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Communities: Past and Present, Near and Far Grade: 3 rd Strands PowerPoint Presentation ED 417-01 Charissa Charpie, Laur PowerPoint Presentation
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Communities: Past and Present, Near and Far Grade: 3 rd Strands PowerPoint Presentation ED 417-01 Charissa Charpie, Laura Groeschen, Gloria Mori. History History Websites People In Societies People In Societies Websites Geography Geography Websites Economics Economics Websites. Government

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Communities: Past and Present, Near and FarGrade: 3rdStrands PowerPoint PresentationED 417-01Charissa Charpie, Laura Groeschen, Gloria Mori

table of contents
History

History Websites

People In Societies

People In Societies Websites

Geography

Geography Websites

Economics

Economics Websites

Government

Government Websites

Citizenship Rights and Responsibilities

Citizenship Rights and Responsibilities Websites

Social Studies Skills and Methods

Social Studies Skills and Methods Websites

Table Of Contents
introduction communities past and present near and far
Introduction:Communities: Past and Present, Near and Far

The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized.

history
History
  • Activity 1
  • Students will make a time line consisting of important dates and people in history.
  • Activity 2
  • Students will create a Venn diagram. Class will discuss modes of transportation before and after the industrial revolution. They will put these findings into the Venn diagram. *Talk about the Amish way of living.
history1
History
  • Activity 3
  • Students will take a trip to the historical society. There they will see pictures of the beginning of their community. If possible, they will see a bird’s eye view map of the city before and after development. Discuss what the community was based around/built on (i.e., near springs) and if that is still important today.
history2
History
  • Activity 4
  • Together as a class students will come up with a pre-definition of what they think technology is. They will explore the different types of technology and how it has changed in their schools. Students will then create a post definition of technology and compare the two.
history3
History
  • Activity 5
  • Students will create a history book for the community their school is located in. It will include when it was established, who founded it, and the major events leading up to the present time.
websites
Websites
  • http://www.brainpop.com/ Brain Pop
  • http://www.oplin.org/fal.php?msg= Ohio Public Library Information Network
  • http://pbskids.org/democracy/educators The Democracy Project
  • http://school.discovery.com/ Discovery

School

  • http://www.ed.wright.edu/~rhelms/home.html

Dr. Ronald Helms

people in societies
People in Societies
  • Activity 1
  • Students will explore different types of artistic expression. Then they will take a trip to the Dayton Art Institute. Upon returning, students will choose their favorite work/artist and create a classroom gallery of their own artwork.
people in societies1
People in Societies
  • Activity 2
  • Have leaders of different religious organizations come into class and speak about what their responsibilities are within the community.
  • Activity 3
  • Talk about the local festivals held each year and discuss their originations, traditions, and food. Send a handout home with the students with festival schedule of events.
people in societies2
People in Societies
  • Activity 4
  • Invite parents of different cultural backgrounds to prepare food, and present a presentation of their family’s culture. *Discuss the differences in breakfast, lunch, supper, dinner, afternoon tea, brunch, etc.
people in societies3
People in Societies
  • Activity 5
  • Students will discuss the origin and history of the Olympics. Students will coordinate a school wide Olympics with the Physical Education teacher. Each class will represent a different country.
websites1
Websites
  • http://www.culture.ohio.gov/project.asp?proj=dai Dayton Art Institute
  • http://www.adherents.com/Religions_By_Adherents.html Major Religions of the World Ranked by Number of Adherents
  • http://www.wcnet.org/~kbrandt/ohio.htm Ohio Festivals, Fairs and Events
  • www.brainpop.com Brain Pop
  • http://www2.lhric.org/pocantico/olympics/winterolympics.htm Winter Olympic For Kids
geography
Geography
  • Activity 1
  • The students will map the cross-country campaign stops of the presidential candidates.
  • Activity 2
  • After learning about government services and branches of local government, students identify important landmarks, institutions, and structures within their community. They will then create an edible map to share with classmates.
geography1
Geography
  • Activity 3
  • Students create maps with a color key showing presidential election night results.
  • Activity 4
  • Students will discuss the symbolism of the Statue of Liberty. Students will discuss why people come to America and the places in the world from which they come.
geography2
Geography
  • Activity 5
  • Students will interview their parents. They will find out about their heritage and the parts of the world their ancestors came from.
websites2
Websites
  • http://pbskids.org/democracy/educators The Democracy Project
  • http://school.discovery.com/ Discovery

School

  • http://www.education-world.com/ Education World
  • http://www.abanet.org/publiced/lawday/schools/lessons/k4_contract.html America Bar Association
  • www.brainpop.com Brain Pop
economics
Economics
  • Activity 1
  • Students will be exposed to the causes, consequences, the amount, and the history of the national debt. After research and discussion, students will pose their own solutions for overcoming the debt (i.e. bake sale, garage sale)
economics1
Economics
  • Activity 2
  • Students will identify local, state, and federal government services, their cost and the income that pays for them. Students will create pie graphs and use these for drawing conclusions and making figures comparisons.
economics2
Economics
  • Activity 3
  • Students will learn about contractual agreements and how breaking them could cause financial problems. Students will then create their own make believe contracts.
economics3
Economics
  • Activity 4
  • Students will have a hands-on exploration of basic economic terms such as goods, services, resources and specialization via a trip to the local grocery store.
  • Activity 5
  • Students will identify examples of goods and services. They will explain and demonstrate the use of money in everyday life. Students will then open up a classroom store and take turns sharing responsibilities.
websites3
Websites
  • www.eduref.org/Virtual/Lessons/Social_Studies/Economics/ECO0200.html Integrating Economics Topics
  • http://pbskids.org/democracy/educators The Democracy Project
  • http://school.discovery.com/ Discovery

School

  • http://www.education-world.com/ Education World
  • www.brainpop.com Brain Pop
government
Government
  • Activity 1
  • Students will discuss the roles of the U.S. president. They will then write letters to the president and ask about his job.
  • Activity 2
  • Students will identify the legal requirements, experiences and personality traits that equip someone to be a successful president. Use the job descriptions from activity one and write a newspaper article.
government1
Government
  • Activity 3
  • Students will define a “good citizen,” explore ways of students to volunteer in the community, and create public service campaigns about the importance of civic responsibility.
  • Activity 4
  • Ask the students to identify leaders within their community. Brainstorm the kinds of responsibilities the following leaders have: teacher, principal, governor and mayor. Graph results and display in the classroom.
government2
Government
  • Activity 5
  • Students will learn about political parties by creating new political parties and issue platforms. Plan for a mock convention.
websites4
Websites
  • www.kidsvotingohio.org Kids Voting
  • www.brainpop.com Brain Pop
  • http://pbskids.org/democracy/educators The Democracy Project
  • http://school.discovery.com/ Discovery

School

  • http://www.education-world.com/ Education World
citizenship rights and responsibilities
Citizenship Rights and Responsibilities
  • Activity 1
  • Students will be given two ballots. The first will be non-descriptive and they will vote on the issue. The second ballot will be detailed. The students will take another vote and discuss how the two ballots differ.
citizenship rights and responsibilities1
Citizenship Rights and Responsibilities
  • Activity 2
  • Students will use different forms of voting to vote on a classroom issue (i.e., thumbs up, thumbs down, eyes closed/open, tally marks, etc.)
  • Activity 3
  • After reading Duck for President, the students can have a mock campaign within the classroom.
citizenship rights and responsibilities2
Citizenship Rights and Responsibilities
  • Activity 4
  • Students learn about the important public services that the government provides and the importance of voting. Students will create a public service campaign to encourage adults in the community to vote.
  • Activity 5
  • Students will brainstorm ideas of how to make their community a better place to live. They will choose one item from the list and form ideas of how to implement it (i.e., trash pick up).
websites5
Websites
  • http://pbskids.org/democracy/educators The Democracy Project
  • www.enchantedlearning.com/vote/presidentialelections.shtml Enchanted Learning
  • www.kidsvotingohio.org Kids Voting
  • http://www.education-world.com/ Education World
  • http://school.discovery.com/ Discovery

School

social studies skills and methods
Social Studies Skills and Methods
  • Activity 1
  • Teacher will explain that voting is making a choice. Students will vote between two flavors of cookies and make a voting chain from their votes.
  • Activity 2
  • Students will be given facts about a pretend crime. They will be assigned jobs of lawyer, judge, police officer, jury, etc. They will then have a mock trial and learn about due process.
social studies skills and methods1
Social Studies Skills and Methods
  • Activity 3
  • Teacher will put together a word search for the student’s Social Studies text. They will need to know how to utilize their table of contents, glossary, and title pages to find the words.
  • Activity 4
  • Students will discuss cause and effect relationships. As a class, they will create a T-chart showing causes and effects of not voting.
social studies skills and methods2
Social Studies Skills and Methods
  • Activity 5
  • Students will participate in a primary election simulation to explore the process of choosing a new school mascot. Students will research maps, photos, oral histories and local newspaper to gather information and ideas for a new mascot.
websites6
Websites
  • www.kidsvotingohio.org Kids Voting
  • http://www.oplin.org/fal.php?msg= Ohio Public Library Information Network
  • http://pbskids.org/democracy/educators The Democracy Project
  • http://unix32.nysed.gov:9210/ciai/socst/ssessentitems.htm Social Studies
  • www.brainpop.com Brain Pop