SS/GEOGRAPHY UNIT

KYRIE PURDY
This unit will start 2/1 and continue on to 2/26. In this unit students will be involved in
creating various maps to cover 3rd grade Geography standards, Reading standards, and
Mathematics standards while working in collaborative groups and completing a research
assignment. These are the standards that students will be expected to master within this
unit.
1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer,
International Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an
area in Alabama or
the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends
on an Alabama or
world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including
hill, plateau, valley,
peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the
world
4. Relate population dispersion to geographic, economic, and historic changes in
Alabama and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of
population distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate
Highways between Alabama and other states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama.

Reading - Ask and answer questions to demonstrate understanding of a

text, referring explicitly to the text as the basis for the answers. [RL.3.1]
Math - Measure areas by counting unit squares (square cm, square m,
square in, square ft, and improvised units). [3-MD6]

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Monday- 2/1/15
I. LESSON FOUNDATION
Lesson Title: The Idea behind Maps
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors: ALCOS.SS.3.11. Interpret various primary sources for
reconstructing the past, including documents, letters, diaries, maps, and photographs
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RL.3.1]
Essential Question(s): What purposes can a map/globe serve? How can maps/globes
assist us? What are the different types of maps? What do we use maps/globes for?
Instructional Objective(s): The students will be able to describe the purposes of
maps/globes with 80% accuracy.
Pre Assessment: Writing prompt If I had a map or globe
Formative Assessment: Anecdotal notes
Summative Assessment: At the end of the unit the students will make maps with
definitions and present it to their peers. They will be graded on their map contents,
definitions, and overall .presentation
II. LESSON BODY
INTRODUCTION: Explain to students that today we will be talking about maps and globes.
Ask students: What can we use maps and globes for? Write a prompt for students to
finish on the board: If I had a map or globe, I would use it to_____________. (This will be
done prior to the lesson to be used for pre assessment and formative assessment)
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students share with a
partner what they think maps and globes are used for and how maps can help us.
*Guided Practice: Have students come to the carpet. Read pages 12-19 of Maps and
Globes by Harriet Barton & Jack Knowlton. Start a discussion about maps and globes are
used for and what their purposes are. Fill out a giant bubble graphic organizer with the
students. Take student suggestions and make connections to the text to fill in descriptors
of maps/globes and their purposes. Prompt students to share examples of what maps

can do for us using text evidence from the book we read and fill out the graphic
organizer together as a class.
CLOSURE: Allow each group to share a few ideas that they come up with of how
maps/globes can help us or why would we use a maps or globes. Explain that tomorrow
we will be talking about the different types of maps.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of examples,
group discussion. Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will be grouped with other ELL students to
assist in language.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: whole class graphic
organizer, expo markers, index cards, Maps and Globes book

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Tuesday 2/2/15
I. LESSON FOUNDATION
Lesson Title: What are the types of maps?
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors: ALCOS.SS.3.11. Interpret various primary sources for reconstructing

the past, including documents, letters, diaries, maps, and photographs

Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RL.3.1]
Essential Question(s): What are the different types of maps? How can we interpret a map
key? How can we find locations when looking at a map grid/index?
Instructional Objective(s): When presented with a map key, the students will be able to
interpret it with 80% accuracy.
When presented with a variety of maps, the students will be able to describe the
different types of maps with 80% accuracy.
When presented with a map index/grid, the students will be able to locate areas with
80% accuracy.
Formative Assessment: Different types of maps graphic organizer
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
INTRODUCTION: Explain to students that today we will be talking about the different
maps and looking at different maps.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Give each student a map
booklet called Maps and their Features. We will go through the booklet looking at the
world map, the state map, the keys, the grid map with index, etc.
*Guided Practice Go through the booklet and answer the questions with students.
Discuss how we interpret and use maps. Have students pull out graphic organizer. Have
students turn and talk to their partner about some different types of maps they can think
of. Take some student suggestions and write it on graphic organizer on the board.

*Independent Practice Put students in groups of four and give each a blank graphic
organizer for maps to use to brainstorm what maps and globes help us with and what
they are used for. Have students discuss with their groups what they believe the
purposes of maps and globes are and how we can use them and fill in their own graphic
organizer with their ideas of what maps are used for and how they can help us. Students
may use ideas from the whole group graphic organizer on the board, but challenge them
to try to come up with some of their own ideas of how maps and globes can be useful.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling,
examples. Additional individualized strategies as mandated by IEPs and 504 plans
include: One student with IEP/ELL student will be closely monitored during guided and
independent practice and the teacher will provide assistance reading the booklet
questions and he will be in groups with other ELL students to help him with language.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: white board, graphic
organizers, Maps and Their Features Booklet

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Wednesday 2/3/15
I. LESSON FOUNDATION
Lesson Title: Intro/Overview of Map Project
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors: ALCOS.SS.3.11. Interpret various primary sources for reconstructing

the past, including documents, letters, diaries, maps, and photographs

Essential Question(s): What maps will we be creating and focusing on? What will be
expected of us during our project? What type of research will we be doing? How should
this research look?
Instructional Objective(s): The students will gain a clear understanding of what is
expected of them for their research project on maps.
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Talk with students about what
will be expected of them over the next month for their research project. Give each
student a pamphlet with a checklist of what will be expected of them and read it with
them and go over it clearly. Explain what each group will be doing, why they are doing it,
and what they will be graded on. Assign students to their groups and their specific map.
There will be two groups assigned to create and complete world maps, physical maps,
and Alabama state maps. There will be 6 groups total for the class, which will create 4
students per groups in the class of 24. This is the day that they will be assigned to their
maps/group and given their project guidelines, directions, and expectations.
CLOSURE: Ask if there are any questions. Make sure students understand what is
expected of them and that they have a hard copy to re-read whenever necessary.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation may consist of going over
guidelines another time with just one IEP student to check for true understanding.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Pamphlets, expectation
guidelines.

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Thursday & Friday 2/4/15 & 2/5/15
I. LESSON FOUNDATION
Lesson Title: Research time
Grade Level(s): 3

Time Allotted: 30 minutes

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an
area in Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends
on an Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the
world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama.
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RL.3.1]

Essential Question(s): How can we use books and technology to complete research? How
can I find the information that I need? How do we start a research project together as a
group?
Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to implement a plan to
complete it.
Formative Assessment: The teacher will take anecdotal notes during research and make
observations to assess progress.
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
INTRODUCTION: Explain to students that today we will begin our research for our
assigned map and group together in our assigned groups.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to begin coming up with a plan for research. Guide groups who
need it.
*Independent Practice Have students begin research together in their small groups on
the Chromebooks in the classroom or with the small map library the teacher has
prepared for the unit.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Monday & Tuesday 2/8/15 & 2/9/15
I. LESSON FOUNDATION
Lesson Title: Research time
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:
1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RL.3.1]

Essential Question(s): How can we use books and technology to complete research? How
can I find the information that I need? How do we start a research project together as a
group? How can we use a research guide to organize our information and material? How
can we collect information for a group project?
Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
Formative Assessment: Research guides
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
INTRODUCTION: Explain to students that today we will continue our research for our
assigned map and group together in our assigned groups. (Focus on definitions first,
students should have all definitions necessary and should start with definitions for
research).
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to begin coming up with a plan for research. Guide groups who
need it. Allow students to use the research worksheet guides to search for and guide
their research. They will be able to fill in the blanks for their definitions and descriptions
of material needed for their presentation. (worksheet attached below) The groups will
each their own (numbered #1-#6) and they will fill it out to ensure they do not forget
any piece of information that they need and to guide them in finding it. The groups will
have to keep up with this guide as it will contain all their research found for their map
and presentation.
*Independent Practice Have students begin research together in their small groups on
the Chromebooks in the classroom or with the small map library the teacher has
prepared for the unit. The students will use their research worksheet guide provided by
the teacher.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

Maps
Political World Map #1
A Map Key is to be completed depicting the items// A Compose Rose shown
Define/Show (The Continents and Oceans are to be shown and listed)
1. Continents __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Name)

(Export)

(Import)

(Natural Disaster)

(Population)

1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________

4._________________________________________________________________________________
5. ________________________________________________________________________________________
6. ________________________________________________________________________________________
7. ________________________________________________________________________________________
2. Exports (represent 1 item for each continent)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Imports (represent 1 item for each continent)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Natural Diaster (represent 1 item for each continent)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Population (represent for each continent)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. Oceans (Smallest/Largest)
__________________________________________________________________________________________
__________________________________________________________________________________________
1.
2.
3.
4.

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Maps
Political World Map #2
A Map Key is to be completed depicting the items// A Compose Rose shown

Define/Show/Location (The Continents and Oceans are to be shown and listed)

1. Prime Meridian
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Equator

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Tropic of Capricorn
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Tropic of Cancer
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. International date Line
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. Latitude
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
7. Longitude
__________________________________________________________________________________________
__________________________________________________________________________________________
8. Hemispheres
__________________________________________________________________________________________
__________________________________________________________________________________________
Maps
Physical Map- United States Map #3
A Map Key is to be completed depicting the items// A Compose Rose shown
Define/Show/Location (The United States are to be shown and Oceans are to be shown and listed)

1. Landforms
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Name)
(description)
(Example/Location *2 each unless noted otherwise)
1. mountain (*2)___________________________________________________________________________
__________________________________________________________________________________________
Appalachian __________________________ Rocky _____________________________
2. desert (*2)_____________________________________________________________________________
__________________________________________________________________________________________
3. archipelago(*1)_________________________________________________________________________
__________________________________________________________________________________________

4. valley (*2)_______________________________________________________________________
__________________________________________________________________________________________
5. peninsula(*2)___________________________________________________________________________
__________________________________________________________________________________________
6. glacier(*2)_____________________________________________________________________________
__________________________________________________________________________________________
7. hill (*2)__________________________________________________________________________________
__________________________________________________________________________________________
2. Oceans
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
Maps
Physical Map- United States Map #4
A Map Key is to be completed depicting the items// A Compose Rose shown
Define/Show/Location (The United States are to be shown and Oceans are to be shown and listed)
1. Oceans
__________________________________________________________________________________________

__________________________________________________________________________________________
1. _______________________________
2.______________________________
3. _______________________________
4.______________________________
2. Gulf
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Name)

(Location)

1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. Lake
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
List The 5 Great Lakes

(Name & Show)

1. _________________________________
3. _________________________________
5. _________________________________

2.______________________________
4. ______________________________

4. River
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
List The 4 Major Rivers

(Name & Show)

1. ____________________________________
3. ____________________________________

2.______________________________
4. ______________________________

5. National Park
__________________________________________________________________________________________
__________________________________________________________________________________________
List 4 National Parks (Name & Show)

1. _______________________________________

2.____________________________________

3. _______________________________________

4. ____________________________________

Maps
Physical Map- Alabama #5
A Map Key is to be completed depicting the items /// A Map Index is to be completed depicting
the magor cities /// A Map Grid will be implemented// A Compose Rose shown
Define/Show/Location
1. Region
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
2. 5 Regions of Alabama (Name and Show)
1. ________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. ________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. ________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4._________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. ________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. State Park
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
List 4 State Parks

(Name & Show)

1. ____________________________________

2.____________________________________

3. ____________________________________

4. ___________________________________

4. Native American Tribe

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
List 4 Tribes (Name, Location & Show)

1. ________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. ________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. ________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4.________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Indian Mound
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
List 4 Indian Mounds (Name, Location & Show)

1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________
4.________________________________________________________________________________________
6. County (How many/outline each county)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Maps
Road Map- Alabama #6
A Map Key is to be completed depicting the items /// A Map Index is to be completed depicting the major
cities /// A Map Grid will be implemented/// A Compose Rose shown
Define/Show/Location
1. County (How many/outline each county)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
2. Capital (list/represent:)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. City (list/represent: Mobile, Tuscaloosa, Auburn, Birmingham, Fort. Payne, Madison)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. River
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
List 5 Rivers (Name, Location & Show)

1. ________________________________________________________________________________________
__________________________________________________________________________________________
2. ________________________________________________________________________________________
__________________________________________________________________________________________
3. ________________________________________________________________________________________
__________________________________________________________________________________________

4._________________________________________________________________________________
__________________________________________________________________________________________
5. ________________________________________________________________________________________
__________________________________________________________________________________________
5. Interstate
__________________________________________________________________________________________
__________________________________________________________________________________________
List 5 Interstates (Name, Location & Show)

1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________

4._________________________________________________________________________________
5. ________________________________________________________________________________________
6. Highway
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
List 5 Highways (Name, Location & Show)

1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________

4._________________________________________________________________________________
5. ________________________________________________________________________________________
7. Boarder
__________________________________________________________________________________________
__________________________________________________________________________________________
List 4 boarder states (Name & Show)

1. _________________________________
2.______________________________
3. _________________________________
4. ______________________________
8. Natural Disaster
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
List (Define/Location/ & Represent where it hit)

1. Hurricane_______________________________________________________________________________
__________________________________________________________________________________________
2. Flood__________________________________________________________________________________
__________________________________________________________________________________________
3. Tornado (Represent 3) ___________________________________________________________________
__________________________________________________________________________________________

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Wednesday & Thursday 2/10/15 & 2/11/15
I. LESSON FOUNDATION
Lesson Title: Research time
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. [RL.3.1]
Essential Question(s): How can we use books and technology to complete research? How
can I find the information that I need? How do we start a research project together as a
group? How can we use a research guide to organize our information and material? How

can we collect information for a group project? How can we collect all the rest of
necessary material?
Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
Formative Assessment: Research guides
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
INTRODUCTION: Explain to students that today we will continue our research for our
assigned map and group together in our assigned groups. (Focus on locating all of the
rest of the necessary material that we need, definitions should be finished, so we should
be finding the rest of the material that we need for our map)
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to begin coming up with a plan for research. Guide groups who
need it. Allow students to use the research worksheet guides to search for and guide
their research. They will be able to fill in the blanks for their definitions and descriptions
of material needed for their presentation. (worksheet attached below) The groups will
each their own (numbered #1-#6) and they will fill it out to ensure they do not forget
any piece of information that they need and to guide them in finding it. The groups will
have to keep up with this guide as it will contain all their research found for their map
and presentation.
*Independent Practice Have students begin research together in their small groups on
the Chromebooks in the classroom or with the small map library the teacher has
prepared for the unit. The students will continue to use their research worksheet guide
provided by the teacher.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Friday 2/12/15
I. LESSON FOUNDATION
Lesson Title: Research time
Grade Level(s): 3

Time Allotted: 1 hour (two 30 min sessions)

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. [L.3.2]
a. Capitalize appropriate words in titles. [L.3.2a]
b. Use commas in addresses. [L.3.2b]

Essential Question(s): How can we use books and technology to complete research? How
can I find the information that I need? How do we start a research project together as a
group? How can we use a research guide to organize our information and material? How
can we collect information for a group project? How can we collect all the rest of
necessary material? How can we create a map outline? How can we create a rough draft
map & key?
Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
The students will be able to create a map and key rough draft to guide them in creating a
final draft map.
Formative Assessment: Research guides & map/map key outline
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
INTRODUCTION: Explain to students that today we will finish up our research for our
assigned map and group together in our assigned groups. (Focus on creating/plotting a
map outline and a map key outline) Ask students what will your map look like? What will
you need to include in your outlines? Start thinking about a key, what will you need to
include within your key?
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to begin drawing/plotting their map outline and listing things for
their key. Guide groups who need it. Allow students to use the research worksheet
guides to search for and guide their research. They will use all the information that they
have gathered to plot out their key and they will plot their outline based off of what map
they were assigned (Alabama, U.S., or World)
*Independent Practice Have students begin plotting/drawing their outline and
plotting/creating a rough draft for their key, etc. The students will continue to use their
research worksheet guide provided by the teacher.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Tuesday & Wednesday 2/16/15 & 2/17/15
I. LESSON FOUNDATION
Lesson Title: Research time finish up and presentation preparation
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:
1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. [L.3.2]
a. Capitalize appropriate words in titles. [L.3.2a]

b. Use commas in addresses. [L.3.2b]

Essential Question(s): How can we prepare for a presentation? How can we work
together as a team to accomplish goals? How can we share what weve learned through
research with others?
Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
Formative Assessment: Research guides
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
INTRODUCTION: Ask students as they come into the class to get their Map Guide for
Research out of their Writing folder. Explain to students that today and tomorrow we will
be finishing up with our research and starting with our map making for our presentation.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to finish any research that they need to complete (some students
may go to the library during this time, they may go as a whole group). The students will
also need to begin to include their fine details for presentation and create their maps.
The students will have definitions to include with their map so any other student may
use them to reference and use later. The students will begin their definitions as well as
begin to map out their key for their specific map.
*Independent Practice Have students begin creating their definition cards for their
presentation and their map sketch and map key together in their small groups. The
students will use their research worksheet guide provided by the teacher that they have
collected to create their index cards for definitions.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Thursday & Friday 2/18/15 & 2/19/15
I. LESSON FOUNDATION
Lesson Title: Map creation and Presentation Preparation
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units). [3-MD6]
Essential Question(s): How can we create maps with accuracy and precision? How do you
scale a map? How do you utilize your map key? What all is included in the (Alabama,
World, and United States) Map?

Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
The students will be able to locate, identify, and illustrate World, Alabama, and United
States maps with certain criteria with 80% accuracy.
Formative Assessment: Research guides
Summative Assessment: End of the SS unit group maps and presentation.
II. LESSON BODY
INTRODUCTION: Ask students as they come into the class to get their Map Guide for
Research out of their Writing folder. Explain to students that today and tomorrow we will
creating, drawing, and making our maps.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Give students large
presentation board paper to begin creating their maps. Have students break out into
groups and allow them to finish any fine details for presentation and create their maps.
The students will finish up their key and index to start drawing and placing things on
their map with specific locations.
*Independent Practice Have students begin making their maps and placing or locating
things on it based off of what is on their research guides.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed, trifolds, board papers, glue, clay, color pencils, markers,
scissors, etc.

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Monday 2/22/15
I. LESSON FOUNDATION
Lesson Title: Research time finish up and final presentation preparation
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:
1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units). [3-MD6]

Essential Question(s): How can we prepare for a presentation? How can we work
together as a team to accomplish goals? How can we share what weve learned through
research with others?
Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
Formative Assessment: Research guides
Summative Assessment: End of the SS unit group maps and presentation rubric
II. LESSON BODY
INTRODUCTION: Ask students as they come into the class to get their Map Guide for
Research out of their Writing folder. Explain to students that today and tomorrow we will
be finishing up with our maps because we will be getting ready to present them towards
the end of the week.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to finish any final details on their maps. The students will also
need to begin to include their fine details for presentation and organize how they will be
presenting it in front of the class. The students will have definitions to include with their
map so any other student may use them to reference and use later. The students will
organize all definitions and double check all work for accuracy and neatness.
*Independent Practice Have students finish creating their definition cards for their
presentation and their maps in their small groups. The students will use their research
worksheet guide provided by the teacher that they have collected to finish their index
cards for definitions and to know what to show on their maps.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Tuesday 2/23/15
I. LESSON FOUNDATION
Lesson Title: Research time finish up and final presentation preparation
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units). [3-MD6]
Essential Question(s): How can we prepare for a presentation? How can we work
together as a team to accomplish goals? How can we share what weve learned through
research with others? How can we finish making a map?

Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
Formative Assessment: Research guides
Summative Assessment: End of the SS unit group maps and presentation rubric
II. LESSON BODY
INTRODUCTION: Ask students as they come into the class to get their Map Guide for
Research out of their Writing folder. Explain to students that today and tomorrow we will
be finishing up with our maps because we will be getting ready to present them towards
the end of the week.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to finish any final details on their maps. The students will also
need to begin to include their fine details for presentation and organize how they will be
presenting it in front of the class. The students will have definitions to include with their
map so any other student may use them to reference and use later. The students will
organize all definitions and double check all work for accuracy and neatness.
*Independent Practice Have students finish creating their definition cards for their
presentation and their maps in their small groups. The students will use their research
worksheet guide provided by the teacher that they have collected to finish their index
cards for definitions and to know what to show on their maps. The last 2-3 days will be
used for presentations in the Art Room Parents of the students will be invited to attend
the final presentations.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Wednesday 2/24/15
I. LESSON FOUNDATION
Lesson Title: Research time finish up and final presentation preparation
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units). [3-MD6]
Essential Question(s): How can we prepare for a presentation? How can we work
together as a team to accomplish goals? How can we share what weve learned through
research with others? How can we finish making a map?

Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
Formative Assessment: Research guides
Summative Assessment: End of the SS unit group maps and presentation rubric
II. LESSON BODY
INTRODUCTION: Ask students as they come into the class to get their Map Guide for
Research out of their Writing folder. Explain to students that today and tomorrow we will
be finishing up with our maps because we will be getting ready to present them towards
the end of the week.
TEACHING PROCEDURES:
Must include:
*Description of Method(s) Used to Present Subject Matter Have students break out into
groups and allow them to finish any final details on their maps. The students will also
need to begin to include their fine details for presentation and organize how they will be
presenting it in front of the class. The students will have definitions to include with their
map so any other student may use them to reference and use later. The students will
organize all definitions and double check all work for accuracy and neatness.
*Independent Practice Have students finish creating their definition cards for their
presentation and their maps in their small groups. The students will use their research
worksheet guide provided by the teacher that they have collected to finish their index
cards for definitions and to know what to show on their maps. The last 2-3 days will be
used for presentations in the Art Room Parents of the students will be invited to attend
the final presentations.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.
INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: Chromebooks, map books,
real life maps, iPad if needed

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Thursday 2/25/15
I. LESSON FOUNDATION
Lesson Title: Final Presentations
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at
an understandable pace. [SL.3.4]
Essential Question(s): How can we present a project with our peers and be respectful
listeners?

Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
Summative Assessment: End of the SS unit group maps and presentation rubric
II. LESSON BODY
*Independent Practice The students will present their maps, content, definitions to the
class. The teacher will grade with a rubric.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.

LESSON PLAN FORMAT

Name: Kyrie Purdy
Date: Friday 2/26/15
I. LESSON FOUNDATION
Lesson Title: Final Presentations with Parents
Grade Level(s): 3
each day)

Time Allotted: 1 hour (two 30 min sessions

Subject Area(s)/Subject Content Explanation: Social Studies/Geography

Standard(s)/Anchors:

1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International
Date Line, and lines of latitude and longitude on maps and globes.
Using cardinal and intermediate directions to locate on a map or globe an area in
Alabama or the world
Using coordinates to locate points on a grid
Determining distance between places on a map using a scale
Locating physical and cultural regions using labels, symbols, and legends on an
Alabama or world map.
2. Locate the continents on a map or globe.
Using vocabulary associated with geographical features of Earth, including hill,
plateau, valley, peninsula, island, isthmus, ice cap, and glacier
Locating major mountain ranges, oceans, rivers, and lakes throughout the world
4. Relate population dispersion to geographic, economic, and historic changes in Alabama
and the world.
Examples: geographicflood, hurricane, tsunami, economic, crop failure
historicdisease, war, migration
5. Compare trading patterns between countries and regions
Differentiating between imports and exports
Examples: importscoffee, crude oil. Exports- corn, wheat, automobiles
7. Describe the relationship between locations of resources and patterns of population
distribution.
Locating major natural resources and deposits throughout the world on
topographical maps
8. Identify geographic links of land regions, river systems, and interstate highways between Alabama and other
states.
Locating the five geographic regions of Alabama
Locating state and national parks on a map or globe

9. Collect information from a variety of digital sources.

Demonstrating efficient Internet search strategies
13. Describe prehistoric and historic American Indian cultures, governments, and economics in
Alabama
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at
an understandable pace. [SL.3.4]
Essential Question(s): How can we present a project with our peers and be respectful
listeners?

Instructional Objective(s): When presented with a research project, the students will
determine how to effectively use resources and collaborate to collect all necessary
material and organize it with 80% accuracy.
When presented with a research project, the students will locate and organize necessary
definitions with 80% accuracy.
Summative Assessment: End of the SS unit group maps and presentation rubric
II. LESSON BODY
*Independent Practice The students will present their maps, content, definitions to the
class and their parents who are invited as guests. The teacher will grade with a rubric.
III. LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES: Differentiation through the use of modeling
research for groups who need it, and providing examples of good research techniques.
Additional individualized strategies as mandated by IEPs and 504 plans include: One
student with IEP/ELL student will be closely monitored within group and the teacher will
interview him at the end of the research to check for understanding of the concepts.