Standard 1. The student will develop and practice the process skills of social studies.
1. Use information located in resources such as encyclopedias, timelines, visual images, atlases, maps, globes, and computer-based technologies.
2. Use children’s literature to compare and contrast one’s own neighborhood/community to others.
Standard 2: The student will examine neighborhoods/communities from a spatial perspective.
1. Name, identify pictorial examples, and describe distinguishing features of the two basic areas in which people live: cities (urban) and the country (rural).
4. Locate the local neighborhood, community, the United States, bodies of water, and land masses (e.g., the four oceans and seven continents) using maps and globes.
Standard 3: The student will analyze the human characteristics of communities
1. Identify how choices in behavior and action are related to consequences and have and impact upon the student himself/herself and others.
4. Identify and write the names of the school, town/city, state, and nation.

Social Studies Grade 3

Standard 1. The student will develop and practice the process skills of social studies.
1. Identify, locate, and compare and contrast information found in resources such as encyclopedias, visual images, atlases, maps, globes, and computer-based technologies.
2. Examine and use children’s literature to compare and contrast his or her own community to other United States and global communities.

NPS Curriculum
First Grade: 1.1.2 The students will recognize characteristics, customs, and holidays of different cultures 1.2.1 The student will examine city life in the suburbs and understand their differences. 1.2.2 The students will recognize the spatial location of a given item in relation to another item. 1.2.3 The student will match given features and symbols (e.g., lake, street, tree, house) on a map. 1.2.4 The student will locate information depicted on a simple map. 2.1.1 The student will locate information depicted on a simple map.

Third Grade: 1.1.1 The student will describe how people affect and change their environment (e.g., farming, building dams, and putting up yard lights). 1.1.2 The students will identify the racial, ethnic and culture groups that make United States. 1.1.3 The student will compare and contrast the ways people in the United States and other countries use art, music and stories to communicate (e.g., storytellers, paintings, and folk songs). 1.3.1 The student will distinguish among map symbols (e.g., legend references to land, water, roads, and cities). 1.3.2 The student will name and locate on a globe basic types of climate (e.g., arctic, temperate, and tropical) and describe how they effect the way people live, including their food, shelter, transportation, and recreation (e.g., integrate theses concepts through the study of biomes). 2.4.1 The student will examine the rights and responsibilities of individuals in and to their communities. 3.1.1 The student will investigate through children's literature (e.g., fables, legends, and historical fiction) the culture similarities and differences among people in different parts of the United States, and how they have changed over time.

NPS Technology
Scope & Sequence Objectives
(1st and 3rd Grade)
First Grade:
*Students start, restart, and correctly shut down the computer.
*Students click, double-click, and click and drag the mouse.
*Students recognize program and document icons.
*Students click on an icon, folder, or document to open or start a program.
* Students log on and off the NPS network correctly.
* Students open and save files to their own network drive (U drive/My Stuff).
* Students insert a letter or word using the cursor.
* Students identify the parts of a computer; monitor, keypad, mouse, CPU, speakers and control buttons.
* Students use tools in a paint program; pencil, eraser, paintbrush, spray can, and paint bucket.
* Students change color and patterns in a paint program.
* Students will use the line and shape tools in a paint program.
* Students use the text tool to describe a picture in a paint program.
* Students use the keyboard to type capitals and lowercase letters, numbers and symbols.
* Students use the Enter, the space bar, and the backspace keys.
* Students use punctuation keys.
* Students use arrow, tab, shift and caps lock keys.
* Students type words.
* Students use a web browser, buttons, and hyperlink keys.
* Students use a favorites or bookmarked list to access web sites.
* Students use a word processing program * Students delete text.
* Students select text and change the text size, font and style.

Third Grade:
* Students explain and practice the rules of NPS policies related to Internet and computer use.
* Students explain and respect copyright law.
* Students use the shape tools, change the size or shape of an object, and change an object's pattern or color in a draw program.
* Students use the text tool, move, and copy and paste objects in a draw program.
* Students insert, move, and resize a graphic in a document.
* Students collaborate in the creation of a multimedia slide show containing text and graphics.
* Students use different views (outline, slide sorter, etc.) to create and organize multimedia presentations.
* Students individually create a multimedia slide show presentation.
* Students type sentences.
* Students copy, cut, and paste.

Lesson:

1. Read The Armadillo From Amarillo by Lynne Cherry to each class.

2. Discuss each students' geographical location in the world. (e.g., school, city, state, country, continent, planet)

3. Create flip books that depict each of the geographical locations. (Truman, Norman, Oklahoma, United States, North America, Earth)

4. Begin the ongoing lessons covering vocabulary words, such as, rural, urban, suburban, etc. Each class will create developmentally appropriate synonym webs for the vocabulary.

5. Introduce the Microsoft Paint program to the students. http://www.fayette.k12.il.us/99/Paint/paint.htm

6. Show teacher-created example of the sequential order of our placement in the world.

7. Allow the students to create their own sequential order of placement in the world with their buddy in the computer lab. The students will save their work in the U: drive.

8. Read People, People, Everywhere by Nancy Van Laan to each class.

9. Introduce the concept of urban, suburban, and rural communities through the use of our NPS curriculum textbooks.

10. As a grade level, the students will create Venn diagrams showing the similarities and differences between each type of community. (Note: Kidspiration 2 has a Community Comparison template.)

11. As a whole class, through the use of Kidspiration, students will generate ideas and descriptions based on their knowledge of urban, suburban and rural communities. http://www.inspiration.com/popups/kidstutorial/index.cfm

12. Combine both classes and divide into three equal groups. Assign each group a specific type of community. Have each group brainstorm ideas and then create a mural that depicts their assigned type of community. These murals will be displayed throughout the school.

13. Work with the Library Media Specialist on developing reference skills. (e.g., maps, globes, atlases, almanacs, etc.)

14. Introduce the PowerPoint program to the students in individual classes. A tutorial can be found at http://aitt.acadiau.ca/tutorials/PowerPoint97/index.htm

15. Students will create a PowerPoint presentation with their "buddy." It will be made up of four slides (see template). The first slide will include their names, title and one graphic. The second slide will include three rural fun facts and a graphic. The third slide will include three suburban fun facts and a graphic. The fourth and final slide will include three urban fun facts and a graphic. The students will save their work in the U: drive.

16. The teachers will use the digital cameras to photograph urban, suburban, and rural areas or provide resources (magazines, newspapers, catalogs, etc.) for the students. The students will then use the pictures as a sorting activity. This will allow the teachers to assess the students' learning.

17. The students will enhance their mathematical skills through the use of the Create-A-Graph website. The teachers will choose specific locations to compare and contrast the population of each designated area. (e.g., Norman/Moore, OKC/Tulsa, Noble/Washington) The teachers will share an example of a bar graph created on the Create-A-Graph website.

18. Using PowerPoint, create a Jeopardy game to reinforce the students' knowledge of reference skills (see example). Each first grader will be participating in the game with their "buddy."

19. An "Out of This World" celebration will take place at the conclusion of our "Many Faces, Many Places" unit.

Communities Project Rubric/Checklist

Resources
The Armadillo From Amarillo by Lynne Cherry
Read People, People, Everywhere by Nancy Van Laan

NPS Home Page
Last updated Friday, July 09, 2004
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