OR.SS.3.10
Oregon Social Sciences Standards
Grade 3
Learning Domain: Geography
Standard: Identify and analyze Oregon’s natural resources and describe how people in Oregon and other parts of the world use them.
Degree of Alignment:
3 Superior
(1 user)
OR.SS.3.12
Oregon Social Sciences Standards
Grade 3
Learning Domain: History
Standard: Compare and contrast the history of the local community to other communities in a region.
Degree of Alignment:
2 Strong
(1 user)
OR.SS.3.9
Oregon Social Sciences Standards
Grade 3
Learning Domain: Geography
Standard: Describe and compare physical and human characteristics of regions in Oregon (tribal, cultural, agricultural, industrial, etc.).
Degree of Alignment:
2 Strong
(1 user)
OR.SS.3.2
Oregon Social Sciences Standards
Grade 3
Learning Domain: Civics and Government
Standard: Describe the responsibilities of people in their community and state.
Degree of Alignment:
1 Limited
(1 user)
Learning Domain: Geography
Standard: Explain how the environment affects cultural groups and how groups affect the environment
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Geography
Standard: Examine the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education
Degree of Alignment:
Not Rated
(0 users)
Notes: Some embedded resources (e.g., Newsela and Read Works) require teachers to obtain a free account before they can access them. The East Oregonian periodical limits access to the embedded article. Several links are broken.
"Native Americans: Northwest" webpage portrays Native People in the past tense, which is problematic since native people continue to live in the region.
The video on Native People (supporting question 3, featured source B) is 27 minutes long. Teachers may want to watch the video in its entirety before showing to students and formulating questions or skipping ahead to show snippets.
The summative performance task where students present their comparison of native people, their use of the land, and our lives today, is largely left to the teacher to assign. Decisions about rubrics and graphic organizers are left to the teacher.
on Feb 24, 02:52pm Evaluation
Utility of Materials Designed to Support Teaching: Strong (2)
C3 seems to allow for a broader, and less prescriptive, lesson plan, but an addition of materials to support struggling learners would be helpful. A better description of activities for "Taking Informed Action" would also be valuable.
on Feb 24, 02:52pm Evaluation
Quality of Technological Interactivity: Limited (1)
Several of the articles are not written for children, so the teacher must decide if he/she/they will adapt this material for students or if the whole class will read and digest this information together. Several websites have embedded ads which may be distracting to students.
Most materials contain valuable information but are not designed with students in mind (hyperlinks, media, etc.)
I know this type of material can be very difficult to find, and the team has done a good job at locating a variety of sources from which the class can obtain information about native cultures and resource use.
on Feb 24, 02:52pm Evaluation
Quality of Instructional and Practice Exercises: Strong (2)
Answer keys or exemplars may improve this lesson.
The embedded graphic organizers are appreciated and are appropriate for 3rd graders.
on Feb 24, 02:52pm Evaluation
Opportunities for Deeper Learning: Superior (3)
Although the "Taking Informed Action" section could be a bit more fleshed out, overall students have several opportunities to discuss and reflect upon their learning, both independently and with small groups or the whole class. This lesson is fantastic for building a community of learners through reading, writing, and speaking.
on Feb 24, 02:40pm Evaluation
ELA: Key Shifts in the CCSS: Strong (2)
A small selection of non-fiction picture books would enhance this lesson.
on Feb 24, 02:40pm Evaluation
ELA: Assessment: Superior (3)
Adding rubrics would improve this section.
on Feb 24, 02:40pm Evaluation
ELA: Alignment to the Rigor of the CCSS: Superior (3)
"Targets a set of K-2 ELA/Literacy CCSS..." was not marked because this lesson is for 3rd grade students. This must be a glitch in the evaluation program.
This lesson plan offers teachers much potential for speaking, listening, and learning exercises as students read independently, in groups, or as a class, especially when tackling some of the articles provided (as they are not specifically written for children.)
on Feb 24, 02:40pm Evaluation
ELA: Instructional Supports: Limited (1)
Newsela articles (featured prominently throughout the lesson as learning artifacts) are excellent for students with a range of reading levels. I appreciate that these were used.
Reading and writing extensions are possible, depending on the teacher and her students' needs.
One video URL is attached, but more would provide a different modality for learning.