HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Mrs. McNelis
Grade Level (s):
Third Grade
Subject : Social Studies / Science
Start Date(s):
Building : Heights Terrace Elementary Middle School
September – Oct. -Nov.
Unit Plan
Unit Title: Social Studies Chapters 1 and 2:
WHAT ARE COMMUNITIES? KINDS OF COMMUNITIES
PENNSYLVANIA FACTS
Essential Questions:
What is a community?
How many kinds of communities are in the USA?
How are communities around the world alike and different?
What are Pennsylvania’s State Symbols?
What are the physical characteristics of places and regions?
How can a student recognize the landforms, bodies of water, weather, and climate?
What are the major uses of land in a rural, suburban, and urban community?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
Social Studies Standards:
7.1.3: Identify and locate places
7.3.3. C: Identify the human characteristics of places and regions by their characteristics.
7.3.3.D : Identify human characteristics of places and regions by economic activities.
Science Anchors:
S4.B.3.3: Identify and describe human reliance on the environment at the individual or community level.
PA Core Standards (ELA)
E03.B-V.41.1- Determine or clarify the meaning of unknown and multiple words and phrases based on grade 3 reading and content, choosing flexibly from a
range of strategies.
a. Use context as a clue to the meaning of a word or phrase
b. Determine the meaning of general academic and domain-specific words and phrases used in a text
E03.B-K.1.1.1- Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
E03.C.1.2.2- Develop the topic with facts, definitions, and details.
E03.C.1.1.2- Provide reasons that support the opinion.
E03.B-C.3.1.1 – Describe the logical connection between particular sentences and paragraphs to support specific points in a text.
E03.B-C.3.1.2 – Compare and contrast the most important points and key details presented in two texts on the same topic.
E03.B-K.1.1.2 – Determine the main idea for a text; recount the key details and explain how they support the main idea.
E03.B-C.3.1.3 – Use information gained from illustrations , maps, photographs, and the words in a text to demonstrate understanding of the text.
Summative Unit Assessment :
Tests on Chapters 1 and 2
Test on Pennsylvania Facts
“Welcome to Pennsylvania’s Capitol!” Booklet
Diagram that depicts the 3 types of communities
Maps of USA
Summative Assessment Objective
Students will be able to define community, geography, location, culture.
They will be able to describe the characteristics of the different types of
communities.
Students will be able to recognize landforms, bodies of water, weather, and
climates.
Students will be able to explain the major use of land in each of three
communities.
Assessment Method (check one)
____ Rubric __x_ Checklist ___x_ Unit Test ___x_ Group
___x_ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
Students will define all vocabulary
and draw illustrations for chapters
1 and 2 using a glossary.
DOK
LEVEL
1
Activities / Teaching Strategies
Activities: Write and draw illustrations for all
vocabulary words
Fill in world map of continents and oceans
Students will be able to locate all
7 continents and 5 oceans.
Students will begin a booklet on
symbols of Pennsylvania
Work on “Welcome to PA ‘s Capitol” booklet
Teaching Strategies:
Direct , indirect , interactive, experimental, and
independent instruction
Grouping
UNIT PLAN
W
S
I
Materials / Resources
Agenda, textbook, notebook,
pencils, folders, study guides,
overhead projector, other
informational texts
Assessment of Objective (s)
Formative-thumbs up/down,
responses on white boards, partner
check, categorizing and sorting,
teacher observation and
questioning, think/pair/share
Maps of world
Summative- Notebook/Illustration
check
Quiz on world map
Quiz on PA facts
Student Self - AssessmentCooperatively read/ assess
notebooks
Students will be able to match
vocabulary words to the definition.
1
2
Teaching Strategies
Direct , indirect , interactive, experimental, and
independent instruction
Students will fill in the missing
vocabulary word using context
clues.
W
S
I
Agenda, textbook, notebook,
pencils, folders, study guides,
overhead projector, other
informational texts
Formative--thumbs up/down,
responses on white boards, partner
check, categorizing and sorting,
teacher observation and
questioning, think/pair/share
Summative- Vocabulary Practice
Student Self - AssessmentGroup discussion
Students will be able to identify
vocabulary words based on the
definition that Is provided. They
will infer what meanings are being
given based on their knowledge of
definitions
1
2
3
Strategies Teaching
Direct , indirect , interactive, experimental, and
independent instruction
Activities
Complete study guides for each chapter in cooperative
groups
Agenda, textbook, notebook,
pencils, folders, study guides,
overhead projector, other
informational texts
Formative---thumbs up/down,
responses on white boards, partner
check, categorizing and sorting,
teacher observation and
questioning, think/pair/share
Summative- Study guides
Student Self - Assessment-students
will discuss vocab in cooperative
groups
Students will be able to distinguish
between a fact and an opinion
about communities. Students will
formulate their own facts and
opinions based on our community
of Hazleton.
Strategies Teaching
Direct , indirect , interactive, experimental, and
independent instruction
Agenda, textbook, notebook,
pencils, folders, study guides,
overhead projector, other
informational texts
Formative--thumbs up/down,
responses on white boards, partner
check, categorizing and sorting,
teacher observation and
questioning, think/pair/share
Summative-
Student Self - AssessmentStudents will-
FormativeSummative-
Student Self - AssessmentStudents will-
Formative-
Summative-
Student Self - Assessment-