CommunitiesThird Grade

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Communities-Third Grade

• By Susan Morrissey
• ED 417-01
• Dr. R. Helms

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Table of Contents

• American Heritage
• People in Societies
• World Interactions
• Citizenship Rights and Responsibilities
• Democratic Process
• Decision Making and Resources
• Science, Technology, and Society

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Rationale
In order for students to become active citizens
for a lifetime, they must develop skills and
awareness of various levels of interests
including local, state, national, and
international. In addition, students must be
able to think critically about issues from the
past, present, and future.
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Goals

• 1. To enable learners to gather and interpret
  information using perspectives from appropriate
  fields of social studies, to use methods and
  skills drawn from the social studies, and to
  actively engage in learning.
• 2. To enable learners to explain how the worlds
  people cope with the challenges of existence,
  examine issues from multiple perspectives, and
  respond to individual and cultural diversity.
• To enable learners to work with others, make
  informed judgments and decisions, and act in
  accordance with democratic processes and
  principles.

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American Heritage
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Objectives

• 1.Measure time by years, decades, and centuries
• 2.explore local historical developments
• 3.investigate narratives and/or documents
• 4. Explore sources of information about local
  history
• 5. Investigate the influence of geography on the
  history of the local community
• 6. Observe and record changes in the community

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Web Sites

• www.history.org-visit historical Williamsburg
• www.ohiokids.org/-look at historical documents
  and civil war prisoners of war
• www.firstflight.open.ac.uk-wright brothers.

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More Web Sites

• www.costumes.org/-explore the clothing of
  different time periods.
• Www.ci.kettering.oh.us-community events,
  planning, and other community related information

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Activities

• 1. Students can visit their government center and
  meet with the city planner to discuss changes in
  the community.
• 2. Students can design their community using
  various sizes of containers to learn concepts of
  size such as between a stadium and a house.
• 3. Students can design an accordion book record
  events to make a story. It would be important to
  include clothing,music, etc..
• 4. Students can watch the Colonial Life for
  Children series to make their books.

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People in Societies
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Objectives

• 1. Describe the various cultural groups that have
  settled into the local community and plot on a
  map their settlement patterns
• 2. Determine why various cultural groups settled
  where they did in the local community
• 3. Recognize the diverse nature of society by
  identifying and describing the characteristics of
  different groups of people in the community.

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Web Sites

• www.activedayton.com/calendar/events.htlm-a world
  afair is at the Convention Center 5/25-5/27
• http/mcweb.martin.K12.ky.us/hillsweb/-Appalachian
  magazine with lots of information.
• www.kidlink.org/KIDPROJ/MCC/-calender-based menu
  of multicultural celebrations.

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More Web Sites

• www.kron.com/specials/blackhistory/dubois.html-goo
  d biographies on famous African Americans.
• www.familytreemaker.com-site helps students
  create a family tree to trace ancestry.
• www.americanhistory.si.edu/hohr/springer-You Be
  the Historian-on-line activity that lets
  students use clues to learn about a family from
  the past.

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Another Web Site

• www.shakerwssg.org/-students learn about Shakers,
  can tie in with Underground Railroad.

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Activities

• 1. Students can use their web site to prepare
  their family tree. Students can talk to their
  families about the reasons their ancestors moved
  into this area.
• 2. Students can attend the A World AFair with
  their families. Students can read and share Our
  Global Village set of books.
• 3. Students can use the Odyssey Globe to trace
  their heritage.
• 4. Students can make a pictogram to show the
  groups they belong to, their roles in the group,
  and the interests of these groups.

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More Activities

• 4. Students can visit the Shaker Museum.
• 5. Students can use the Internet to learn the
  Native American tribes that inhabited Ohio.

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World Interactions
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Objectives

• The student will
• 1. Develop map skills
• 2. Compare maps showing local communities,
  speculate as to the physical and human attributes
  which may have affected their location, and chart
  the most common attributes.
• 3. Use maps and globes to point out the location
  of the community, state, country, and continent
  relative to other places
• 4. Cite examples of how different cultures
  satisfy wants through the consumption of goods
  and services and their use of resources
• 5. locate, on national and world maps, areas
  which provide resources to Ohio and areas which
  receive resources from Ohio and consider how
  resources are moved from place to place.
• 6. Compare communities of selected cultures
  around the world with the students community
• 7. Explore the concept of region by using a map
  to illustrate the boundaries of a neighborhood
  and suggesting how it might be defined.

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Web Sites

• www.scholastic.com/dearamerica/postcard.htm-studen
  ts can write post cards.
• www.kids.infoplease.com/ipka/A0855261.html-kids
  almanac with maps and flags.
• www.mamalisa.com/world/-childrens songs and
  rhymes from all nations
• http//ur.utenn.edu/ut2kids/maps/maps.html-Map
  maker, map maker make me a map
• www.factmonster.com/-has multiple games and
  learning experiences.

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Activities

• 1. Students will practice map making and
  geography skills with the computer program
  Maptastic VogageExplore the World of Map Making
  and Geography.
• 2. Students will explore an internet site and
  plot out a vacation using a map maker site.
• 3. Using a map of the United States that is
  obtained from the Internet, students will
  identify mountains, deserts, rivers and discuss
  how climate will be different in these regions.
• 4. Student can map products made in the United
  States and in other countries and tack up a
  string from products origin to the country or
  city that produced it and the resources
  (railroad, water, etc.....) that make it
  possible.
• 5. Children will use the Internet to find how
  other children play, eat, etc....... and how this
  affects the type of goods they use.

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Citizenship--Rights and Responsibilties
Respect Compassion Courage Honesty Responsibility
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Objectives

• The learner will
• 1. Locate sources of news and acquire information
  regarding local issues
• 2. Identify factual statements in sources of
  news.
• 3. Take part in creating rules based on the idea
  of fair play, selecting persons to serve in
  positions of authority, and following directions
  and rules.
• 4. Develop citizenship traits
• 5. Facilitate a project to improve the physical
  environment of the school or community

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Web Sites

• www.kidsvotingusa.org/-wish tree for our country,
  also info about kids voting.
• www.youthlink.org-contains a pole of issues
  important to youth, students can see how they
  compare with others.
• wwwgatewayva.com/pages/special/nie/lesson2a/htm-Bi
  ll of Rights in action.
• www.educationworld.com/a_curr/curr008.shtml-teachi
  ng citizenships five themes (respect,
  compassion, courage, honest, responsibility)
• www.teacher/scholastic.com/barrier/home.html-break
  ing the color barrier.

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Activities

• 1. Use the Internet to explore and study
  citizenships 5 responsibilities-students can
  write about how they meet these responsibilities
  in their journals.
• 2. Have students respond with a wish on the Kids
  Voting web site.
• 3. Discuss prejudice and how it affects people
  with suggestions from The Prejudice Book
  Activities for the Classroom.
• 4. Create items from household trash.
• 5. Check out city web cite for local issues.

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Democratic Process
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Objectives

• The learner will
• 1. Identify the purposes of local government
• 2. Link examples of local government actions with
  the purposes of local government
• 3. Examine current issues and determine when
  her/his interests and the public good are
  involved.
• 4. Discuss how a community group can organize to
  address the public good.

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Web Sites

• www.si.kettering.oh.us-this site tell the latest
  plans and development for the city.
• http//www.dare.com//D_KIDS/D_Kids/frame.htm-D.A.R
  .E. kids
• www.mcgruff.org/-has activities to teach kids how
  to be safe
• www.ou.edu/oupd/kidsafe/startkid.htm-kid safety
  on the internet
• www.ci.dayton.oh.us/html/government.html-city
  governmnent of Dayton
• www.ncpc.org/-national crime prevention
  prevention council resource

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Activities

• Students can visit the McGruff web site to do
  safety activities.
• Students can visit the McGruff web site to learn
  ways to be on the Internet safely.
• Arrange to have a police officer and his K-9 unit
  to come into the school and lecture on safety.
• Arrange to have a fireman visit to talk to
  children about fire safety.
• Student will read Officer Buckle and Gloria and
  make up a safety wall.
• Students can survey the school or home and
  suggest way to improve safety.

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Decision Making and Resources
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Web Sites

• http//allowancenet.com/-allowance simulation
• http//www.Kidsmoneycents.com.front.htm-making
  money make sense for kids
• http//tqjunior.thinkquest.org/3901/-econopolis,
  learning about money.
• Http//www.cibc.com/smartstart/-CIBC Smart Start,
  learning to manage money
• www.ed.gov/free/s-social.html-a wealth of
  connections to valuable social studies
  sites.-simplified info about starting a business,
  taxes, etc.

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Activities

• Students will use the web site on starting a
  business to start their own business.
• Students will take a field trip to a business
  with a cafeteria to make decisions about what to
  buy with money they earned with various duties
  while learning about business.
• Students will visit the junior think quest site
  to learn more about economics.
• Student will use a computer program to simulate
  money spending.

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Science
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Objectives

• Students will
• 1. Locate the worlds rainforests on a map of the
  world.
• 2. Identify products/resources that come from the
  rainforests
• 3. Create/identify an environment that contains
  the elements of a rainforest
• 4. Use technology to make decisions about
  political aspects of the rain forests.
• 5. Discuss the implications of population/technolo
  gy on the rainforests

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Web Sites

• www.eduweb.com/amazon.html-learn about the rain
  forest and its inhabitants.
• www.richmond.edu/ed344/hunts/rainforests.html-mor
  e information, activities for rain forests.
• www.ran.org/ran/kids_action/animals.html-check
  out the animals of the rain forest.
• www.rainforest_alliance.org/resources/tmlwhat.html
  -what kids can do to save rain forests.
• www.kids.osd.webnet.edu.marshall/homepage/tropical
  /html-lots of activities and information.

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Activities

• Students will use the web to find how the amount
  of rainfall in a rain forest compares with the
  rainfall in the area.
• Students will find the worlds rain forests on a
  world map.
• Students will use the web to find the products
  that come from the rain forests.
• Students will use the web to transfer the
  classroom into a rain forest.
• Students will watch the video entitled
  Rainforest for Children video series.
• Students will read books about rain forests.