Third Grade Social Living

1. Third Grade Social Living Guiding Questions

2. S.S. Unit 1: Louisiana’s Geography • Can students understand and describe the characteristics and uses of various maps? • Can students use geographic tools to locate major geographic features on a map and compare various areas in Louisiana? • Can students describe and compare various community settings in Louisiana?

3. S.S. Unit 1 Continued • Can students explain patterns of settlement in Louisiana, past and present? • Can students describe and compare the physical characteristics of various regions of Louisiana?

4. S.S. Unit 2: Changes in Louisiana’s Landscape Over Time • Can students describe the human characteristics of places in Louisiana? • Can students explain how people and the physical environment have changed over time in Louisiana? • Can students describe ways in which people in Louisiana have modified the physical environment over time to meet basic needs?

5. S.S. Unit 2 Continued • Can students name examples of physical processes affecting Louisiana?

6. S.S. Unit 3: Louisiana’s History and People • Can students explain patterns of settlements in Louisiana across time? • Can students explain why people settled in Louisiana and how the physical environment was adapted to meet their needs? • Can students identify role models of responsible citizenship in the past and present?

7. S.S. Unit 3 Continued • Can students compare various cultures and identify the cultural elements that have contributed to Louisiana’s heritage?

8. S.S. Unit 4: Louisiana’s Leaders • Can students describe the major responsibilities of state government and key government positions? • Can students identify individuals responsible for making and enforcing state laws? • Can students distinguish between rules and laws?

9. S.S. Unit 4 Continued • Can students identify the qualities of a good citizen? • Can students identify services provided by the state government?

10. S.S. Unit 5: Louisiana’s Riches • Can students identify natural resources in Louisiana and their uses and importance? • Can students identify various resources in the production of goods and provision of services? • Can students identify good produced in the local community and Louisiana and how these goods are shipped elsewhere for sale?

11. S.S. Unit 5 Continued • Can students understand the concepts of scarcity and abundance? • Can students compare benefits and costs when making choices? • Can students identify the concepts of specialization and interdependence?

12. S.S. Unit 6: Governments: The State of Louisiana and the United States • Can students identify the role of state government and how it helps society? • Can students explain the responsibilities of individuals in making a community a better place to live? • Can students identify how citizens can help solve community problems?

13. S.S. Unit 7: Louisiana’s Economy • Can students provide examples of economic choices and explain the concept of opportunity cost? • Can students understand the concept of specialization and interdependence of goods and services? • Can students understand the relationship between producers and consumers?

14. S.S. Unit 7 Continued • Can students understand basic principles of supply and demand? • Can students discuss trade and how it benefits the parties involved? • Can students identify some of the major goods and services produces in Louisiana?

15. Science Unit 1: Measuring and Describing Matter • Can students cite what units of measurement are used to measure length and width? • Can students select the appropriate tool to measure temperature, liquid volume, and mass? • Can students distinguish what materials make up common objects?

16. Science Unit 1 Continued • Can students describe what physical changes occur when matter changes states and what causes these changes?

17. Science Unit 2: Energy • Can students describe how the structure of an object changes the pitch and volume of sound? • Can students describe the relation of an object’s color to its absorption and reflective properties? • Can students identify materials that are a good conductor of heat and electricity and tell which materials make the best insulators?

18. Science Unit 2 Continued • Can students describe the effect of color on the temperature of an object when it is exposed to sunlight? • Can students diagram a circuit and identify the direction of electrical energy flow in an open and closed circuit?

19. Science Unit 3: Forces and Motion • Can students explain how force is a push or pull on an object? • Can students describe the relationship of the height of an inclined plan and the distance on object will roll? • Can students explain how the height of an inclined plan determines the speed at which an object moves?

20. Science Unit 3 Continued • Can students describe how the effect of friction determines an object’s movement? • Can students observe and analyze shadows and the apparent path of the Sun across the sky from data collected?

21. Science Unit 4: Rocks, Soils, and Change • Can students describe the composition of rocks? • Can students explain how Earth’s processes have affected their neighborhood? • Can students identify igneous, sedimentary, and metamorphic rocks?

22. Science Unit 4 Continued • Can students identify the components of soil? • Can students identify the characteristics of fossils? • Can students explain how fossil records are used to learn about the past?

23. Science Unit 5: Plant and Animal Systems • Can students describe what the human body needs to grow and be healthy? • Can students give examples of how the structures of plants and animals enable to meet their basic needs? • Can students cite common characteristics that are used to classify groups of organisms?

24. Science Unit 5 Continued • Can students describe the components and function of the digestive system and the skeletal system? • Can students describe what is meant by a balanced daily diet and determine if he or she (as well as his or her classmates) is meeting the requirements?

25. Science Unit 6: The Solar System • Can students explain why the Sun appears to be at different places in the sky during the day? • Can students explain why shadows get longer or shorter and change direction over time? • Can students name the planets in order from the sun?

26. Science Unit 6 Continued • Can students explain how the rotation of Earth causes day and night? • Can students explain the results of the revolution of the Earth around the Sun?

27. Science Unit 7: The Environment • Can students describe the interrelationships between the living and nonliving components of the environment? • Can students describe how changes to a habitat affect the organisms that live there?

28. Science Unit 7 Continued • Can students give both negative and positive changes in natural habitats that are caused by humans and how those changes affect animal and plant populations? • Can students list natural resources that are used to manufacture products? • Can students describe how renewable and nonrenewable resources can be replenished or depleted?

29. Science Unit 8: Weather Patterns • Can students differentiate weather from climate? • Can students describe the processes in the water cycle? • Can students identify and construct simple weather instruments to record the changes in the weather? • Can students accurately read and record the information gathered by each weather instrument?