Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
Scope and Sequence
Instructional Activities
Weather:
*Teacher will introduce new
vocabulary using TPR (hot, cold,
sunny, cloudy, windy, raining,
snowing, good/bad weather)
(7.1.A.2,4,5; 7.1.B.2,4,5)
Culture
All major
countries in
the world
except the U.S.
use the Celsius
temperature
scale (Celsius
and
Fahrenheit)
In some
countries
seasons are at
different times
of the year
than in the
U.S.
Content
Connections
Science:
Weather
*Weather in
different
hemispheres.
Math:
Temperature Celsius vs.
Fahrenheit
7.1.B.1, 2, 3, 4, 5
Grammatical
Structure
Weather
*What is the weather like?
It is . . .hot, cold, sunny,
cloudy, windy, raining,
snowing, good/bad
weather
7.1.C.2
Assessment
Teacher
Resources
Vocabulary pictures
Crossword puzzle
Puzzlemaker.com
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
7.1.B.1, 2, 3, 4, 5
7.1.C.2
Some
countries
experience
only two
seasons – rainy
and dry.
*Teacher will reinforce
vocabulary through the use of
games, activities and songs
(student made flash cards,
BINGO, slap it, matching, word
poems, partner map activity,
pantomime)
(7.1.A.2,4,5; 7.1.B.2,4,5)
Art: Coloring
Formative:
Oral evaluation
Physical
Education:
Games and
pantomime
Weather
What is the weather like?
It is . . .hot, cold, sunny,
cloudy, windy, raining,
snowing, good/bad
weather
Index cards and mini
weather pictures to make
flashcards
Hand outs
Scissors
Glue
*Students will check their
Language
Weather
Formative:
Weather draw activity
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
understanding by reading the
target vocabulary words and
drawing simple pictures. They
will make and read a simple book
using guided and shared reading
techniques.
(7.1.A.2,4; 7.1.B.2,4,5)
Arts:
*Reading
target words
*Labeling
*Students will present a simple
weather forecast.
(7.1.A.2,4; 7.1.B.2,3,5; 7.1.C.2)
Drama:
Presentation of
weather
forecasts
7.1.B.1, 2, 3, 4, 5
7.1.C.2
What is the weather like?
It is . . .hot, cold, sunny,
cloudy, windy, raining,
snowing, good/bad
weather
Weather draw
activity
Crayons
Weather easy reader
What is the weather like?
It is . . .hot, cold, sunny,
cloudy, windy, raining,
snowing, good/bad
weather
weather
state
Summative:
Students will
work in small
groups to present
a weather
forecast to the
class.
U.S. map for weather
forecast
Large wall map of the U.S.
Pointer
Paper
Art: Drawing
Geography:
Identifying
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
Seasons:
*Teacher will introduce the four
seasons (fall, winter, spring,
summer) and discuss the use of
definite articles. Students will
color or decorate four trees,
labeling each for the appropriate
season.
(7.1.A,2,4.5; 7.1.B.2,4,5)
7.1.B.1, 2, 3, 4, 5
7.1.C.2
states in the
U.S. and
different
weather
patterns
United States
Science: The
four seasons
fall, winter, spring,
summer
tree
*definite articles
Pictures of seasons
Handout with 4 trees
Crayons
fall, winter, spring,
Pictures of seasons
Language
Arts: Labeling
Art: Coloring
Science:
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
*Teacher will ask questions about
the weather during different
months, holidays and seasons. (Is
it hot in Jan.? What season is it?
In which season is Christmas?
What is the weather like in
summer?) Students will practice
categorizing which months fall
into each season.
(7.1.A.2,4; 7.1.B.2,4,5)
Weather and
the four
seasons
7.1.B.1, 2, 3, 4, 5
summer
season
tree/trees
leaf/leaves
flower/flowers
1.What is the weather like
in summer/winter, etc?
2. It is cold in winter . . .
3. What is the weather like
in Texas, in the fall?
4. In Texas it is hot in the
fall.
5. What season is it?
6. It is fall/winter
7. In which season is
Christmas?
8. In which season is your
birthday?
9. I t is in . . .
7.1.C.2
Formative:
Question and
answer
Holiday pictures
Mini whiteboards
Dry erase markers
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
*Students will sing songs and
play games/activities to practice
the target vocabulary. (Four
corners, puzzles, identifying
pictures, etc)
(7.1.A.1,2,4; 7.1.B.2,4,5)
Music:
Listening to
and singing
songs about
the seasons
7.1.B.1, 2, 3, 4, 5
7.1.C.2
CD’s with lyrics
Activity handouts
Puzzles
Puzzlemaker.com
fall, winter, spring,
summer
season
1. I like . . .
2. I don’t like . . .
Physical
Education:
playing games
*Students will draw a picture of
their favorite and least favorite
seasons and present them to the
class as the teacher tallies the
results.
(7.1.A.2,4; 7.1.B.2,4,5)
Math:
Graphing,
categorizing
and tallying
fall, winter, spring,
summer
season
1. I like spring.
2. I don’t like winter.
Summative:
Presentation of
favorite seasons
Paper
Crayons
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
Clothing:
*Teacher will introduce new
vocabulary (shirt, t-shirt, pants,
shorts, dress, skirt, blouse,
sweater, socks, shoes, boots,
glasses, jacket, hat, mittens)
(7.1.A.2,4,5; 7.1.B.2,4,5)
Clothing and
dress differs in
different
countries as
well as
depending on
where you live
(rural vs
urban)
Certain
cultures have
unique
clothing for
special
holidays and
celebrations.
7.1.B.1, 2, 3, 4, 5
clothing
shirt, t-shirt, pants, shorts,
dress, skirt, blouse,
sweater, socks, shoes,
boots, glasses, jacket, hat,
mittens
Colors
7.1.C.2
Clothing flashcards and/or
real articles of clothing
Wordsearch
Puzzlemaker.com
www.teachers.net/lessons
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
*Students will play games and
participate in other activities to
practice the target vocabulary.
(Pass the Clothing, Dominoes,
BINGO, matching, relay, What’s
Missing, I See, or I Spy, puzzles,
songs, listening, paired,
interviewing)
(7.1.A.2,4: 7.1.B.1,2,4,5)
Music:
Listening to
and singing
songs about
clothing
Language
Arts: Reading
target
vocabulary
Art: Drawing
and coloring
Physical
Education:
Games and
relay races
7.1.B.1, 2, 3, 4, 5
clothing
shirt, t-shirt, pants, shorts,
dress, skirt, blouse,
sweater, socks, shoes,
boots, glasses, jacket, hat,
mittens
Colors
1.What are you wearing?
2. I am wearing . . .
3.What is he/she wearing?
4. He/She is wearing . . .
5.What is your teacher
wearing?
6. My teacher is wearing .
..
7.What color is/are your
shirt/shoes, etc.?
8. My shoes are . . .
9.Who is wearing . . .?
10. Bill is wearing . . .
11.Do you like red shoes?
7.1.C.2
Formative: I
spy game
Clothing flashcards and/or
real articles of clothing
Dominoes
BINGO
DVD’s
Power point games
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
7.1.B.1, 2, 3, 4, 5
7.1.C.2
12. Yes, I do/No I don’t.
*Definite articles
*Adjective-noun
placement and agreement
*The teacher will introduce how
to ask for the price. (How much
is it?) The teacher will label each
piece of clothing with a price tag.
Students will be called upon to
say the cost of the garments.
(How much is the blouse? What
costs fifteen dollars?)
(7.1.A.2,4; 7.1.B.2,4,5)
Three Kings Day
Art:
Drawing and
coloring
activities
Math:
counting and
adding money
There are
Social
clothing
shirt, t-shirt, pants, shorts,
dress, skirt, blouse,
sweater, socks, shoes,
boots, glasses, jacket, hat,
mittens
Colors
1. How much does it cost?
2. It costs . . .
Summative:
How much is it?
activity
Clothing flashcards and/or
real articles of clothing
Posters
Sale tags
Play money
Hand outs
Unitedstreaming.com
Jefferson Township Schools
Grade: 3
Thematic Unit: It’s raining, it’s pouring!
Time frame: Jan - Mar
Enduring Understanding: Students will understand that location affects a society’s economy, culture and development.
Climate will help determine patterns of behavior and ways of life, including diet and mealtimes, living accommodations
and clothing styles.
Essential questions: How are clothing styles in the target culture similar and different to where I live? How and why
does clothing style vary in the target culture? How do the seasons and weather differ when comparing the target
country to our own.
Objectives: SWBAT describe the weather and tell what their favorite season is. Using simple sentences they will be able
to describe what someone is wearing. They will be able to identify what clothing is appropriate for each season.
NJ Standards/Progress Indicator NM: 7.1.A.1,2,4, 5
Carnival
Holy Week and Easter
(7.1.A.1,3; 7.1.B.1)
cultural
activities and
celebrations
related to the
target country
during this
time.
Studies:
Holidays and
celebrations
around the
world
Technology:
Movies or
video clips
7.1.B.1, 2, 3, 4, 5
7.1.C.2
Enchantedlearning.com
Movies or video clips