Title of Unit

Science and Social Studies Review

Grade Level

3rd

Stage 1 Identify Desired Results

Students will understand that: Different organisms live in different areas of Georgia. Organisms include all living things such as plants, animals, fungi and microorganisms. The Earth is composed of mineral elements. There are three basic types of soil, each with different characteristics. Fossils are formed in different ways. Energy is produced in different ways. Heat energy is transferred in many different ways. Some common objects are attracted to magnets because they have iron or steel in them. Magnets have different strengths. There are harmful effects of pollution and identify various ways to protect the environment from pollution. Some source of energy is needed for all organisms to stay alive and grow. The influence of Greek architecture, law, and the Olympic Games on the present. The ancient Athenians idea that a community should choose its own leaders. How famous Americans overcame social barriers, restrictions, and obstacales. The United States has major rivers and mountain ranges. The environment were historical figures were raised had an impact on them. Why there is a separation of power between branches of government and levels of government. Governments provide certain types of goods and services.

GPS Science Standards: S3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed. S3E1 Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, and texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and research. S3E2 Students will investigate fossils as evidence of organisms that lived long ago. a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago. b. Describe how a fossil is formed. S3P1 Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another. b. Investigate how insulation affects heating and cooling. c. Investigate the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time. S3P2 Students will investigate magnets and how they affect other magnets and common objects. a. Investigate to find common objects that are attracted to magnets. b. Investigate how magnets attract and repel each other. S3L2 Students will recognize the effects of pollution and humans on the

environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. 1. Conservation of resources 2. Recycling of materials S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem. a. Identify the roles of producers, consumers, and decomposers in a community. b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers. c. Predict how changes in the environment would affect a community (ecosystem) of organisms. d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.

GPS Social Studies Standards: SS3H1 The student will explain the political roots of our modern democracy in the United States of America. a. Identify the influence of Greek architecture (columns on the Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present. b. Explain the ancient Athenians idea that a community should choose its own leaders. c. Compare and contrast Athens as a direct democracy with the United States as a representative democracy. SS3H2 The student will discuss the lives of Americans who expanded peoples rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Csar Chvez (workers rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them. SS3G1 The student will locate major topographical features. a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson. b. Identify major mountain ranges of the United States of America: Appalachian, Rocky. c. Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe. d. Locate Greece on a world map.

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. a. Identify on a political map specific locations significant to the life and times of these historical figures. b. Describe how place (physical and human characteristics) had an impact on the lives of these historical figures. c. Describe how each of these historical figures adapted to and was influenced by his/her environment. d. Trace examples of travel and movement of these historical figures and their ideas across time. e. Describe how the regions in which these historical figures lived affected their lives and had an impact on their cultural identification. SS3CG1 The student will explain the importance of the basic principles that provide the foundation of a republican form of government. a. Explain why in the United States there is a separation of power between branches of government and levels of government. b. Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, county commission or city council). c. State an example of the responsibilities of each level and branch of government. SS3CG2 The student will discuss the character of different historical figures in SS3H2a. a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership. b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression. c. Explain how the historical figures in SS3H2a chose when to respect and accept authority. SS3E1 The student will describe the four types of productive resources: a. Natural (land) b. Human (labor) c. Capital (capital goods) d. Entrepreneurship (used to create goods and services) SS3E2 The student will explain that governments provide certain types of goods and services in a market economy, and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military. SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties.

a. Describe the interdependence of consumers and producers of goods and services. b. Describe how goods and services are allocated by price in the marketplace. c. Explain that some things are made locally, some elsewhere in the country, and some in other countries. d. Explain that most countries create their own currency for use as money. SS3E4 The student will describe the costs and benefits of personal spending and saving choices. Note: This is a review plan that can be modified. The standards listed above cover the Richmond County curriculum maps for science and social studies for the entire year. All of the standards were not used for this particular review session.

Essential Questions
Overarching Questions: Topical Questions:

How do changes in a habitat affect the organisms living there? How do wind and water change rocks and soil over time? What information about the original organism did you gain from observing a fossil? What is the difference between heat and temperature? Why do magnets attract and repel one another? How does conservation protect our environment? What are the roles of the producers, consumers, and decomposers in the community? What is a good? Give examples.

What is a habitat? What are minerals? What are rocks? Where are fossils most likely to be found? How is heat energy produced? What common objects are attracted to magnets? What state do you live in? Who runs your state government? What are the three branches of government? What is a budget? What is an Ethnic Group?

What is a service? Give examples. How many regions does Georgia have and what are their names?

Stage 2 Assessment Evidence

Performance Task(s) Be sure to indicate: Goal: My goal is to introduce the students to a new method of review using Promethean Board and Activote technology. Role:` My role is that of a media specialist. Audience: The audience is Ms. Pigees 3rd grade class. Situation: I collaborated with Ms. Pigee to discover a method to enhance the review sessions that she has with her students at the end of each school day. According to past CRCT scores, science and social studies were the lowest scoring areas. I decided to concentrate on those two subjects for this review. Ms. Pigee informed me that her students like the Jeopardy PowerPoint game that she uses for review but she wants to use Promethean Board and Activote technology to do the game instead. I downloaded a Jeopardy game template from PrometheanPlanet.com and I will modify it for use in Ms. Pigees classroom. Product Performance and Purpose: I will need a Promethean Board and a set of Activotes. The game will need to be able to display votes (answers) and voting results. The game will have to be engaging enough to keep the students interested. Standards and Criteria for Success: In order to ensure success I will need A working Promethean Board and Activotes Assistance from the teacher Questions that keep the children interested A method of tracking results

Stage 3: Plan Learning Experiences

WHERETO I will be designing my lesson plans using the WHERETO strategy. The letters in the WHERETO strategy helps to make sure that key considerations are followed. W---Where plan is headed and Why. H---Hook students and Hold their attention. E---Equip students with what they need. R---Provide students with opportunities to Rethink, Reflect, and Revise. E---Give opportunities to Evaluate progress and self-assess. T---Be Tailored to reflect individualism. O---Be Organized to ensure deep understanding. The letters showing the WHERETO strategy will be listed throughout my plan. Note: Evaluate will be listed as E-2.

Session 1

Observation I will observe a review session given be the teacher and collaborate with her on developing a lesson plan tailored to her students. 1. How can I get the kids interested in reviewing science and social studies? (H) 2. The lesson plan needs to be designed to increase students interest in science in order to help boost CRCT scores. (W) 3. I was informed by the teacher how much the students love Jeopardy when played using a PowerPoint presentation. I will let the students play Jeopardy using the Promethean Board and Activotes. (T) 4. The teacher has a working Promethean board and working Activotes already available. (E) 5. I will organize the game in a format that the students are familiar with. (O) Related Misconceptions:

The use of technology does not make a difference in how students learn. Students are apprehensive when it comes to learning new things.

Session 2 Science and Social Studies Review I will use Promethean Board and Activote technology to play the Jeopardy game that I modified with questions designed from observing a classroom review session. 1. I will start by checking to see if the Promethean Board and the Activotes are in proper working order. (E) 2. I will use the evaluation feature available with Activspire technology to show the students the results of each question answered. (E-2) 3. The graphs developed by the evaluation feature will allow students to see instant results and reflect on what they answered wrong. (R) The results will be anonymous so that the students will not be embarrassed. 4. I will allow each student a chance to pick a question for the class so that they can all be involved. (H),(T) 5. I will allow the teacher to add comments and corrections if needed. (E), (R).

Notes to the Instructor

This Jeopardy template can be modified for all subjects. Provide teacher with a copy of the game for future use.