Filled with a year’s worth of classroom-tested hands-on, minds-on activities, this resource conveniently includes everything both teachers and students need. The grade 3 book is divided into two units: Communities in Canada, 1780–1850 Living and Working in Ontario STAND-OUT FEATURES * focuses on the goals of the Ontario Social Studies curriculum * adheres to the Growing Success document for assessment, evaluating, and reporting in Ontario schools * builds understanding of Indigenous knowledge and perspectives TIME-SAVING, COST-EFFECTIVE FEATURES * includes the five components of the inquiry…mehr
Filled with a year’s worth of classroom-tested hands-on, minds-on activities, this resource conveniently includes everything both teachers and students need. The grade 3 book is divided into two units: Communities in Canada, 1780–1850 Living and Working in Ontario STAND-OUT FEATURES * focuses on the goals of the Ontario Social Studies curriculum * adheres to the Growing Success document for assessment, evaluating, and reporting in Ontario schools * builds understanding of Indigenous knowledge and perspectives TIME-SAVING, COST-EFFECTIVE FEATURES * includes the five components of the inquiry model * opportunities for self-reflection and activating prior knowledge * authentic assessment for, as, and of learning * social studies thinking concepts, guided inquiry questions, and learning goals * support for developing historical thinking skills * access to digital image banks and digital reproducibles (Find download instructions in the Appendix of the book)Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.
Inhaltsangabe
Introduction to Hands-On Social Studies, Grade 3 1 1. Program Introduction 2 2. What Is Social Studies? 2 3. The Goals of Social Studies 2 4. The Inquiry Approach to Social Studies 2 5. Hands-On Social Studies Concepts and Expectations 3 * Overall Expectations 3 * Concepts of Social Studies Thinking 3 * Big Ideas 3 * Specific Expectations 3 6. Hands-On Social Studies Program Principles 3 7. Program Implementation 4 * Program Resources 4 * Introduction to the Unit 4 * Lessons 5 8. Accommodating Diverse Learners 6 9. Classroom Environment 6 10. Planning Units (Time Lines) 7 11. Classroom Management 7 12. Social Studies Skills: Guidelines for Teachers 7 * Communication 7 * Research 11 Hands-On Social Studies Assessment Plan 12 13. The Hands-On Social Studies Assessment Plan 12 * Assessment for Learning 13 * Assessment as Learning 13 * Assessment of Learning 14 14. Performance Assessment 14 15. Portfolios 15 16. Summative Achievement Levels 15 17. Important Note for Teachers 15 18. References 15 19. Social Studies Achievement Chart 16 20. Assessment Blackline Masters 18 Strand A: Heritage and Identity Unit 3A: Communities in Canada, 1780–1850 27 21. Unit Overview 28 22. Curricular Expectations 29 23. Concepts of Social Studies Thinking: Success Criteria 31 24. Cross-Curricular Connections 32 25. Books for Students 33 26. Websites 36 27. Introduction to the Unit 37 * 1 Launching the Unit: Communities in Canada from 1780 to 1850 39 * 2 Introducing First Nations Peoples 45 * 3 Upper Canada and Lower Canada 55 * 4 Climate, Landscape, and Settlement 64 * 5 Settlers and the Land 69 * 6 Interactions Between the Early Communities in Canada 74 * 7 Comparing Settlement Groups and Their Challenges 82 * 8 The Underground Railroad 88 * 9 Investigating Women’s Lives in Upper Canada and Lower Canada 93 * 10 Needs and Wants: Past and Present 99 * 11 Comparing the Lives of First Nations and Settler Children to Present-Day Children 108 * 12 In a Character’s Life 119 * 13 Canadian Identity 121 * 14 Investigating Artifacts 126 * 15 Culminating Activity: Researching Artifacts 138 28. References for Teachers 144 Strand B: People and Environments Unit 3B: Living and Working in Ontario 145 29. Unit Overview 146 30. Curricular Expectations 147 31. Concepts of Social Studies Thinking: Success Criteria 149 32. Cross-Curricular Connections 150 33. Books for Students 151 34. Websites 153 35. Introduction to the Unit 155 * 1 Launching the Unit: Natural Environments in Ontario 157 * 2 Mapping Skills 168 * 3 Natural Resources 173 * 4 Land Use 183 * 5 How Land Use Is Related to Human Wants and Needs 192 * 6 Jobs in Ontario 196 * 7 Where People Live in Ontario 199 * 8 Ontario’s Landform Regions 203 * 9 First Nations Communities in Ontario 211 * 10 Representing Ontario 218 * 11 Satellite Images 221 * 12 Ontario Forests 226 * 13 Environmental Issues 232 * 14 Ontario’s Provincial Parks 239 * 15 Culminating Activity: Representing Ontario’s Landform Regions 245 References for Teachers 251 Appendix: Image Banks 253 About the Contributors 265
Introduction to Hands-On Social Studies, Grade 3 1 1. Program Introduction 2 2. What Is Social Studies? 2 3. The Goals of Social Studies 2 4. The Inquiry Approach to Social Studies 2 5. Hands-On Social Studies Concepts and Expectations 3 * Overall Expectations 3 * Concepts of Social Studies Thinking 3 * Big Ideas 3 * Specific Expectations 3 6. Hands-On Social Studies Program Principles 3 7. Program Implementation 4 * Program Resources 4 * Introduction to the Unit 4 * Lessons 5 8. Accommodating Diverse Learners 6 9. Classroom Environment 6 10. Planning Units (Time Lines) 7 11. Classroom Management 7 12. Social Studies Skills: Guidelines for Teachers 7 * Communication 7 * Research 11 Hands-On Social Studies Assessment Plan 12 13. The Hands-On Social Studies Assessment Plan 12 * Assessment for Learning 13 * Assessment as Learning 13 * Assessment of Learning 14 14. Performance Assessment 14 15. Portfolios 15 16. Summative Achievement Levels 15 17. Important Note for Teachers 15 18. References 15 19. Social Studies Achievement Chart 16 20. Assessment Blackline Masters 18 Strand A: Heritage and Identity Unit 3A: Communities in Canada, 1780–1850 27 21. Unit Overview 28 22. Curricular Expectations 29 23. Concepts of Social Studies Thinking: Success Criteria 31 24. Cross-Curricular Connections 32 25. Books for Students 33 26. Websites 36 27. Introduction to the Unit 37 * 1 Launching the Unit: Communities in Canada from 1780 to 1850 39 * 2 Introducing First Nations Peoples 45 * 3 Upper Canada and Lower Canada 55 * 4 Climate, Landscape, and Settlement 64 * 5 Settlers and the Land 69 * 6 Interactions Between the Early Communities in Canada 74 * 7 Comparing Settlement Groups and Their Challenges 82 * 8 The Underground Railroad 88 * 9 Investigating Women’s Lives in Upper Canada and Lower Canada 93 * 10 Needs and Wants: Past and Present 99 * 11 Comparing the Lives of First Nations and Settler Children to Present-Day Children 108 * 12 In a Character’s Life 119 * 13 Canadian Identity 121 * 14 Investigating Artifacts 126 * 15 Culminating Activity: Researching Artifacts 138 28. References for Teachers 144 Strand B: People and Environments Unit 3B: Living and Working in Ontario 145 29. Unit Overview 146 30. Curricular Expectations 147 31. Concepts of Social Studies Thinking: Success Criteria 149 32. Cross-Curricular Connections 150 33. Books for Students 151 34. Websites 153 35. Introduction to the Unit 155 * 1 Launching the Unit: Natural Environments in Ontario 157 * 2 Mapping Skills 168 * 3 Natural Resources 173 * 4 Land Use 183 * 5 How Land Use Is Related to Human Wants and Needs 192 * 6 Jobs in Ontario 196 * 7 Where People Live in Ontario 199 * 8 Ontario’s Landform Regions 203 * 9 First Nations Communities in Ontario 211 * 10 Representing Ontario 218 * 11 Satellite Images 221 * 12 Ontario Forests 226 * 13 Environmental Issues 232 * 14 Ontario’s Provincial Parks 239 * 15 Culminating Activity: Representing Ontario’s Landform Regions 245 References for Teachers 251 Appendix: Image Banks 253 About the Contributors 265
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