Earth Science
S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and research.
Mineral Investigation
S3E2. Students will investigate fossils as evidence of organisms that lived long ago. a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago. b. Describe how a fossil is formed.
Physical Science
S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another. b. Investigate how insulation affects heating and cooling. c. Investigate the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.
Life Science
S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed.
Georgia Habitats
Adaptations
S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. • Conservation of resources • Recycling of materials
Reduce-Reuse-Recycle
SOCIAL STUDIES
Historical Understandings
SS3H1 Describe early American Indian cultures and their development in North America.
a. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.
b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.
c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature).
Early American Indians
Part 2
SS3H2 Describe European exploration in North America.
a. Describe the reasons for and obstacles to the exploration of North America.
b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).
c. Describe examples of cooperation and conflict between European explorers and American Indians.
European Explorers
SS3H3 Explain the factors that shaped British Colonial America.
a. Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).
b. Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).
c. Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.
Geographic Understanding
SS3G1 Locate major topographical features on a physical map of the United States.
a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.
b. Locate major mountain ranges of the United States of America: Appalachian, Rocky.
SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.
Longitute/Latitude
Regions of the US
Map Skills
SS3G3 Describe how physical systems affect human systems.
a. Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others did not.
American Indian Link
b. Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.
c. Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities.
Government/Civic Understandings
SS3CG1 Describe the elements of representative democracy/republic in the United States.
a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).
b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia). c. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).
SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting the common good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials)
Economic Understandings
SS3E1 The student will describe the four types of productive resources:
a. Natural (land) b. Human (labor) c. Capital (capital goods) d. Entrepreneurship (used to create goods and services)
Natural resource
SSCE2 The student will explain that governments provide certain types of goods and services in a market economy, and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.
Goods/Services
SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties. a. Describe the interdependence of consumers and producers of goods and services. b. Describe how goods and services are allocated by price in the marketplace. c. Explain that some things are made locally, some elsewhere in the country, and some in other countries. d. Explain that most countries create their own currency for use as money.
Needs/Wants
Supply/Demand
SS3E4 The student will describe the costs and benefits of personal spending and saving choices.
Spending/Saving
S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and research.
Mineral Investigation
S3E2. Students will investigate fossils as evidence of organisms that lived long ago. a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago. b. Describe how a fossil is formed.
Physical Science
S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another. b. Investigate how insulation affects heating and cooling. c. Investigate the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.
Life Science
S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed.
Georgia Habitats
Adaptations
S3L2. Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. • Conservation of resources • Recycling of materials
Reduce-Reuse-Recycle
SOCIAL STUDIES
Historical Understandings
SS3H1 Describe early American Indian cultures and their development in North America.
a. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.
b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.
c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature).
Early American Indians
Part 2
SS3H2 Describe European exploration in North America.
a. Describe the reasons for and obstacles to the exploration of North America.
b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).
c. Describe examples of cooperation and conflict between European explorers and American Indians.
European Explorers
SS3H3 Explain the factors that shaped British Colonial America.
a. Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).
b. Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).
c. Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.
Geographic Understanding
SS3G1 Locate major topographical features on a physical map of the United States.
a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.
b. Locate major mountain ranges of the United States of America: Appalachian, Rocky.
SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.
Longitute/Latitude
Regions of the US
Map Skills
SS3G3 Describe how physical systems affect human systems.
a. Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others did not.
American Indian Link
b. Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.
c. Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities.
Government/Civic Understandings
SS3CG1 Describe the elements of representative democracy/republic in the United States.
a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).
b. Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia). c. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).
SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
a. Explain the necessity of respecting the rights of others and promoting the common good.
b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials)
Economic Understandings
SS3E1 The student will describe the four types of productive resources:
a. Natural (land) b. Human (labor) c. Capital (capital goods) d. Entrepreneurship (used to create goods and services)
Natural resource
SSCE2 The student will explain that governments provide certain types of goods and services in a market economy, and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.
Goods/Services
SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties. a. Describe the interdependence of consumers and producers of goods and services. b. Describe how goods and services are allocated by price in the marketplace. c. Explain that some things are made locally, some elsewhere in the country, and some in other countries. d. Explain that most countries create their own currency for use as money.
Needs/Wants
Supply/Demand
SS3E4 The student will describe the costs and benefits of personal spending and saving choices.
Spending/Saving