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)
4.
Can students explain patterns of settlement in Louisiana, past and present?
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?
GLEs
Covered
Essential:
□ 54
□
□
Important:
□ 1
□ 4
□ 5
□ 6
□ 7
□ 8
□ 9
□ 14
□ 18
□ 46
□
□
Condensed:
□ 2
□ 15
□
□
□
□
□
□
□
□
5. Can students describe and compare the physical characteristics of various regions of
Louisiana?
Content
(Major concepts, figures, and Events)
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
3rd Grade Social Living Curriculum Map 1
Suggested
Activities
Activity 1: GLEs 1 and 2
Activity 2: GLEs 1, 4, 5,
7, 9, and 18
Activity 3: GLEs 4 and 8
Textbook
Alignment
Assessment
Strategies
Chapter 1, Lesson
1: P. 10
□
Chapter 1, Lesson
2: P. 18
□
Activity 4: GLEs 6 and 9
Chapter 2, Lesson
1: P. 30
□
Activity 8: GLEs 15, 46,
and 54
Chapter 2, Lesson
2: P. 40
□
Draw and label a map
of Louisiana with major
cities, rivers, and Mount
Driskill
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
Curriculum Map 2011-2012
1st Nine Weeks
Science Unit 1: Measuring and Describing
Suggested Time: Fifteen, 45-minute periods
Matter
(August 29-September 20)
3.
Can students distinguish what materials make up common objects?
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?
GLEs
Covered
Essential:
□ 2
□ 3
□ 4
□ 5
□ 6
□ 9
□ 11
□ 12
□ 19
□ 20
□ 22
□ 47
□ 48
Important:
□ 7
□ 8
□ 15
□ 18
□ 21
□ 49
□
□
□
□
□
□
□
□
□
□
4. Can students describe what physical changes occur when matter changes states and what
causes these changes?
Content
(Major concepts, figures, and Events)
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)
Suggested
Activities
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
Rigby Unit 2: Thinking Like a Scientist
Theme 3
3rd Grade Social Living Curriculum Map 2
Textbook
Alignment
Unit 1
Lesson 1, pg. 2029
Lesson 2, pg. 3039
Lesson 3, pg. 4049
Unit 1 Review, pg.
50-53
Assessment
Strategies
□ 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
Curriculum Map 2011-2012
Science Unit 2: Energy
1st Nine Weeks
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?
GLEs
Covered
Essential:
□ 1
□ 2
□ 3
□ 4
□ 5
□ 9
□ 11
□ 12
□ 13
□ 14
□ 16
□ 27
□ 28
□ 30
□ 31
Important:
□ 17
□ 29
□ 32
□
□
□
□
□
□
□
□
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?
Content
(Major concepts, figures, and Events)
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
Suggested
Activities
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
Rigby Unit 2: Thinking Like a Scientist
Theme 4
3rd Grade Social Living Curriculum Map 3
Textbook
Alignment
Unit 2
Lesson 1, pg. 5669
Lesson 2, pg. 7079
Lesson 3, pg. 8089
Lesson 4, pg. 9099
Unit 2 Review, pg.
100-103
Assessment
Strategies
□ 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
Curriculum Map 2011-2012
1st and 2nd Nine Weeks
Social Studies Unit 2: Changes in Louisiana’s Suggested Time: Ten, 45-minute periods
Landscape Over Time
(October 5-October 20)
3.
Can students describe ways in which people in Louisiana have modified the physical
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?
GLEs
Covered
Essential:
□ 12
□ 13
Important:
□ 4
□ 6
□ 9
□ 10
□ 11
□
□
□
□
□
□
□
□
environment over time to meet basic needs?
4. Can students name examples of physical processes affecting Louisiana?
Content
(Major concepts, figures, and Events)
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
Suggested
Activities
Activity 1: GLE 4
Activity 2: GLEs 6, and
13
Activity 4: GLEs 6, 9,
11, and 13
Activity 5: GLE 12
Textbook
Alignment
Assessment
Strategies
Chapter 3, Lesson
1: P. 66-71
□
Chapter 3, Lesson
2, P. 74-79
□
□
Activity 6: GLE 10
Condensed:
□ 19
□
Rigby Unit 3: Then and Now
Theme 5
□
3rd Grade Social Living Curriculum Map 4
Louisiana iLEAP
test prep book,
Unit 2
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
Curriculum Map 2011-2012
2nd Nine Weeks
Social Studies Unit 3: Louisiana’s History
Suggested Time: Ten, 45-minute periods
and People
(October 21-November 3)
3.
Can students identify role models of responsible citizenship in the past and present?
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?
GLEs
Covered
Essential:
□ 3
□ 20
□ 29
□ 52
□ 54
□ 56
□ 57
Important:
□ 16
□ 46
□ 47
□ 48
□ 49
□ 53
□ 55
□ 58
□ 59
Condensed:
□ 50
□ 51
□
□
□
□
□
□
□
□
□
□
□
□
□
4. Can students compare various cultures and identify the cultural elements that have
contributed to Louisiana’s heritage?
Content
(Major concepts, figures, and Events)
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)
Suggested
Activities
Textbook
Alignment
Activity 1: GLEs 20, 52,
and 53
Chapter 5, Lesson
1, P. 124-127
□
Activity 2: GLE 29
Chapter 5, Lesson
2, P. 130-141
□
Activity 6: GLEs 3, 51,
and 57
Activity 7: GLEs 46, 54,
and 56
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
Rigby Unit 3: Then and Now
Theme 6
Sources, P. 148
R26 and R27
3rd Grade Social Living Curriculum Map 5
Assessment
Strategies
□
Louisiana iLEAP
test prep book,
Unit 3
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
Curriculum Map 2011-2012
2nd Nine Weeks
Science Unit 4: Rocks, Soils, and Change
Suggested Time: Ten, 45-minute periods
(November 4-November18)
4. Can students identify the components of soil?
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?
GLEs
Covered
Content
(Major concepts, figures, and Events)
Essential:
□ 1
□ 4
□ 5
□ 6
□ 9
□ 10
□ 11
□ 12
□ 45
□ 46
□ 50
□ 51
□ 52
□
□
□
□
Important:
□ 8
□ 15
Rigby Unit 4: Forces of Nature
Theme 7
□
□
□
□
5. Can students identify the characteristics of fossils?
6. Can students explain how fossil records are used to learn about the past?
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)
Suggested
Activities
Textbook
Alignment
Activity 1: GLEs 1, 5, 6, Unit 4
9, 15, and 45
Lesson 1, pg. 154Activity 2: GLEs 5, 8, 9, 163
and 50
Lesson 2, pg. 164175
Activity 4: GLEs 4, 5,
10, 11, and 46
Lesson 3, pg. 176185
Activity 5: GLEs 1, 9,
11, 12, and 51
Lesson 4, pg. 186Activity 6: GLEs 5, 8, 9, 195
12, and 52
Unit 4 Review, pg.
196-199
3rd Grade Social Living Curriculum Map 6
Assessment
Strategies
□ 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
Curriculum Map 2011-2012
Science Unit 8: Weather Patterns
Guiding Questions:
1. Can students differentiate weather from climate?
2. Can students describe the processes in the water cycle?
GLEs
Covered
Essential:
□1
□2
□3
□4
□5
□9
□ 10
□ 11
□ 12
□ 47
□ 48
Important:
□7
□8
□ 17
□ 49
□
□
□
□
2nd Nine Weeks
Suggested Time: Ten, 45-minute periods
(November 28-December 9)
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?
Content
(Major concepts, figures, and Events)
Science as inquiry
Difference between weather and climate
Water cycle-evaporation, condensation, precipitation, collection of runoff
Climate patterns over time
Suggested
Activities
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
Rigby Unit 4: Forces of Nature
Theme 8
3rd Grade Social Living Curriculum Map 7
Textbook
Alignment
Unit 8
Lesson 1, pg. 340353
Lesson 2, pg. 354362
Unit 8 Review, pg.
364-367
Assessment
Strategies
□ 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
Curriculum Map 2011-2012
2nd and 3rd Nine Weeks
Social Studies Unit 5: Louisiana’s Riches
Suggested Time: Fifteen, 45-minute periods,
(December 12-January 17)
4. Can students understand the concepts of scarcity and abundance?
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?
GLEs
Covered
Essential:
□ 35
□ 36
□ 39
□ 45
Important:
□ 17
□ 21
□ 28
□ 31
□ 32
□ 33
□ 34
□ 37
□ 38
□ 40
□ 42
□ 43
Condensed:
□ 23
□ 41
□
□
□
□
□
□
□
□
□
□
□
□
□
□
5. Can students compare benefits and costs when making choices?
6. Can students identify the concepts of specialization and interdependence?
Content
(Major concepts, figures, and Events)
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.)
Suggested
Activities
Textbook
Alignment
Assessment
Strategies
Activity 3: GLEs 35, 37,
38, and 41
Chapter 4, Lesson
1: P. 88-93
□
Activity 6: GLE 45
Chapter 4, Lesson
2: P. 98-109
□
Activity 8: GLE 39
Activity 12: GLE 36
Chapter 7, Lesson
1: P. 178-183
Chapter 7, Lesson
2: P. 188-197
□
□
□
□
Rigby Unit 5: Taking Care of Business
Theme 9
Theme 10
3rd Grade Social Living Curriculum Map 8
Louisiana iLEAP
test prep book,
Unit 5
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 citizencould interview
Social Living
3rd Grade
Curriculum Map 2011-2012
3rd Nine Weeks
Social Studies Unit 7: Louisiana’s Economy
Suggested Time: Five, 45-minute periods
(January 18-January 24)
4. Can students understand basic principles of supply and demand?
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?
GLEs
Covered
Essential:
□ 35
□ 45
Important:
□ 32
□ 33
□ 34
□ 37
□ 38
□ 40
□ 42
□ 43
Condensed:
□ 2
□ 41
□
□
□
□
□
□
□
□
□
□
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?
Content
(Major concepts, figures, and Events)
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
Suggested
Activities
Textbook
Alignment
Assessment
Strategies
Activity 3: GLEs 35 and
40
Chapter 8, Lesson
1: P. 200-207
□
Activity 6: GLEs 35, 42,
43, and 45
Chapter 8, Lesson
2: P. 210-217
□
□
□
Rigby Unit 5
Theme 10
3rd Grade Social Living Curriculum Map 9
Louisiana iLEAP
test prep book,
Unit 7
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
Curriculum Map 2011-2012
Science Unit 3: Forces and Motion
Guiding Questions:
1.
2.
3.
3rd Nine Weeks
Suggested Time: Ten, 45-minute periods
(January 25-February 7)
Can students explain how force is a push or a pull on an object?
Can students describe the relationship of the height of an inclined plane and the distance
and object will roll?
Can students explain how the height of an inclined plane determines the speed at which an
object moves?
GLEs
Covered
Essential:
□ 1
□ 2
□ 3
□ 4
□ 5
□ 9
□ 11
□ 12
□ 23
□ 24
□ 25
□ 26
□ 33
Important:
□ 7
□ 8
□ 17
□ 32
□
□
□
□
□
4.
5.
Can students describe how the effect of friction determines an object’s movement?
Can students observe and analyze shadows and the apparent path of the Sun across the
sky from data collected?
Content
(Major concepts, figures, and Events)
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)
Suggested
Activities
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
Rigby Unit 6: Shoot the Stars
Theme 11
Textbook
Alignment
Unit 3
Lesson 1, pg. 106115
Lesson 2, pg. 116125
Lesson 3, pg. 126135
Lesson 4, pg. 136147
Unit 3 Review, pg.
148-151
3rd Grade Social Living Curriculum Map 10
Assessment
Strategies
□ Data sheet and
answer questions
(Use with LCC
Activity 2)
□ Rolling race data
sheet with
questions (Use
with LCC Activity
3)
□ Paragraph rubric
(Use with LCC
Activity 4)
Social Living
3rd Grade
Curriculum Map 2011-2012
Science Unit 6: The Solar System
Guiding Questions:
3rd Nine Weeks
Suggested Time: Five, 45-minute periods
(February 8-February14)
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?
GLEs
Covered
Essential:
□ 1
□ 2
□ 4
□ 5
□ 9
□ 11
□ 25
□ 53
□ 54
□ 55
□ 56
□
□
□
□
□
□
□
□
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?
Content
(Major concepts, figures, and Events)
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
Suggested
Activities
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
Rigby Unit 6: Shoot the Stars
Theme 12
3rd Grade Social Living Curriculum Map 11
Textbook
Alignment
Unit 6
Lesson 1, pg. 264273
Lesson 2, pg. 274283
Unit 6 Review, pg.
284-287
Assessment
Strategies
□ Learning log (Use
with LCC Activity
1)
□ Paragraph rubric
(Use with LCC
Activity 2)
□ Planet report (Use
with LCC Activity
3)
□ Planetarium
questions
Social Living
3rd Grade
Curriculum Map 2011-2012
3rd Nine Weeks
Social Studies Unit 4: Louisiana’s Leaders
Suggested Time: Thirteen, 45-minute periods
(February 15-March 12)
4.
Can students identify the qualities of a good citizen?
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?
GLEs
Covered
Essential:
□ 24
□ 27
□ 29
Important:
□ 22
□ 25
□ 26
□ 28
□ 30
□ 44
Condensed:
□ 23
□
□
□
□
□
□
□
5. Can students identify services provided by the state government?
Content
(Major concepts, figures, and Events)
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
3rd Grade Social Living Curriculum Map 12
Suggested
Activities
Activity 1: GLE 27
Activity 4: GLEs 24 and
25
Activity 6: GLEs 28 and
29
Textbook
Alignment
Assessment
Strategies
Chapter 9, Lesson
1: P. 236-241
□
Chapter 9, Lesson
2: P. 242-247
□
□
Louisiana iLEAP
test prep book,
Unit 4
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
Curriculum Map 2011-2012
3rd and 4th Nine Weeks
Social Studies Unit 6: Governments: The
Suggested Time: Seven, 45-minute periods
State of Louisiana and the United States
(March 13-March 21)
3.
Can students identify how citizens can help solve community problems?
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?
GLEs
Covered
Important:
□ 28
□ 30
□ 44
Condensed:
□
□
□
□
Content
(Major concepts, figures, and Events)
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.)
□ 23
Rigby Unit 7: We the People
Theme 14
3rd Grade Social Living Curriculum Map 13
Suggested
Activities
Activity 2: GLEs 23
and 44
Activity 4: GLE 28
Activity 5: GLEs 28
and 30
Textbook
Alignment
Chapter 10,
Lesson 1: P. 256261
Chapter 10,
Lesson 2: P. 264267
Assessment
Strategies
□ Louisiana
iLEAP test
prep book,
Unit 6
□ Write various
state issues on
index cards
and have
students come
up with
solutions to the
problems
□ Poster rubric
(Use with LCC
Activity 2)
□ Paragraph
rubric (Use
with LCC
Activity 4)
Social Living
3rd Grade
Curriculum Map 2011-2012
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)
4.
Can students describe the components and function of the digestive system and the skeletal
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?
GLEs
Covered
Essential:
□ 1
□ 2
□ 3
□ 5
□ 9
□ 10
□ 11
□ 12
□ 14
□ 35
□ 36
□ 38
□ 40
□ 41
Important:
□ 8
□ 34
□ 37
□ 39
□ 42
□ 43
Condensed:
□ 44
□
□
□
□
□
□
□
□
□
□
□
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?
Content
(Major concepts, figures, and Events)
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
Suggested
Activities
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
Rigby Unit 8: Our Valuable Earth
Theme 15
3rd Grade Social Living Curriculum Map 14
Textbook
Alignment
Unit 5
Lesson 1, pg. 202211
Lesson 2, pg. 212223
Lesson 3, pg. 224235
Lesson 4, pg. 236245
Lesson 5, pg. 246257
Unit 5 Review, pg.
258-261
Assessment
Strategies
□ 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
Curriculum Map 2011-2012
Science Unit 7: The Environment
Guiding Questions:
1.
2.
4th Nine Weeks
Suggested Time: Ten, 45-minute periods (May
9-May 22)
3.
Can students describe the interrelationships between the living and nonliving
components of the environment?
Can students describe how changes to a habitat affect the organisms that live there?
GLEs
Covered
Essential:
□ 1
□ 2
□ 3
□ 5
□ 9
□ 10
□ 11
□ 12
□ 57
□ 58
□ 59
□ 60
□ 61
□ 62
Important:
□ 8
□ 15
4.
5.
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?
Can students list natural resources that are used to manufacture products?
Can students describe how renewable and nonrenewable resources can be
replenished or depleted?
Content
(Major concepts, figures, and Events)
□ 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
Suggested
Activities
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
Textbook
Alignment
Unit 7
Lesson 1, pg.
290-299
Lesson 2, pg.
300-309
Lesson 3, pg.
310-321
Lesson 4, pg.
322-333
Unit 7 Review,
pg. 334-337
Rigby Unit 8: Our Valuable Earth
Theme 16
3rd Grade Social Living Curriculum Map 15
Assessment
Strategies
□ 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
Curriculum Map 2011-2012
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
3rd Grade Social Living Curriculum Map 16
Social Living
3rd Grade
Curriculum Map 2011-2012
□
□
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)
3rd Grade Social Living Curriculum Map 17
Social Living
3rd Grade
Curriculum Map 2011-2012
□
□
□
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
3rd Grade Social Living Curriculum Map 18
Social Living
3rd Grade
Curriculum Map 2011-2012
□
□
□
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
3rd Grade Social Living Curriculum Map 19
Social Living
3rd Grade
Curriculum Map 2011-2012
□
□
□
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)
3rd Grade Social Living Curriculum Map 20
Social Living
3rd Grade
Curriculum Map 2011-2012
□
□
□
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)
3rd Grade Social Living Curriculum Map 21
Social Living
3rd Grade
Curriculum Map 2011-2012
□
□
□
□
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
3rd Grade Social Living Curriculum Map 22
Social Living
3rd Grade
Curriculum Map 2011-2012
□
□
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
3rd Grade Social Living Curriculum Map 23
Social Living
3rd Grade
Curriculum Map 2011-2012
CONSTITUTION DAY
Miscellaneous Instructional Obligations
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/
3rd Grade Social Living Curriculum Map 24