Social Studies Lesson Plans
3rd Grade Unit 2
Physical Environments
.
Date: _______________
Desired Results: (Unit Understanding)
People change the physical environment
by where and how they live.
Time Allotted: Day 1
Unit Question:
Do the changes people
make to the environment
make it better or worse?
Assessment:
Objective/TEKS:
I can compare how people in different
communities change the environment.
3.4B
I can describe how people change the
earth’s landscape. 3.4C
Students will respond to
unit question on Day 4.
Anticipatory Set: (Universal Generalization) (Hook) People make changes where
they live.
Begin lesson by asking students what changes they have seen in their community? How
is it different than it use to be? Do these changes make things better or worse for the
community? Guide them to discuss new businesses, road construction, schools, etc.
Create a list of the changes they have seen in the community.
Instructional Input: (Line) Modeled/Guided Practice
The TTW read aloud the story “The Little House” by Virginia Lee Burton. As the teacher
reads the story, discuss and emphasize the changes that happen in the community where
the little house is and how it affects her.
Independent Practice: (Sinker)
No Sinker today.
Modifications/Extensions:
Teacher will help students where needed.
Closure:
Discuss the students thinking.
3rd Grade Unit 2
Topics:
 Changes of the
Environment
Vocabulary:
physical change,
landscape
Materials/Resources:
Copy of “The Little
House” by Virginia
Lee Burton
How will you check
for understanding?
Monitor students as
they read or work with a
partner to support their
understanding. Listen
during share time for
understanding or
misconceptions. Clear
up misconceptions.
1
Social Studies Lesson Plans
3rd Grade Unit 2
Physical Environments
.
Date: _______________
Desired Results: (Unit Understanding)
People change the physical environment
by where and how they live.
Time Allotted: Days 2 & 3
Unit Question:
Do the changes people
make to the environment
make it better or worse?
Assessment:
Objective/TEKS:
I can compare how people in different
communities change the environment.
3.4B
I can describe how people change the
earth’s landscape. 3.4C
Students will respond to
unit question on Day 4.
Anticipatory Set: (Universal Generalization) (Hook) People make changes where
they live.
Topics:
 Changes of the
Environment
Review previous discussion about the changes the community the little house was in.
Vocabulary:
physical change,
landscape
Instructional Input: (Line) Modeled/Guided Practice
Preparation: Have a large piece of butcher paper spread out on the floor; have a road
attached down the middle of the butcher paper. Put students into groups of 3 or 4, give
each group a bag, some groups may have a bag labeled the same as another. Some
bags will have roads in them also. Make sure there are enough buildings in each bag;
you will need some at the end to add recreational facilities after students have added all
the necessary buildings to the community.
TTW begin by telling students today we will build a city. Begin by telling them your story
or the one that is attached about a man that wants to start his own business in an area
that is not really developed. Explain each part of the story, as you tell the story ask
students questions such as what type of business would be best in an area where there is
nothing but a road? There are more people, what do we need now, etc? For each
building they add have them explain why they added that particular building. As you
continue to tell the story and they continue to build the city they must talk about how these
things affect and change the community.
Note: You may not complete the city today.
Independent Practice: (Sinker)
Students will write to the following prompts:
When we built our city what things did we add and why? What changes did we make and
did it make the community better or worse?
Materials/Resources:
Copy of “The Little
House” by Virginia Lee
Burton. Butcher paper,
paper bags labeled as
government services,
individual businesses,
homes. Cut outs of
buildings, and streets,
and your own story line
or use attached.
How will you check
for understanding?
Ask questions and
monitor students as
they build the city.
Modifications/Extensions:
Teacher will help students where needed.
Closure:
Discuss the students thinking.
3rd Grade Unit 2
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3rd Grade Unit 2
3
Build a City:
A Practical Approach to Understanding Community
By Dr. Traci Jensen
University of Houston
Current Approach
o Generic Terms
o
Abstract World Connections
o
Non-living and Non-changing
3rd Grade Unit 2
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Make Community Meaningful
o
Connect to known information
o
Create situations for understanding
o
Engage in active learning
Materials Needed
o butcher paper
o paper sacks (labeled: Government Services, Individual Businesses, Homes)
o cut outs of buildings
o your own story line
o literature (The Little House by Virginia Lee Burton)
3rd Grade Unit 2
5
Build a City Storyline
o
Mr. Jake is a truck driver. His job is to carry a load in his truck from one town to another. After a long while of
doing this job Mr. Jake wanted a change. After thinking with his wife Mrs. Jake they decided that they wanted to
start their own business. It would need to be something between the two towns. (students choose a gas station
and place on road)
o
He was very successful. Can anyone guess why? Since it was so successful other people became interested in
that area. Have you ever noticed when there is one gas station, something else appears across the street? (add
another gas station in chosen location)
o
With all of the traffic and people going between towns Mrs. Jake decides to branch out and add on to the gas
station. What would be something people would use on their way home and after gassing up their car? (add a
grocery store)
o
Grocery store and gas stations are doing well. Unfortunately, the owners have to drive back to the towns in order
to go home. They both decide to move closer to their businesses. (add 2 houses)
o
More people are hired for the grocery store and gas stations which means more people wanting to stay in the
area. (add apartments)
o
Many of the people in the area must drive to the next town in order to cash their paycheck. What could they use if
it was close by? (add 3 houses)
o
The bank president and workers need homes. (add 3 houses)
3rd Grade Unit 2
6
o
There is quite a population living in the area. A group of citizens get together and decide that they should officially
be a town. (allow them to name and discuss what used to be in some places the deciding factor for it being a town
which is the post office. (add post office)
o
With post office workers there needs to be housing. (add 1 apartment and 2 houses)
o
The population has grown fast in ________________. This means more traffic and more safety issues. What is
missing? (add police station)
o
When these police give a ticket or when someone needs help that only the city can give where do they go? (add
city hall)
o
More people mean more housing is needed. (add 1 apartment)
o
Many of the people in the new town have families. These children still attend the school in the next town. How can
we fix that? (add school)
o
The teachers that move to the area to teach need houses. (add 3 houses)
o
The town has really grown and the citizens are very happy to have police to help them stay safe. But what if the
gas station caught fire. What is needed to help? (add fire station and possibly hospital)
o
Add two houses and 2 apartments.
o
This great town that makes up a nice community. All of the basic needs are met. However, I think there is
something missing. There is more to a community than meeting basic human needs. In your groups decide what
you would like to add to the community. Use buildings from your envelope and a post-it note. Write the name of
the missing component that your group decides upon. In a moment you will have a chance to place it somewhere
in the community. Be ready to explain to the whole group why your group chose that contribution to add to the
community.
3rd Grade Unit 2
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