalie M. Rosinsky Earning Money by Natalie M. Rosinsky Saving Money by Natalie M. Rosinsky Spending Money by Natalie M. Rosinsky If You Made a Million by David M. Schwartz

□ Science Unit 1: Measuring and Describing Matter o Promethean Planet

What is Matter? Matter Review

o United Streaming Videos Properties of Matter, Part 1 Properties of Matter, Part 2 Magic School Bus: Meet Molly Cule

o Books Energy Makes Things Happen by Kimberly Brubaker Pass the Energy, Please! By Barbara Shaw Energy is Everywhere by June Young

□ Science Unit 2: Energy o United Streaming Videos

Getting to Know Energy Magic School Bus

o Websites http://www.juliethompson.com (Mrs. Thompson’s Technology Lab)

http://www.lsuagcenter.com/en/crops_livestock/crops/sugarcane/�

http://www.lsuagcenter.com/en/crops_livestock/crops/rice/�

http://www.lsuagcenter.com/en/crops_livestock/aquaculture/crawfish/�

http://www.nass.usda.gov/�

http://www.juliethompson.com/�


Social Living

3rd Grade


□ Science Unit 3: Forces and Motion o Promethean Planet

Forces-Motion Forces and Motion: An Introduction

o Websites http://www.beaconlearningcenter.com/weblessons/simplemachines/machines005.htm (Simple machines vocabulary) http://www.eduscapes.com (Miscellaneous resources)

o Books Move It! By Adrienne Mason Forces and Motion by Tom DeRosa and Carolyn Reeves Forces Make Things Move by Kimberly Brubaker Bradley

□ Science Unit 4: Rocks, Soils, and Change o Promethean Planet

3 Types of Rocks Rocks and Minerals Geology Rock Cycle

o Websites http://www.geology.about.com/library/bl/images/blrockindex.htm (Rock picture gallery)

o Books Minerals, Rocks, and Soil by Barbara J. Davis Rocks: Hard, Soft, Smooth, and Rough by Rosinsky, Natalie M, John, and Mathew If You Find a Rock by Peggy Christian and Barbara Lember Life in a Bucket of Soil by Alvin and Virginia Silverstein A Handful of Dirt by Raymond Bial The Disappearing Mountain and Other Earth Mysteries by Richard Spilsburg

□ Science Unit 5: Plant and Animal Systems o Promethean Planet

The Digestive System o United Streaming Videos

Magic School Bus: Phoebe Gets Planted o Websites

http://www.brainpop.com (Plants) http://www.mypyramid.gov (USDA resources; Accompanies LCC Activity 2)) http://www.lpb.org/cyberchannel (Video on Demand; Accompanies LCC Activity 2) http://www.cfsan.fda.gov/~acrobat/foodlab.pdf (USFDA, How to Read and Use Nutrition Labels; Accompanies LCC Activity 2)

http://www.beaconlearningcenter.com/weblessons/simplemachines/machines005.htm�

http://www.eduscapes.com/�

http://www.geology.about.com/library/bl/images/blrockindex.htm�

http://www.brainpop.com/�

http://www.mypyramid.gov/�

http://www.lpb.org/cyberchannel�

http://www.cfsan.fda.gov/~acrobat/foodlab.pdf�


Social Living

3rd Grade


□ Science Unit 5: Plant and Animal Systems (Continued) o Books

From Seed to Plant by Gail Gibbons Magic School Bus Plants a Seed by Joanne Cole Oh Say Can You Seed by Bonnie Worth Animals Should Definitely Not Wear Clothing by Judi and Ron Barrett Eric Carle’s Animals, Animals by Laura Whipple and Eric Carle

□ Science Unit 6: The Solar System o Promethean Planet

The Solar System Planets

o Websites http://science.nationalgeographic.com/science/space/solar-system (Solar system resources)

o Books There’s No Place Like Space by Tish Rabe Our Solar System by Seymour Simon The Planets in Our Solar System by Kevin O’Malley

□ Science Unit 7: The Environment o Websites

http://www.epa.gov/epaoswer/osw/kids (Accompanies LCC Activity 3) http://www.endangeredspecie.com (Rare information regarding endangered species; Accompanies LCC Activity 4) http://www.kidsplanet.org/factsheets/map.html (E-species fact sheets; Accompanies LCC Activity 4) http://www.wlf.state.la.us (Louisiana Department of Wildlife and Fisheries resources; Accompanies LCC Activity 4)

o Books Conservation and Natural Resources by Paul Barnett What is Scarcity of Resources? By Jessica Cohn Heroes of the Environment by Harriet Rohmer The Lorax by Dr. Seuss The Great Kapok Tree by Lynne Cherry

□ Science Unit 8: Weather Patterns o Promethean Planet

Water Cycle Weather Conditions Weather Maps

http://science.nationalgeographic.com/science/space/solar-system�

http://www.epa.gov/epaoswer/osw/kids�

http://www.endangeredspecie.com/�

http://www.kidsplanet.org/factsheets/map.html�

http://www.wlf.state.la.us/�


Social Living

3rd Grade


□ Science Unit 8: Weather Patterns (Continued) o Websites

http://www.epa.gov/climatechange/kids/climateweather.html (EPA’s Kid’s Site; Accompanies LCC Activity 3) http://www.wordtravels.com/travelguide/provinces/Louisiana/climate (Travel site)

o Books Wild Weather Soup by Cardine Formby Flash, Crash, Rumble, and Roll by True Kelley Oh Say Can You Say What’s the Weather Today by Tish Rabe

□ Miscellaneous Science Resources o Websites

http://www.sciencebuddies.org (Resources) http://portal.acs.org/portal/PublicWebSite/education/whatischemistry/scienceforkids/index.htm (Science for Kids) http://www.kids.nationalgeographic.com (National Geographic Kids) http://www.tryscience.org (Experiments, Field Trips, Adventures in Science) http://www.sciencekids.co.nz (Science Kids) http://www.kids-science-experiments.com (Kids Science Experiments) http://www.fossils-facts-and-finds.com (Fossils) http://www.superteacherworksheets.com http://www.busyteachercafe.com http://www.atozteacherstuff.com (Includes experiment ideas) http://www.timeforkids.com http://www.nationalgeographic.com

http://www.epa.gov/climatechange/kids/climateweather.html�

http://www.wordtravels.com/travelguide/provinces/Louisiana/climate�

http://www.sciencebuddies.org/�

http://portal.acs.org/portal/PublicWebSite/education/whatischemistry/scienceforkids/index.htm�

http://www.kids.nationalgeographic.com/�

http://www.tryscience.org/�

http://www.sciencekids.co.nz/�

http://www.kids-science-experiments.com/�

http://www.fossils-facts-and-finds.com/�

http://www.superteacherworksheets.com/�

http://www.busyteachercafe.com/�

http://www.atozteacherstuff.com/�

http://www.timeforkids.com/�

http://www.nationalgeographic.com/�


Social Living

3rd Grade


Miscellaneous Instructional Obligations

CONSTITUTION DAY Principals/Assistant Principals, Please assist in communicating to all social studies teachers at all grade levels the importance of recognizing the anniversary of the ratification of the United States Constitution, which is celebrated on September 17th. The list below contains a number of useful resources. Teachers, Please use this opportunity to celebrate the ratification of our Constitution with your students. Listed below are a few websites that can be used to pull activities for all grade levels. There are many additional websites with activities available. 1. http://www.constitutionday.cc/ (Constitution Day) 2. http://www.constitutioncenter.org/ncc_progs_Constitution_Day.aspx (National Constitution Center) 3. http://www.billofrightsinstitute.org/page.aspx?pid=593 (Bill of Rights Institute) 4. http://www.theteacherscorner.net/seasonal/constitution/index.php (Teachers' Corner) 5. http://www.archives.gov/fed-employees/constitution-day.html (National Archives) 6. http://new.civiced.org/resources/curriculum/constitution-day-and-citizenship-day (Center for Civic Education) 7. http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/constitution_day/index.asp?article=benfranklin (Scholastic News) In addition, please use the information for the Louisiana bicentennial. http://www.louisianabicentennial2012.com/

http://www.constitutionday.cc/�

http://www.constitutioncenter.org/ncc_progs_Constitution_Day.aspx�

http://www.billofrightsinstitute.org/page.aspx?pid=593�

http://www.theteacherscorner.net/seasonal/constitution/index.php�

http://www.archives.gov/fed-employees/constitution-day.html�

http://new.civiced.org/resources/curriculum/constitution-day-and-citizenship-day�

http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/constitution_day/index.asp?article=benfranklin�

http://www.louisianabicentennial2012.com/�

1st Nine Weeks Social Studies Unit 1: Louisiana’s ... Weeks . Social Studies Unit 1: Louisiana’s...

Documents

Transcript of 1st Nine Weeks Social Studies Unit 1: Louisiana’s ... Weeks . Social Studies Unit 1: Louisiana’s...