Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Unit/Chapter Title: Unit 2 Communities and Geography
Unit Length: 12 weeks
Course/Grade: 3
Interdisciplinary Connection ELA/Technology
Standards:
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and
global communities.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
CCSS.ELA.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
CCSS.ELA.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELARI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA.W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA.W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
CCSS.ELA.W.3.2.b Develop the topic with facts, definitions, and details.
CCSS.ELA..W.3.7 Conduct short research projects that build knowledge about a topic.
CCSS.ELA.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories
CCSS.ELA-.SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
CCSS.ELA.SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
CCSS.ELA.SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
CCSS.ELA.SL.3.1.d Explain their own ideas and understanding in light of the discussion.
CCSS.ELA.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
CCSS.ELA- SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
21st Century Life and Careers Standards
9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home,
in school, and during play).
9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.
Interdisciplinary Connections:
English/Literacy:
CCSS.ELA.W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Computer Technology:
8.1.4.A.2 Create a document with text formatting and graphics using a word processing program.
Essential Questions
1.
2.
3.
4.
5.
6.
How are communities different?
How are communities similar?
What are the different types of communities?
What can you use to find a community’s location?
What are the physical features of a community?
What are some ways in which the environment affects
people?
7. What are some ways in which people modify their
environment?
8.
Enduring Understandings
1.
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Communities are alike and different and are found all
over the world.
Communities can be urban, suburban, or rural.
Different communities have different landforms and
bodies of water.
People change and adapt to their surroundings.
What are some things people can do to care for the
environment?
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Student Learning Objectives
(What students should know and be able to do?)
What Students should know?
What students should be able to do?
CPI’s
6.1.4.B.1 Compare and contrast information that can be found on
different types of maps, and determine when the information may
be useful.
6.1.4.B.3 Explain how and when it is important to use digital
geographic tools, political maps, and globes to measure distances
and to determine time zones and locations using latitude and
longitude.
6.1.4.B.4 Describe how landforms, climate and weather, and
availability of resources have impacted where and how people live
and work in different regions of New Jersey and the United States.
6.1.4.B.5 Describe how human interaction impacts the
environment in New Jersey and the United States.
6.1.4.B.9 Relate advances in science and technology to
environmental concerns, and to actions taken to address them.
Skills
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Explain how people in a community depend on
one another.
Compare and contrast communities using maps
and geographical tools.
Explain how humans impact their environment.
Explain the differences in physical features within
communities, and regions.
Describe rural, suburban, and urban communities.
Identify and describe the regions of the United
States.
Identify ways in which people modify their
environment to meet basic needs.
Describe how natural disasters can change the
environment.
Analyze consequences of people negatively
affecting the environment.
Describe the climate of different communities.
Describe the physical features of different
communities.
Identify and describe natural resources within a
community.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Instructional Strategies
(How will the students reach the
learning targets?)
Scaffolds for
Learning/Extensions
(How will I differentiate?)
Scaffolds for Learning:
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Close Reading of Texts
Use graphic organizer to
identify main idea and
supporting details
Compare and contrast
concepts using a Venn
Diagram
Summarize
Use context clues to
decode words and ideas
Take notes while
reading
Use MRS: Quick
Response to Check for
Understanding
Response Cards
Exit Tickets
Think, Pair, Share
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Use a main idea
organizer to
identify the main
idea and
supporting details
within the text
Use a compare and
contrast chart while
reading to list
similarities and
differences between
key concepts.
Pose questions
Skim and scan an
assigned reading to
identify text
features and
structure.
Provide visual aids
to aid in
understanding of
key concepts and
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and materials will
students need?)
Formative Assessments:
Text/s:
Teacher Observation
Presentations
Harcourt Trophies (Chapter 1 lessons 2
and 3 and Chapters 2,3, and 4) and
Leveled Readers
Quizzes/Test
Texts: See Appendix D
Portfolios
Group Discussions
Websites:
Constructed responses
www.harcourtschool.com/ss1
Group Discussion: See
Appendix A
www.brainpopjr.com
Performance Tasks: See
Appendix B
Summative Assessment:
See Appendix C
Student Portfolio
www.theamistadcommision.com
http://www.superteacherworksheets.co
m/communities.html
http://www.humbleisd.net/cms/lib2/TX
01001414/Centricity/Domain/10/Grade
_3_Unit_1.PDF
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3

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words.
Access prior
knowledge by
having students
complete a
word/concept web
Use level readers to
ensure
understanding of
key concepts
Extensions:
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Respond to an
open-ended
question based on
an editorial or any
informational text
read in class
Complete a
community journal
that includes ideas
for improving and
helping the
community.
http://regions.mrdonn.org/usa.html
http://mrnussbaum.com/unitedstates/regions/
Ancillary Materials
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Writer’s Notebook
Journals
Print and Online graphic
organizers
Open-Ended Response Rubric
Word Walls
Internet
Various Writing Prompts
Exemplars
Student Portfolios
Feedback worksheets
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Key Terms/Vocabulary Words
Climate, desert, landform, goods, service, bank, nation, communication, Internet, reference work, ancestor, heritage, historic site,
historical society, region, population, urban, harbor, transportation, grid system, suburb, suburban, rural, agriculture, economy,
geographic tool, continent, hemisphere, equator, border, relative location, absolute location, prime meridian, latitude, longitude,
physical feature, mountain range, valley, plateau, vegetation, growing season, erosion, ecosystem, landform map, preserve, natural
resource, mineral, renewable, non-renewable, fuel, environment, human feature, adapt, natural disaster, pictograph, bar graph,
modify, tunnel, canal, terrace, irrigation, dam, reservoir, pollution, conservation, recycle, problem, solution
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Appendix A
Group Discussion Questions
Read Sandy’s Aftermath (http://www.timeforkids.com/news/sandys-aftermath/57171) and respond to the following question
citing textual evidence, of course. Once you have responded to the questions and found quotes in the article to support your
responses, come to class prepared for a discussion.
1. Explain the natural disaster that the article describes and how it has impacted the community.
2. Explain what a community can do before and after a natural disaster.
Grading: Refer to Open-Ended Scoring Rubric and the Group Discussion Rubric found under Common Rubrics
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Appendix B
Performance Task/s
Task 1: Read about the communities of Maplewood, NJ and Searcy, Arkansas (pages 52-57). Then write a newspaper article that
compares life in both communities.
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How are the communities similar?
How are the communities different?
Explain which community is most like your community and why.
Task 2: Read the article Small Solution, Big Change (http://www.timeforkids.com/news/small-solution-big-change/158731).
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Explain how the students at Oliver Street School are making a big impact in their community.
Why is the small solution important for the community of the Oliver Street School students?
How can we create change for our community?
.
Grading: Please refer to the NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric under Common Rubrics.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Appendix C
Summative Assessment
Unit 1
Title: Communities and Geography
Subject: _Social Studies
Grade Level; 3
___________________________________________________________________________________________________________
Instructional Focus: (Indicate CCSS alignment and the 21st Century Life and Careers Standards)
Social Studies: 6.1.4.B.1, 6.1.4.B.3, 6.1.4.B.5, 6.1.4.B.9
Reading: CCSS.ELA.RI.3.1, RI3.2, RI3.10
Writing: CCSS.ELA. W3.2, W3.7, W3.8
Speaking and Listening: CCSS. ELA.SL3.1 (a-d), SL3.2, SL 3.3
21st Century Life and Careers Standards: 9.1.4.A.5, 9.1.4.B.1, 9.1.4.C.1, 9.1.4.D.1
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
_______________________________________________________________________________________________________
Essential Questions:
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How are communities different?
How are communities similar?
What physical features make up a community?
What natural resources do communities have?
______________________________________________________________________________________________________
Student Learning: Students will be able to complete the following:
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Create an exhibit that explains the physical features of community
Students will utilize presentation skills to convey the messages
Demonstrate the ability to write an informative essay
Write an informative essay that will score a 5 or better on the NJ Holistic Scoring Rubric.
_________________________________________________________________________________________________________________
Introduction:
Everyone belongs to a community. Communities all over the world have many similarities as well as differences. Each community is
made up of its own citizens as well as its own physical features. Just like us, each community is unique. Who is a part of your
community? What resources does your community have?
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Task:
Congratulations! You have just been asked by your local museum to create an exhibit about a community. Your teacher will let you
know the community that you are researching (Seattle, Washington, Albuquerque, New Mexico, Burdett, Kansas or Chattanooga,
Tennessee). Your exhibit must show the physical features, location, climate, natural resources of the community and how it is similar
and different to Roselle. Along with your exhibit, you must provide an explanatory essay that explains your exhibit to museum
visitors.
Step one: Create a chart with five columns. Label the columns physical features, location ( region)/climate, natural resources,
similarities to Roselle and differences to Roselle .
Physical Features
Location(region)/Climate
Natural
Resources
Similarities
Differences
Step two: Do research to find the information to fill in your chart.
Step three: Create your exhibit. Your exhibit should be displayed in a tri-fold poster. Make sure to have each of your columns
represented within your exhibit.
Step four: Type the informational/explanatory essay that explains compares and contrasts both communities (the community you
were assigned and Roselle). Make sure to include an introduction, to explain how both communities are similar and how they are
different, and a conclusion in your writing.
Step five: Present your museum exhibit to classroom visitors.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Materials:
* pencils, markers, poster boards
* Laptops
* Printed and Online graphic organizers
* Open-Ended Response Rubric
Websites:
www.brainpopjr.com
http://www.boroughofroselle.com/
http://regions.mrdonn.org/usa.html
http://mrnussbaum.com/united-states/regions/
http://travel.nationalgeographic.com/travel/city-guides/seattle-washington/
www.chattanoogafun.com
http://www.cabq.gov/
http://www.burdettks.org/
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Rubrics/Scoring:
Grading Writing: (Please refer to the NJ Holistic Scoring Rubric under Common Rubrics)
Exhibit Rubric:
4
3
2
1
Exhibit displays all
components: climate,
physical features,
climate, and location of
community.
Exhibit is missing one of
the components
(climate, physical
features, climate, and
location of community).
Exhibit is missing two of
the components
(climate, physical
features, climate, and
location of community).
Exhibit is missing more
than two components
(climate, physical
features, climate, and
location of community).
Student is able to fully
explain all the
components of the
exhibit.
Student is able to fully
explain most of the
components of the
exhibit.
Student is able to
explain some of the
components of the
exhibit.
Student is able to
explain very few of the
components of the
exhibit.
All information
displayed is neat and
accurate.
Most of the information
displayed is neat and
accurate.
The information is
somewhat neat and/or
accurate.
The information
displayed shows little
effort and/or is
inaccurate.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 3
Appendix C
Text/Articles and or Documents
Title
Genre/Resource/ Page #
Small Solution, Big Change
Nonfiction Article
Sandy’s Aftermath
Nonfiction Article
We live in Communities
Nonfiction text (Leveled Reader)
Sister Cities
Nonfiction text (Leveled Reader)
Communities of the Future
Nonfiction text (Leveled Reader)
People and the Land
Nonfiction text (Leveled Reader)
Chill Out
Nonfiction text (Leveled Reader)
New Frontiers
Nonfiction text (Leveled Reader)
Harcourt Student textbook
Nonfiction text (chapters 1-4) (pages 14-144)
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