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Below is a complete set of all third grade standards used within

this entire 3rd grade Geography unit, as well as the lesson

Reading Informational Text

CC.3.R.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
CC.3.R.2 Determine the main idea of a text; recount the key details and explain how they
support the main idea.
CC.3.R.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
CC.3.R.4 Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to a grade 3 topic or subject area.
CC.3.R.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently
CC.3.R.6 Distinguish their own point of view from that of the author of a text
CC.3.R.7 Use information gained from illustrations (e.g., maps, photographs) and the words in
a text to demonstrate understanding of the text (e.g., where, when, why, and how key events
CC.3.R.8 Describe the logical connection between particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/third in a sequence).
CC.3.R.9 Compare and contrast the most important points and key details presented in two
texts on the same topic.
CC.3.R.10 By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 23 text
complexity band independently and proficiently.

CC.3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
CC.3.W.2 Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
CC.3.W.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CC.3.W.4 With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.

CC.3.W.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
CC.3.W.6 With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.
CC.3.W.7 Conduct short research projects that build knowledge about a topic
CC.3.W.8 Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
CC.3.W.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Social Studies Standards:

Economic Standard: Students will develop economic reasoning to understand the historical development
and current status of economic principles, institutions, and processes needed to be effective citizens,
consumers, and workers participating in local communities, the nation, and the world.
4.A.1 Explain that people must make choices because resources are limited relative to unlimited wants for
goods and services
4.A.1.a Explain why people must make economic choices


1. Compare places and regions around the world using geographic characteristics

Compare places and regions using geographic features

Identify natural/physical and human-made features of places and regions
Describe population distribution of places and regions such as rural and urban
Describe how geographic characteristics of places and regions change over time and influence
the way people live and work


1. Explain how people modify, protect and adapt to their environment

Describe why and how people make decisions about protecting the environment
Compare ways that people adapt to the environment for food, clothing, and shelter

6.0 Social Studies Processes & Skills Students shall use reading, writing, and thinking
processes and skills to gain knowledge and understanding of political, historical, and current
events using disciplinary and inquiry literacies. (Source: COMAR 2015)

Lesson Summaries:
Lesson One Climate Change
Students will assess the climates of the United States using the a text from
the text set, The Magic School Bus and the Climate Change by Joanna Cole,
as well as the assistance of vocabulary maps to determine the effects of
climate change, as well as buzz words associated with the topic. Students
will use writing skills such as Cause and effect to determine what the long
term effects of those climate changes.

Lesson Two Regions

Students will be comparing the anchor text, The United States of America: A
State by State Guide to the information in Environmental Atlas of the
Unites States by Mark Mattson, to determine the key features of each
geographic region of the US, using note taking strategies. Students will then
use the help of technology platform, Linoit, to post answers and opinions.

Lesson Three Landforms

Using the anchor text, students will use hands on modeling to demonstrate
their understanding of geographic landforms. Students will use the
hamburger paragraph writing strategy to write a structurally sound
descriptive paragraph about the landforms in which theyve learned about in
the anchor text, as well as make detailed models using computers to label
and present different landforms.

Lesson Four Saving our Environment

Students will use different media platforms of the same text to determine
differences and similarities between the mediums. Students will use the
content of this media to determine an opinion and justify why or why not
they would assist in helping to solve the environmental issues facing our

Lesson Five Weather in Geographic Locations

With support of the anchor text, students will study the different weather
climates of the United States. Through argumentative writing, students will
create posters as if working for a travel agency, to try to convince their peers
to come live in the climate of their choosing.