Unit of Study: Imagine That! - Important People of a Community Cypress-Fairbanks Independent School District Integrated Social Studies, Grade 3
Unit of Study - 7 Week at a Glance Week Instructional Focus Reading Workshop Writing Workshop Revising & Editing 1 Community Heroes (3.14 A,B) 2 Writers & Artists (3.15 A,B) STAAR Connect, Compare, & Contrast Genres Digital Writing Pronoun Usage Capitalize Proper Nouns 3 Scientists & Inventors (3.16 A,B) 4 STAAR Testing, Famous Cy-Fair Citizens Needs Based Lessons / Book Club Expository Writing Adverbs Review Punctuation GENERAL INFORMATION TEACHER NEEDS TO KNOW The lessons in this unit are geared toward the 3 rd grade TEKS. Teachers are encouraged to modify these activities as needed and choose resources that best fit their needs. INSS objectives should be visible. In the Unit Overview, the Bloom s verbs have been underlined and critical skills have been color-coded. Vocabulary & current events resources are located in ixplore in INSS Resources. Lessons should be integrated into the reading/writing workshop schedule during the following times; poetry, read aloud with accountable talk (20 minutes), independent reading and writing, group or share time. See the suggested schedule in ixplore. You can access Journey s materials through the Think Central website. Some examples of materials you can use for read a-louds include; the student e-book, leveled readers, vocabulary readers, decodable readers, and the write-in reader. Studies Weekly Free Trail www.estudiesweekly.com This site has some great resources to use for integrated social studies. (username: TXteacher, password: demo)
Grade 3 - Integrated Social Studies Curriculum Unit 7: Important People of a Community Unit Length: 4 Weeks Conceptual Lens: Culture Social Studies TEKS: 3.14 (A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John Danny Olivas, and other contemporary heroes 3.14 (B) identify and analyze the heroic deeds of individuals, including military and first responders such as the Four Chaplains (tie to 3.11B) 3.15 (A) identify various individual writers and artists such as Kadir Nelson, Tomie depaola, and Phillis Wheatley and their stories, poems, statues, paintings and other examples of cultural heritage from various communities 3.15 (B) explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities 3.16 (A) identify scientists and inventors, including Jonas Salk, Maria Mitchell, and other who have discovered scientific breakthroughs or created or invented new technology such as Cyrus McCormick, Bill Gates, and Louis Pasteur 3.16 (B) identify the impact of scientific breakthroughs and new technology in computers (tie to 16A- Gates), pasteurization (tie to 16A-Pasteur), and medical vaccines (tie to 16A-Salk) on various communities Unit Overview: Students will learn about heroes, writers, artists, and inventors and how they impacted communities. Literature Selections: Teachers may choose a variety of literature for the read aloud selections to develop students understanding of the social studies concepts. See Appendix A for suggested titles. Grade 3 Unit 7 Page 1
Enduring Understandings/Generalizations The student understands the role of heroes in shaping the culture of communities, the state, and the nation. Community Heroes Overview: Week 1 Guiding/Essential Questions How have heroes shaped our community s culture? What important role did Hector P. Garcia and James A. Lovell play in forming our community? How have Harriet Tubman, Juliette Gordan Low, Todd Beamer, Ellen Ochoa, and John Danny Olivas, among others, influenced our state and nation? Why are the military and first responders like the Four Chaplains important? Students will... participate in discussions and express ideas in a written format about the unit s enduring understandings and guiding questions. use primary and secondary sources to gain information about a topic. understand key vocabulary terms. identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John Danny Olivas, and other contemporary heroes identify and analyze the heroic deeds of individuals, including military and first responders such as the Four Chaplains (tie to 3.11B) Instructional Resources Week 1 Teacher Materials Teacher Notes-Heroes Assessments (%) Technology Horizons Textbook Hector P. Garcia Read Aloud discussion and Discovery Education: Harriet 3 rd Grade Biographies-iXplore James A. Lovell participation Tubman video clip (1:31) Hero Biographies ixplore Harriet Tubman Written Response to guiding (Discovery Education) Harriet Tubman Bio-iXplore Juliette Gordon Low questions http://www.discoveryeduca Appendix A Suggested Todd Beamer Written response to tion.com Literature Ellen Ochoa independent reading Appendix B Hero Chart (blank John Danny Olivas Anchor chart participation for students & teacher answer The Four Chaplains Hero Chart Appendix B key) Venn Diagram Appendix C Main Idea & Detail Main Idea & Detail chart Graphic Organizer Appendix C Grade 3 Unit 7 Page 2
Community Heroes Pacing Guide: Week 1 Monday Tuesday Wednesday Thursday Friday Read Aloud Read Aloud Read Aloud Read Aloud Holiday Hector P. Garcia James A. Lovell Focus: This week teachers will focus their discussion on important community heroes and their role in shaping the culture of a community and how their actions affected a nation. Response Questions Vocabulary start the unit off by having students turn and talk about what they think a hero is. On an anchor chart, list some of the characteristics of a hero. Teachers may choose to focus on one person per day or compare & contrast two heroes. Teachers can use the pages in the Horizons textbook, a selection from Appendix A, or the 3 rd Grade Biographies as a read aloud. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Teachers may choose to enhance the lesson by using a link or video from the Technology selection. Suggested Assessment Activities (%): Use 3 rd Grade biographies and Read Aloud Biographies in ixplore as a read aloud or independent reading to practice reading workshop skills. As a class make a chart (Appendix B) together to determine the importance of each heroes accomplishments. Using a Venn diagram, compare and contrast two community heroes. Place the biographies around the room. Have students do a gallery walk. While students rotate through each hero biography, have them use the main idea/detail chart to record information (Appendix C). Who are heroes that are in the news today? Have students bring in a newspaper or online article about someone in the community who exemplifies heroic behavior. Grade 3 Unit 7 Page 3
Writers & Artists Overview: Week 2 Enduring Understandings/Generalizations Guiding/Essential Questions The student understands the importance of writers and artists to the cultural heritage of communities. What have writers and artists done to influence the culture of our community? How have stories, poems, statues, paintings, and other examples of cultural heritage influenced our heritage? Students will... participate in discussions and express ideas in a written format about the unit s enduring understandings and guiding questions. use primary and secondary sources to gain information about a topic. understand key vocabulary terms. identify various individual writers and artists such as Kadir Nelson, Tomie depaola, and Phillis Wheatley and their stories, poems, statues, paintings and other examples of cultural heritage from various communities explain the significance of various individual writers and artists such as Carmen Lomas Garza, Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other examples of cultural heritage to various communities Grade 3 Unit 7 Page 4
Instructional Resources Week 2 Teacher Materials Writers & Artists Assessments (%) Technology Horizons Textbook Teachers may choose to have a collection of books from the campus library In the classroom for independent reading. Kadir Nelson - artist Tomie depaola - author Phillis Wheatley - poet Carmen Lomas Garza artist & author Laura Ingalls Wilder author Bill Martin Jr. - author 3 rd Grade BiographiesiXplore Writers & Authors Biographies ixplore Bill Martin Jr. Activities for Knots on a Counting Rope ixplore (there is also a script of the book) Appendix A Suggested Literature Appendix C Main Idea Appendix D Writers & Artists Graphic Organizer Appendix E Cause & Effect Chart Read Aloud discussion and participation Written Response to guiding questions Written response to independent reading Anchor chart participation Main Idea/Detail Chart Appendix C Writers & Artists Graphic Organizer Appendix D Cause & Effect Chart Appendix E Important Person Reading Response - Bill Martin Activity #4 (ixplore) Various Poems by Phillis Wheatley: http://forerunner.com/whea tley/wheatley.html Knots on a Counting Rope by Bill Martin Jr. http://www.storylineonline.n et/ Grade 3 Unit 7 Page 5
Writers & Artists Pacing Guide: Week 2 Monday Tuesday Wednesday Thursday Friday Read Aloud Read Aloud Read Aloud Read Aloud Writing Focus: This week teachers will focus their discussion on important writers and artists and their role in shaping the cultural heritage of a community. Teachers can use the pages in the Horizons textbook, a selection from Appendix A, or the 3 rd Grade Biographies as a read aloud. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Teachers may choose to enhance the lesson by using a link or video from the Technology selection. Suggested Assessment Activities (%): Author Study assign an author to a group of students, have them read books by that author during independent reading time and conduct research about the author as well. Use Appendix C to write down the main idea important facts about each biography read. Use one of Phillis Wheatley s poems as a poem of the week. View the online read aloud video of Knots on a Counting Rope by Bill Martin Jr. Students complete Activity 4 in their ISN. Review with students that the Boy s Grandfather was a very important person in his life and then instruct them to Choose someone from their life that has made an impression on you. Describe and write about this important person and how they have influenced you. Use Appendix D to record important facts about the writers and artists studied during the week. Use Appendix E to show the cause and effect each important person had on a community. Grade 3 Unit 7 Page 6
Enduring Understandings/Generalizations The student understands how individuals have created or invented new technology and affected life in various communities, past and present. Scientists & Inventors Overview: Weeks 3 Guiding/Essential Questions What is an inventor? How do inventors help to solve problems and make life easier for people? Why are inventions made? What does necessity is the mother of invention mean? Can anyone be an inventor? What kinds of qualities does an inventor need? How do inventors help to solve problems and make life easier for people? How the world was different before was invented? Do inventions always solve problems or do they have the potential to create new problems? What kinds of future problems could create for people? Why is it important to think about how inventions might affect people or the environment? Students will... participate in discussions and express ideas in a written format about the unit s enduring understandings and guiding questions. use primary and secondary sources to gain information about a topic. understand key vocabulary terms. identify scientists and inventors, including Jonas Salk, Maria Mitchell, and other who have discovered scientific breakthroughs or created or invented new technology such as Cyrus McCormick, Bill Gates, and Louis Pasteur identify the impact of scientific breakthroughs and new technology in computers (tie to 16A-Gates), pasteurization (tie to 16A- Pasteur), and medical vaccines (tie to 16A-Salk) on various communities Grade 3 Unit 7 Page 7
Instructional Resources Week 3 Teacher Materials Scientists & Inventors Assessments (%) Technology Horizons Textbook Jonas Salk - vaccines pp. 386-391 Maria Mitchell 3 rd Grade BiographiesiXplore Cyrus McCormick Bill Gates - computers My Book of Ingenious Louis Pasteur - pasteurization Inventors -ixplore Ingenious Inventors Matching Game ixplore Appendix C Main Idea Appendix D Inventors & Inventions Graphic Organizer Appendix E - Cause & Effect Graphic Organizer Read Aloud discussion and participation Written Response to guiding questions Written response to independent reading Anchor chart participation Inventors & Inventions Graphic Organizer Cause & Effect Graphic Organizer Main Idea Chart Website containing information and games about inventors & inventions: http://edtech.kennesaw.ed u/web/inventor.html Discovery Education Videos: Louis Pasteur (25:09) Grade 3 Unit 7 Page 8
Scientists & Inventors Pacing Guide: Week 3 Monday Tuesday Wednesday Thursday Friday Read Aloud Read Aloud Read Aloud Read Aloud Read Aloud Focus: This week teachers will focus their discussion on important scientists and inventors and their role in shaping the culture of a community and how their actions affected a nation. Teachers can use the pages in the Horizons textbook, a selection from Appendix A, or the 3 rd Grade Biographies as a read aloud. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Teachers may choose to enhance the lesson by using a link or video from the Technology selection. Suggested Assessment Activities (%): Using the Inventors & Inventions Graphic Organizer (Appendix D) that students have been working on, they are to analyze each invention and discuss how it has impacted communities and lives. Students will complete the Cause & Effect Graphic Organizer (Appendix E), which may be placed in their ISN. Students will complete a written response in their ISN, answering the questions: What do you think is the most important invention? Students will choose an invention that has been discussed in class and write a paragraph including an explanation of the inventions, the inventor, and an explanation of why they think it is the most important and how it has impacted lives or communities. Grade 3 Unit 7 Page 9
Instructional Resources Week 4 Teacher Materials Teacher Notes Assessments (%) Technology Appendix F This week s lessons can include actors, musicians, authors, inventors, and heroes from the Cypress area. CFISD News Stories Danielle Bradbery Tony Oller Read Aloud discussion and participation Written Response to guiding questions Written response to independent reading Anchor chart participation http://www.cfisd.net/newsme dia/press/2014/0313allen.htm Famous Houstonians Pacing Guide: Week 4 Monday Tuesday Wednesday Thursday Friday Read Aloud Writing Getting Ready to Shine STAAR Math STAAR Reading Focus: This week teachers will focus their discussion on important local heroes and their role in shaping the community. Grade 3 Unit 7 10 Page
Topic Writers & Artists Literature I Pledge Allegiance by Bill Martin, Jr. & Michael Sampson WE ARE THE SHIP: The Story of Negro League Baseball by Kadir Nelson HEART AND SOUL: The Story of America and African-Americans by Kadir Nelson Strega Nona by Tomie depaola Little House in the Big Woods by Laura Ingalls Wilder Henry's Freedom Box by Ellen Levine (includes illustrations from Kadir Nelson) Abe s Honest Words by Doreen Rapport (includes illustrations from Kadir Nelson) Scientists & Inventors Time for Kids: Inventors and Their Inventions Journeys Leveled Reader: The TV Kid Journeys Leveled Reader: The Wright Brothers Journeys Leveled Reader: The Life of George Washington Carver Journeys Leveled Reader: George Washington Carver Journeys Leveled Reader: Everyday Inventions The Real McCoy, Wendy Towle Philo Farnsworth invents TV, Russell Roberts So You Want To Be an Inventor?, Judith St. George Hubert Invents the Wheel, Claire Montgomery The Kid who Invented the Popsicle, Don Wulffson The Boy who Invented TV: The Story of Philo Farnsworth, Kathleen Krull Marvelous Mattie: How Margaret E. Knight Became an Inventor, Emily McCully Five Notable Inventors, Wade Hudson Twenty Inventors, Jacqueline Dineen Brainstorm!: The Stories of Twenty American Kid Inventors, Tom Tucker Hooray for Inventors!, Marcia Williams Inventing Things, Julie Brown Invention, Lionel Bender The Inventor s Times, Dan Driscoll Louis Daguerre, Don McLeese African-American Inventors, Fred Amram Girls Think of Everything, Catherine Thimmesh Louis Pasteur and Pasteurization, Jennifer Fandel Louis Braille, Patricia Lantier-Sampon Imaginative Inventions: The Who, What, Where, When, and why of Roller Skates, Potato Chips, Marbles, and Pie and More!, Charise Harper The Radio, Gayle Worland The Light Bulb, Marc Nobleman The Automobile, Julie Sinclair Totally Absurd Inventions, Ted Vancleave Grade 3 Unit 7 Page 1
Mistakes that worked, Charlotte Jones Eureka!, Richard Platt Inventing Things, Julie Brown Inventions, Glenn Murphy Inventions & Discoveries, Dee Phillips Toys!: amazing stories behind some great inventions, Don Wulffson Weird & Wacky Inventions, Jim Murphy Inventions We Use for Information and Entertainment, Jane Bidder What a great idea!, Steve Tomecek Famous First Facts: A Record of First Happenings, Discoveries, and Inventions in American History, Nathan Kane The Story of Jonas Salk and the Discovery of the Polio Vaccine by Jim Hargrove Louis Pasteur: Young Scientist by Francene Sabin Online Biographies http://harcourtschool.com/activity/biographies/ http://www.americaslibrary.gov/aa/all.php http://www.biographyonline.net/ http://www.educationalsynthesis.org/famamer/index-inventors.html http://www.notablebiographies.com/ http://www.invent.org/hall_of_fame/1_1_search.asp Consult your campus librarian for related titles that are available at your campus. LIBRARY RESOURCES http://www.cfisd.net/dept2/library/library_el.htm Check your campus library page for online resources to use for social studies content lessons and read alouds. Grade 3 Unit 7 Page 2
Grade 3 Unit 7 Appendix B
Grade 3 Unit 7 Appendix B
Grade 3 Unit 7 Appendix C
Name: Inventor: Inventor: Inventor: Inventors & Inventions Inventor: Inventor: Grade 3 Unit 7 Appendix D
Cause (Invention) Eleven-year-old Jeanie Low invented a step stool for kids. Effect (How it changes lives) The step stool made it easier and safer for small children to reach what they need. Grade 3 Unit 7 Appendix E
Grade 3 Unit 7 Appendix F
Grade 3 Unit 7 Appendix F