Subject:  Social Studies
Topic:  Geographical Terms (Lake)
Grade Level:  3
Student Lesson name and URL:

Standards Addressed
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This activity addresses Social Studies Standards 3.1. and 3.1.1.

  3.1  Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. 

  3.1.1  Students identify geographical features in their local regions (e.g.:  deserts, mountains, valleys, hills, coastal areas, oceans, and lakes).

Third Grade
Social Studies:  Geographic Terms and Spatial Context
Lake and  location
 

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(text or image) Instructional Objectives

1.  Students will be able to define the geographic term lake.

2.  Students will be able to diferentiate the geographic term lake from other geographic terms such as ocean or bay.

3.  Students will be able to locate and identify Shasta Lake and Whiskeytown Lake, the two major lakes in their home county, Shasta.

4.  Students will understand the origin and purpose of Shasta and Whiskeytown Lakes.
 
 
 
 
 
 

1. After viewing an animation of continental movement on a laser disk, students will be able to arrange the fit of the continents with continental puzzle pieces.
2. After analyzing information from an Encarta CD, students will be able to compare the distribution of fossils, rock types and ancient climatic zones on different continents as evidence for plate tectonics by fitting puzzle pieces marked by these special features.
3. Students will be able to draw a diagram of the earthís layers.
4. After collecting information from The Earth CD, students will be able to locate earthquakes, volcanoes and mid ocean ridges as evidence for plate tectonics.
5. After viewing a laser disc geology chapter, students will be able to pass a true/false quiz on lithospheric plates and layers of the earth.
6. Students will be able to identify the major geologic events that result from plate motions in a Power Point multimedia presentation.
7. Students will be able to present their findings on the sixth grade plate tectonics and Earthís structure standards in a Power Point multimedia presentation to an audience of peers and adults, including the World Geologic Society.
8. Students will be able to write, edit and revise their findings on the sixth grade plate tectonics and Earthís structure standards using correct grammar, spelling and punctuation.

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(text or image) Student Activities
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Introductory Activity
Introductory Activity

1. Given a blank outline map of Shasta County, each student will decide where both Shasta Lake and Whiskeytown Lake are located then draw and color each lake.

Enabling Activity(ies)

1.  Students, in partners, will study a current commercial Shasta County map, coloring in Shasta and Whiskeytown Lakes.  Students will also label maps with cardinal directions (N, S, E, and W), mark the major highways (I-5, Highway 44, 299 E and W), highlight Shasta Dam, the major cities of Redding and Anderson, and the students' home area of Palo Cedro.

2.  Students will use multi-media (Shasta County history books, pamphlets, video to learn about the origin and purpose of both Shasta Lake and Whiskeytown Lake.
 

Culminating Activity

1.  Students will outline teacher-provided template of Shasta County onto 12" x 12"  plywood square with permanent black marker. 

2.  Students will, using salt/flour dough, fill in outline, fashion local mountain ranges and volcanoes.  After drying time, students will water color both Shasta Lake and Whiskeytown Lake and the major markings from Enabling Activity #1.
 
 
 

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(text or image) Assessment
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(text or image) Results
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(text or image) Web Resources & Supplementary Materials

Introductory Activity
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Enabling Activity
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Culminating Activity
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Last Revised: 00/00/2000 (insert and update last revision date every time you work on this page)