Social Studies
GRADE 3
CURRICULUM
OLIVET ELEMENTARY SCHOOL
PITTSGROVE TOWNSHIP SCHOOL DISTRICT
PITTSGROVE, NJ
AUGUST 2011
PITTSGROVE BOARD OF EDUCATION
Cheryl Berwick- Vice President
SUPERVISOR OF INSTRUCTION
Diane Bernstein
Melissa Conover- President
Larry May
Dominick J. Miletta, III
William H. Rumpp
CURRICULUM WRITER
Cheryl Ismail
Guenter Schmidt
Marlene Smith
Patricia Snyder
Earl S. Stanton, Sr.
Patricia Schneider
ADMINISTRATION
Henry Bermann, Superintendent of Schools
Michael Brodzik, Assistant Superintendent
Suzanne Fox Abdill, Business Administrator
Patricia Gaburo, Principal
2 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
ESSENTIAL QUESTIONS AND PERFORMANCE TASKS
Following the Understand by Design format, Essential Questions and Performance Tasks were included in this curriculum. By incorporating
Essential Questions, students will be able to reach a deeper understanding of the material in each course and thus not only retain the
information, but also be able transfer the knowledge to different situations as needed. The performance tasks are written to provide real
world applications of the material. Complete copies of Understanding by Design units are available from the department supervisors upon
request.
STANDARDS
Aligned to 2009 New Jersey Core Curriculum Standards for Social Studies.
This curriculum specifies the content to be mastered for this course. Grade level benchmarks and interim assessments for that content are a
part of every instructional unit.
In addition, this curriculum specifies ways to support integrated/cross disciplinary instruction to address the implementation of all nine of the
NJCCCS areas in the resources and activities columns. In particular, writing-across-the-curricula is emphasized in all nine NJCCCS areas.
3 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
Curriculum Map:
Suggested
Timeline
Unit 1
Essential Questions
What is geography?
Where in the world is
our community using a
mental map?
What is a community
and what are the needs
of this community?
Content & Estimated
Pacing
Geography
Skills
-Use distance,
intermediate directions,
scale, and map symbols
on a map
-Use map grids, lines of
latitudes and longitude,
the equator, Prime
Meridian and hemispheres
to locate and compare
specific cities in the world
-Interpret and create
pictures, graphs, charts,
tables and timelines to
compare information
about Salem County
(Pittsgrove) and selected
cities
Assessments/ Performance
Tasks
-Class discussion
-Written responses
-Completed map
Resources
-Lesson 1-4 (Spectrum
Geography Communities)
-Map skills worksheet
-Create a brochure
-Teacher owned
supplemental material
-Journal reflection
-Interactive internet
resources
-Quiz/test
-Blue Sky activity
http://www.educationwor
ld.com/a_tsl/archives/071/lesson007.shtml
cardinal directions
-Create a model of a
community by using
household items labeling
street signs and building
http://www.totally3rdgrad
e.com/how_to_read_a_m
ap.html map skill songs
-Creating a community
lesson plan
-Welcome to my
community lesson plans
-Read aloud: The Legend
of the Bluebonnet by
Tommie DaPaolo’s
4 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
Unit 2
What are your rights and
responsibilities as a
citizen of your
community?
Citizenship In Action
-Compose rules for good
citizenship
What qualities are
necessary to be a good
citizen?
-Compare/contrast the
rights and responsibilities
of a citizen in the
classroom, town, county,
and country
What solutions would
you recommend for a
problem that affects the
school’s community?
-Identify characteristics of
good citizenship such as
responsibility within your
school community
-Defend/debate the
importance of being a
responsible citizen
-Describe how fictional
characters model qualities
of good leaders and
citizenship
-identify actions
individuals can take to
improve their community
-Community project
-Worksheet pages
-Classroom discussion
-Teacher observation
-Rule making simulation
-Quiz/test
-Teacher observation
-Group activity
-Journal reflection
-Create awareness of their
roles as responsible citizens
using I movie from
Ipad/laptop
-Class debate
http://www.lessonplans.c
om/extresource.php?l=http://ww
w.crayola.com/lessonplans/detail/fields-ofdaffodils-lesson-plan/
community project
http://teacherlink.ed.usu.e
du/tlresources/units/byrne
sliterature/alleman.html#
Wise%20Choices wise
choice lesson
http://www.uen.org/Lesso
nplan/preview?LPid=571
responsibilities of a
community
http://www.sfsocialstudie
s.com/g3/index.html
http://www.mhschool.co
m/socialstudies/2003/teac
her/index.html
http://www.harcourtschoo
l.com/menus/auto/19/19.h
tml textbook resources
-Graphic organizers
-Read aloud: Alexander,
Who’s Not (Do you hear
me? I mean it!) by Judith
5 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
Unit 2
What are your rights and
responsibilities as a
citizen of your
community?
Citizenship In Action
-Compose rules for good
citizenship
What qualities are
necessary to be a good
citizen?
-Compare/contrast the
rights and responsibilities
of a citizen in the
classroom, town, county,
and country
What solutions would
you recommend for a
problem that affects the
school’s community?
-Identify characteristics of
good citizenship such as
responsibility within your
school community
-Defend/debate the
importance of being a
responsible citizen
-Describe how fictional
characters model qualities
of good leaders and
citizenship
-identify actions
individuals can take to
improve their community
-Community project
-Worksheet pages
-Classroom discussion
-Teacher observation
-Rule making simulation
-Quiz/test
-Teacher observation
-Group activity
-Journal reflection
-Create awareness of their
roles as responsible citizens
using I movie from
Ipad/laptop
-Class debate
http://www.lessonplans.c
om/extresource.php?l=http://ww
w.crayola.com/lessonplans/detail/fields-ofdaffodils-lesson-plan/
community project
http://teacherlink.ed.usu.e
du/tlresources/units/byrne
sliterature/alleman.html#
Wise%20Choices wise
choice lesson
http://www.uen.org/Lesso
nplan/preview?LPid=571
responsibilities of a
community
http://www.sfsocialstudie
s.com/g3/index.html
http://www.mhschool.co
m/socialstudies/2003/teac
her/index.html
http://www.harcourtschoo
l.com/menus/auto/19/19.h
tml textbook resources
-Graphic organizers
-Read aloud: Alexander,
Who’s Not (Do you hear
me? I mean it!) by Judith
Viorst’s
Big book Old McDonald
Unit 3
Where in the world is
our community?
How do maps
communicate
Your Place in Space
Cities/communities
-Identify the location of
school, home, community
state, and country
-Identify the relative
-Compare your community
with Houston. Think about
how artificial features
changed Houston. Then think
about artificial features that
-Lesson 10-12, 17
6 of 11
http://www.educationwor
ld.com/a_tsl/archives/001/lesson0015.shtml
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
Unit 4
How can you help
visitors find their way
around your
community?
People and Places
Geography Impacts
Communities
-Define cardinal /
intermediate directions and
a compass
-Use a grid to locate places
How does the physical
environment affect life
in a community?
-Using a map to locate
capital city communities
-Workbook pages
-Create a globe using a
balloon or salt dough
-Create a region/community
exchange with another
classroom in another district
-Geographic features and
human services lesson
plans
-Graphic organizers
-Identify how people in
various types of
communities adapt to or
modify physical
environment
What physical features
of a community make it
a unique place?
-Lesson 5-6 (Spectrum
Geography Communities
Book)
-Salt dough recipe
-Teacher supplemental
materials
-Interactive internet
resources
-Compare/contrast our
community to neighboring
communities
-Active board resources
-Describe variations in the
physical environment
within the community such
as –natural hazards,
landforms, climate and
natural resources
Unit 5
How have local
resources been used by
your community?
How does location
affect the economy of a
community?
How does the physical
environment affect life
in a community?
Geography Impacts
Communities
-Use a map key to
identify resources of an
area
-Explain how producers
use natural resources,
human resources, and
capital resources to
produce goods
-Describe efficient
-Teacher observation
-Class discussion
-Journal response
-Create an expository
paragraph explaining the steps
it takes to make a loaf of
bread (lesson from Spectrum
Book)
-Lesson 9,10,13,
(Spectrum Geography
Communities book)
http://www.educationwor
ld.com/a_tsl/archives/021/lesson011.shtml
(resources)
http://www.uen.org/Lesso
nplan/preview?LPid=237
7 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
transportation systems as
an essential link between a
community’s growth and
its economy
Why is studying maps
important?
-Completed graphic organizer
-Quiz/test
-Practice understanding and
locating cause and
Effect
98 (geographical features
and human settlement)
-Teacher supplemental
materials
-Interactive internet
resources
-Active board resources
Unit 6
How does one
community depend
upon another?
Why do isolated
communities need to
stay connected with
other communities?
What role did
geography play in the
advancement of a
community?
Why is studying maps
important?
Where and why was
your community first
settled and how has it
changed over time?
Community Connections
-Describe ways to
exchange goods with other
places to meet the needs of
people
-Describe how other
communities are dependent
upon Pittsgrove
-Identify the equator and
Prime meridian to identify
hemispheres
-Use a map to figure travel
time and to figure out
distance
-Recognize how geography
connects people and places
-Identify causes and affects
of change that have
occurred in communities
over time
-Workbook page(s)
-Class discussion
-Journal response
-Map worksheet
-Teacher observation
-Create a collage that
represents the isolated
community selected by
student
-Create a graph of information
showing the difference in time
required to send a message
from New York City to San
Francisco (Spectrum Lesson)
Spectrum Geography
Communities Book (lesson
5-8 lesson 14-16)
http://www.educationwor
ld.com/a_tsl/archives/031/lesson019.shtml
(changing communities)
-Teacher supplemental
materials
-Interactive internet
resources
-Active board resources
-Quiz/test
-Infer what causes and
effects may have shaped
Pittsgrove
Township/Salem County
-List and explain how
8 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
individuals have
contributed to the
expansion or creation of
communities
Unit 7
What makes an urban
community a city?
Types of Communities
As a suburb develops,
how does the area
change?
-Explain symbols used on a
map
-Make a poster to advertise
student created festival
-Lesson 10-12 (Spectrum
Geography Communities)
-Use a map to understand
geographical terms
-Plan a fair to show the
products a rural community
might be known for and proud
of
-Teacher supplemental
materials
Why is studying maps
important?
-Present information learned
from interview from student
choice method: report,
drawings, picture time line, or
power point
-Interactive internet
resources
-Active board resources
-Quiz/test
Unit 8
How do you think a
person would feel about
moving from one type
of community to
another?
Geography Impacts
Communities
-Discuss ways that
cultural groups are alike,
different and work
together
-Identify ways people in
the United States share in
the cultural and customs of
various ethnic groups
-Explain the significance
of and compare different
ethnic or cultural
-Journal response
-Quiz/test
-Flip book comparing types of
communities
http://www.educationwor
ld.com/a_tsl/archives/061/lesson003.shtml
(cultural journal)
-Create interview questions
-Skype a person who has had
to move to a different type of
community
9 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
Unit 8
How do you think a
person would feel about
moving from one type
of community to
another?
Geography Impacts
Communities
-Discuss ways that
cultural groups are alike,
different and work
together
-Identify ways people in
the United States share in
the cultural and customs of
various ethnic groups
-Explain the significance
of and compare different
ethnic or cultural
celebrations in the United
States
Unit 9
How is Pittsgrove
Township/Salem
County unique?
My Community
Where can you find
current information
about your community?
-Journal response
-Quiz/test
-Flip book comparing types of
communities
http://www.educationwor
ld.com/a_tsl/archives/061/lesson003.shtml
(cultural journal)
-Create interview questions
-Skype a person who has had
to move to a different type of
community
-Compare/contrast the
location and size of
Pittsgrove
Township/Salem County to
other counties in New
Jersey
-Completed graphic
organizer
-Teacher supplemental
material
-Teacher observation
-Interactive internet
resources
-Explore community
buildings and artifacts
-Video response form
-Journal entry
-Active board resources
-Quiz/test
-Obtain historical and
geographical information
about a community using
print and computer
resources
-Locate and use a variety
of information resources
(newspaper, encyclopedia,
atlas, internet, and
periodicals)
Unit 10
As an explorer, how can
I justify claiming lands
occupied by the Native
Americans?
Communities Change
Over Time
10 of 11
GRADE 3 SOCIAL STUDIES CURRICULUM
Olivet Elementary School 2011
Resources:
1. On-Line Learning and Teaching Tools:
a. www.thinkfinity.org
b. http://illuminations.nctm.org/
c. https://www.wrightgroup.com/everydaymath/support.html
11 of 11