School System: Asheboro City Schools
My Place in the
Universe
Conceptual Lens: LOCATION
Grade Level: 3
Author: Elisabeth Bernhardt, Denise Nixon, Sharon Frost, and Missi
Foster
Time Frame: Six Weeks
Unit Overview: Geography, gravity, and the Earth’s patterns help us
understand our place in the universe
3rd Grade Unit
Understanding By Design Template
CONCEPT/CONTENT WEB
Geography and Environmental
Literacy
(3.G.1.1, 3.G.1.2, 3.G.1.3; 3.G.1.4,
3.G.1.5, 3.G.1.6)
Earth in the Universe
(3.E.1.1, 3.E.1.2)
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
Systems
Change
Length
Direction
position
My Place
in the
Universe
Economics and Financial
Literacy
(3.E.1.1, 3.E.1.2)
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Place
Location
Human environment interaction
Movement
Regions
Change
Adaptations
Needs
Identities
Characteristics

features
Literacy
(RL 3.7, RL 3.9, RI 3.5, 3.7, W3.8, SP
3.1, 3.4)
Supply and demand
Natural resources
Economy
Economic development
Earth Systems, Structures, and
Processes
(3.E.2.1, 3.E.2.2)
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Distance
Location
Formations
Changes
tides
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
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Setting
Mood
Themes
Plots
Text features
Illustrations
Evidence
Recall and recount information
Collaborative discussions
Speak clearly
Understanding By Design Template
Structure of Knowledge
Location
Learning Target: Students will understand that location impacts our daily lives.
Location Within
Our World
Five Themes
of
Geography
Structures of
the Earth’s
Surface
Locations on the
Earth’s surface
can be
described in
terms of the five
themes of
geography
Landforms and
bodies of water
are different
across the
Earth’s surface
In this unit, students will understand how the
location of a place can determine its physical
characteristics
Title of Unit
My Place in the
Location in
Fictional
Settings
Location As it
Impacts Our
Economy
Author Studies
Economic
Development
Comparing and
contrasting the settings
of stories written by the
same author
Where a city or state is
located impacts supply and
demand of economic
resources
Sun and stars in the sky move in
consistent patterns and the Earth
is part of a solar system that
consists of planets, a sun, and
other objects
In this unit, students must
integrate pictures and written
text to better understand
different aspects of a story
such as the mood, setting, and
the characters.
In this unit, students must understand
how location influences economic
development.
In this unit, students will understand the Earth’s
patterns are effected by its location within
our solar system
Grade Level
3
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Location Within Our
Universe
Sun, Moon, and Stars
Understanding By Design Template
Universe
Curriculum
Social Studies,
Time Frame
Six weeks
Area
Science, ELA
Developed By Elisabeth Bernhardt, Sharon Caviness, Denise Nixon, and Missi Foster
Identify Desired Results (Stage 1)
Content Standards
Social Studies
Geography and Environmental Literacy
3.G.1 Understand the earth’s patterns by using the 5 themes of geography: (location, place, human-environment
interaction, movement and regions).
 3.G.1.1 Find absolute and relative locations of places within the local community and region.
 3.G.1.2 Compare the human and physical characteristics of places.
 3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs.
 3.G.1.4 Explain how the movement of goods, people and ideas impact the community.
 3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions
(community, state, nation and world).
 3.G.1.6 Compare various regions according to their characteristics.
Economics and Financial Literacy
3.E.1 Understand how the location of regions affects activity in a market economy.
 3.E.1.1 Explain how location impacts supply and demand.
 3.E.1.2 Explain how locations of regions and natural resources influence economic development (industries
developed around natural resources, rivers and coastal towns).
Science
Earth in the Universe
3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system.
 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and
many moons and the earth is the third planet from the sun in our solar system.
 3.E.1.2 Recognize that changes in the length and direction of an object’s shadow indicate the apparent changing
position of the sun during the day although the patterns of the stars in the sky, to include the Sun, stay the same.

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Understanding By Design Template
3.E.2 Compare the structures of the Earth’s surface using models or three-dimensional diagrams.
 3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and
glaciers).
 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by
using models, pictures, diagrams, and maps.
English Language Arts
R.L. 3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a character or setting).
R.L.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters (e.g., in books from a series).
R.I.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.
R.I.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.
S.L.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
S.L.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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Understanding By Design Template
Overarching
Understandings
The patterns and components of
Earth in the sun/moon/stars system
affect our place in the universe.
The five themes of geography
(location, place, humanenvironment interaction,
movement, and region) help us
understand our place in the
universe.
Overarching Essential Questions
How do the patterns of the sun, moon, and stars system affect our place in the
universe?
How do the five themes of geography help us understand our place in the
universe?
How does the location of a place determine its physical characteristics?
How does the location of place have an impact on its economy?
The location of a place on Earth
determines the physical
characteristics of its landforms and
bodies of water.
The location of a place affects its
economic development.
Knowledge
Skills
Students will know…
Students will be able to…
Five Themes of Geography
Location:
Students will know:
 absolute and relative
locations are two ways of
Five Themes of Geography
Location:
Students will be able to find absolute (e.g., definitive vicinity) and relative (e.g.,
approximate vicinity) locations of places on a map, globe, etc. within the local
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Understanding By Design Template
describing the positions and
distribution of people and
places on the earth’s surface
 the difference between
absolute and relative
locations
 how to distinguish between a
map and a globe
 how to use maps to describe
the location of places within
the local community and
region by applying concepts
including absolute and
relative location, direction,
scale, etc.
Place:
Students will know:
 that places form and change
as a result of human and
physical characteristics.
 that human characteristics of
a place come from human
beliefs and actions
 that the physical
characteristics of a place
make up its natural
environment
Human Environment Interaction:
Students will know:
 that humans depend on the
natural environment for their
basic needs.
 That people modify their
environment to meet their
community and region.
Students will be able to construct maps of the local community that contain
symbols, labels and legends denoting absolute and relative locations.
Place:
Students will be able to describe a place (state, region, country, etc) in terms of its
human and physical characteristics.
Students will be able to compare the human and physical characteristics of the
local community with those of another community.
Human Environment Interaction:
Students will be able to explain how humans interact with their environment in order
to meet their needs
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Understanding By Design Template
needs.
Movement:
Students will know:
 how to define movement
 that when people choose to
move it can have impacts on
various communities
 that people rely upon
products, information, and
ideas that come from places
other than their immediate
environment
 that people create means
for moving people, goods,
and ideas within the local
community
 that throughout history
people have moved from
place to place, traded
goods and services, as well
as ideas which have led to
migration, trade, cultural
diffusion and
interdependence.
Movement:
Students will be able to explain how people moving or out of a community can
cause change within the community
Regions:
Students will know that:
 regions are often
distinguished by their
characteristics.
 a region is a basic unit of
geographic study. It is
Regions:
The student will be able to compare and contrast regions that are similar and
different from each other.
Students will be able to write a paragraph explaining how places are often
connected with one another through movement of goods, people and ideas.
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Understanding By Design Template
defined as an area that has
unifying characteristics.
 Regions are similar and
different to each other.
 Different types of features
such as physical, political,
cultural, urban and rural, etc.
characterize regions.
Economic Development
Students will know that a place’s
economy is affected by its location
Sun, Moon, and Stars
Students know that we live on a
planet that is part of a solar system
and that Earth is the third planet
from the sun.
Students know that a solar system
includes a star and planets, and
other objects. The planets and
other objects revolve around the
sun.
Economic Development
The student will be able to compare the economies of two different places.
Sun, Moon, and Stars
Students will be able to show the location of Earth in relation to the other parts of
the universe.
Students will be able to explain and demonstrate the rotation of the Earth on its axis
and the revolution of the Earth around the sun and that the patterns of the sun and
the stars stay the same.
Students will know that the patterns
of the sun and the stars in the sky
stay the same.
Students know that shadows are
created by objects blocking the
light.
Students will be able to explain why shadows occur and why they change
throughout the day.
Students know that as the sun
changes its apparent position in the
sky, the shadows cast by objects,
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Understanding By Design Template
will change.
Structures of the Earth’s Surface
Students will know that the physical
characteristics of a place
(landforms and bodies of water)
can be understood by its location
on the Earth.
Structures of the Earth’s Surface
Students will be able to describe different types of bodies of water based on its
characteristics and the organisms that live there.
Students will be able to compare the physical features of different landforms on
Earth.
Assessment Evidence (Stage 2)
Performance Tasks
Performance Task 1: LOCATION WITHIN OUR WORLD
“Creating an Asheboro Landmark”
In groups students will be given the responsibility of designing a landmark/point of interest (park, college, concert venue,
restaurant, store, airport, etc.) that the city of Asheboro needs or wants. They must decide where in Asheboro it will be
located and explain why it is they chose the facility they did and how it will be built. They will use the five themes of
geography to justify and analyze the project and its effects on Asheboro. The Asheboro City Council will listen to and look
over their proposals and decide who will be given a permit to build. Each group will write a written proposal to explain
their project. They will also present a visual presentation and a proposal to address the five themes of geography. The
visual proposal can utilize any technology tool, but must answer the following:
Location: Where is it located?—Include map with absolute location/ Directions providing a relative location
Place: Describe the characteristics of your landmark and the area you chose for your landmark? Why did you choose
the area for your project?
Region: How will your project affect the Piedmont region? Why is the project appropriate for the region in which
Asheboro is located?
Movement: How will people get there? Is it easily accessible? How does the landmark/point of interest reflect the
movement of cultures, ideas, and people into Asheboro? How might this change the culture of Asheboro?
Human Environment Interaction: How would the project affect the relationship humans have with the environment? Will
your project be environmentally conscious? Will the priority be making a profit?
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Understanding By Design Template
Visual Proposal Rubric for Performance Task #1 “Creating An Asheboro Landmark”
4
Excellent
3
Proficient
2
Adequate
1
Limited
Location
Absolute and relative
location identified in detail
with clear directions
Absolute and relative
location identified with
some directions
Only absolute or relative
location is identified with
no directions
No location or directions
are given
Place
Many characteristics of the
landmark and of the area
are described in detail.
Reasons are given for
choosing this particular place
Some characteristics of the
landmark and area are
given. Reasons for
choosing this place are
given.
Few characteristics are
described. No reason is
given for choosing the
place.
No characteristics are
given to describe the
landmark and place. No
reason is given for
choosing the place.
Regions
Many effects are given for
how the project will impact
the Piedmont region.
Some effects are given for
how the project will impact
the Piedmont region.
Few effects are given for
how the project will impact
the Piedmont region.
No effects are given for
how the project will
impact the Piedmont
region.
HumanEnvironment
Interaction
Many descriptions are given
as to how this project will
impact the environment,
either positively or negatively.
Some descriptions are
given as to how this project
will impact the
environment, either
positively or negatively.
Few descriptions are given
as to how this project will
impact the environment,
either positively or
negatively.
No descriptions are given
as to how this project will
impact the environment,
either positively or
negatively.
Movement
Movement of people, ideas,
and cultures are described in
many ways.
Movement of people,
ideas, and cultures are
described in some ways.
Movement of people,
ideas, and cultures are
described in few ways.
No discussion of the
movement of people,
ideas, and cultures is
included.
Performance Task 2: LOCATION WITHIN OUR UNIVERSE
Select one from the following webquests (Rubrics included as part of the webquest):
 “Magic Treehouse Space Science on Sunday”http://mset.rst2.edu/portfolios/a/aferiat_a/toolsdev/final_course/task.htm “Sun, Moon, Earth Webquest -- http://wrentham.k12.ma.us/C14/C15/SunMoon%20Earth%20Webquest/default.aspx
 “Nasa Brochure”-- http://teachingwithpurpose.com/grasps621sp09/arrington_4_solar_system.htm
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Understanding By Design Template
Performance Task 3: LOCATION WITHIN FICTIONAL SETTINGS
“Illustrator Wanted”
Cynthia Rylant is writing a new book! As a writer of picture books, she knows how important the illustrations are in
emphasizing the setting and creating the overall mood of the story.
She needs YOUR help in illustrating and describing the setting of the story to help create the mood of her NEW book. She
knows she wants the mood of the story to be sentimental and nostalgic*, but she is not yet sure of the plot. Your task is to
work with a partner to create illustrations that set this mood that will inspire her to finish the book! You also must describe
your setting in written form to further create this mood.
If she likes you and your partner’s illustrations and descriptions of the setting, she may choose YOURS to include in her new
book. Think about how the setting of the story could help create a SENTIMENTAL AND NOSTALGIC mood for the reader.
Remember the following:
 Ms. Rylant wants the reader to feel SENTIMENTAL AND NOSTALGIC
 Your illustrations should show details of the setting to set this mood
 Include detailed written description of the setting to emphasize this mood (details should describe the location, the
physical characteristics of the place, etc. – use Cynthia Rylant’s books as examples)
 You and your partner will share your ideas with your class!

Good luck and I hope Ms. Ryland chooses your illustrations!!!  The rubric below will help you in your endeavors.
(*other mood words can be used)
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Understanding By Design Template
4
Excellent
3
Proficient
2
Adequate
Illustrations
Illustration (three or
more) include many
details of the setting
to create the mood
Illustrations (three or
more) include some
details of the setting
to create the mood
Written Description
Description includes
many details of the
setting to create the
mood
Description includes
some details of the
setting to create the
mood
Illustrations (two or
less) include few
details of the setting
and does not create
the mood
Description includes
few details of the
setting and doesn’t
help create the
mood
1
Limited
Illustrations (two or
less) do not show
details to create the
mood
Description includes
no details of the
setting
Performance Task 4: LOCATION AS IT IMPACTS OUR ECONOMY
Businesses in our community depend on the people that live here to support them. They create goods that are needed or
wanted by the citizens of Asheboro in order to stay in business. They must help create a demand for their goods or
services and their supply has to equal the demand of the consumers for a business to be successful. Different
communities have different businesses based on their locations in the state, region, and country. Our task is going to be to
create a service or a good that is needed by our school community.
GRASPS (Goal, Role, Audience, Situation, Product, Standards)
Goal – Your goal is to work with two or three other students to form a company to design and produce a good or a
service. Your good or service will be distributed or “sold” at our “Market Day”. One problem is to find out what kinds of
goods or services other students in our class or grade level want. Another problem will be to have the resources or
materials you need for your good or service. Questions to consider: Will you use real or play money? If you use real
money how will that money be used at the end of Market Day? Will it be donated to a charity or used for something for
your class?
Role - Your role will be that of a problem solver and producer. You might also become a consumer of another company’s
good or service.
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Understanding By Design Template
Audience - Your audience or company’s customers are classmates or students in other grades.
Situation - The situation is that you and two or three classmates own a company. You need to find out what kinds of goods
or services your customers want. You have only a small supply of materials and resources to use.
Product - Your company develops its good or service. You create a demand for your good or service. Supply the correct
amount of your good or service
Standards and Criteria - Success in this task is met by following the instructions for the performance task and meeting the
description of success in Level 3 or 4 of the performance task rubric.
PERFORMANCE TASK DETAILS
Instructions for completing a quality product:
1. You will first brainstorm the kinds of products or services your company can realistically create at school with the kinds of
material that are normally available to students. Choose one.
2. Write a survey to be completed by classmates. The survey should list several choices involving an item that your
company could provide. Keep a tally of responses to the survey so that you can see first and second choices.
3. Ask your classmates to complete the survey. Help your classmates by completing other company surveys.
4. When your surveys are returned, discuss the results. Which type of good or service seems to be wanted most? Would
this good or service be in demand in our school? In our community? Answering these questions will help you know which
product or service to provide.
5. Make a list of resources needed including those that are scarce. Design your final good or product. Make or provide
one sample to make sure it works. Correct any problems with your product.
6. Create a demand for your good or service with an ad or commercial which will make your customers choose your
product. Plan how you will present your advertising. This can be in the form of a sign, a poem, a song, a dance, a roleplay, a video or a presentation on a computer. Present your advertising to the customers.
7. Plan a table display with your ad for the Market Day. How and when will you provide your service? How will you make
those arrangements with your customer? How will you display your product at the market?
8. Enjoy the Market Day! Good luck with your product!
9. Each member of the company will fill out a “Market Day Success Report.”
10. Each member of the company will write an opinion paper explaining which goods or services they thought was the
best and give reasons why.
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Understanding By Design Template
RUBRIC FOR THE PERFORMANCE TASK #4
4
Excellent
3
Proficient
2
Adequate
All steps in the task –
market survey, list of
available and scarce
resources, final
product,
advertisement, and
Market Day Success
Report – are created in
an independent
manner and at a high
level.
All steps in the task –
market survey, list of
available and scarce
resources, final product
advertisement, and
Market Day Success
Report – are completed
with some help and all
work meets the criteria for
an adequate product.
Most steps in the task –
market survey, list of
available and scarce
resources, final product,
advertisement, and
Market Day Success
Report – are completed
but much help is
needed. Some work
shows lack of
understanding.
1
Limited
Few steps in the task –
market survey, list of
available and scarce
resources, final product,
advertisement, and
Market Day Success
Report – are completed.
Those that are complete
show lack of
understanding.
Learning Plan (Stage 3)
SUGGESTED LEARNING ACTIVITIES:
Location Within Our World
 Find absolute locations of places such as home
address, school address, etc.
 Find relative locations of significant places in the
local community and region, such as where the
school is located in relation to the fire department.
 Use a map that shows latitude and longitude to help
distinguish the difference between absolute versus
relative location. First, have students chart the
absolute locations of some places on the map. Do
this with at least three different locations. Afterward,
have them describe where those locations are in
RESOURCES:
Location Within Our World
Read more: Absolute and Relative Location Teaching Ideas at
eHow.com
http://www.ehow.com/info_8434513_absolute-relative-locationteaching-ideas.html#ixzz1r6UIYx5j\
http://www.totally3rdgrade.com/how_to_read_a_map.html
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Understanding By Design Template
relative terms. For example, "The island of Maui is
Longitude: 154 degrees 40' W to 162 W Latitude: 16
degrees 55' N to 23 N. Maui is also south of Molokai,
east of Lanai and Kahoolawe, but north of Hawaii."
Discuss the process and if it was easier to use
absolute or exact location versus trying to describe
the location relative to other landmarks and
approximating distances. (they do not have to know
how to do this independently – it could just be way
to show them how absolute location is used and can
be helpful in locating places)
 “Where Am I?” Have students write down the
specific address of three of their favorite places on
one side of an index card. On the other side, have
them write down a description of each place in
relative terms. For example, "It's across from the ice
cream shop and kitty-corner from the library." Then
have the students pair up and first ask their partner
to try and figure out the location based on the
relative location description. If the classmate can't
determine what it is, his partner will tell him the exact
address then see if he can figure it out. Afterward,
discuss the results. Point out that sometimes relative
locations can be easier to understand than absolute
locations, depending on your familiarity with a place
 Compare the human and physical characteristics of
the local community with those of another
community.
 Research the history of Asheboro. What caused
people to be attracted to Asheboro throughout
history? How has this changed today? Create a
timeline or write a paragraph explaining how and
why people and ideas have moved here.
 Use a variety of visual materials and data sources to
My Places Poetry book at www.readinga-z.com
Me on the Map book by Joan Sweeney
http://www.factmonster.com/states.html Use this website to
compare our state to another state in terms of five themes of
geography or economic development
This is a song about reading a map. Closely read the song to
look for author’s word choice, vocabulary, etc. or break into
small groups to discuss 1-2 stanzas and then present to the rest
of the class.
W_how_to_read_a_
map.mp3
http://www.ci.asheboro.nc.us/about/history.html
Asheboro website)
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(the city of
Understanding By Design Template
compare regions within the state, country, or world.
Location Within Our Universe
 Create class KWL to activate knowledge about Sun,
Moon, and Stars.
 Start with the new moon. Use a calendar to observe
track the nightly changes in the moon.
 “Understand Shadows Change Place in the Sky”
Solar System Delta kit (Shadows Change PlaceActivity B p.B1-B10)
 Research and find out information about a planet in
the solar system and compare it to Earth in terms of
its location and cycles (length of days, years, etc).
Use NC Wise Owl Britannica and Grolier Online as a
resource for research. Write an informational report
comparing the two.
 Create a landform booklet that includes vocabulary,
illustrations and descriptions for various land features.
 Create a Venn diagram comparing a fresh water
and saltwater features
 Test students’ center of gravity with these engaging
tricks. http://www.escapadedirect.com/plwigr.html
 Research and read myths about constellations.
Students create their own constellation and write a
myth to explain its significance.
 Read The Lorax by Dr. Suess. Students will record the
changes that occur throughout the story. Discuss
what the author’s message was in the story. Have
students create a pledge about how they will take
care of Earth.
Location Within Our Universe
http://www.rmg.co.uk/explore/astronomy-and-time/astronomyfacts/solar-system/
http://www.bbc.co.uk/schools/ks2bitesize/science/physical_pro
cesses/earth_sun_moon/play.shtml
http://www.eyeonthesky.org/ourstarsun.html
www.brainpopjr.com
(constellations, solar system)
Delta Science Kit- Shadows Change Place activity
http://library.thinkquest.org/3645/constellations.html
Moonbear's Shadow book by Frank Asch
My Shadow poem by Robert Louis Stevenson
Shadow Race poem by Shel Silverstein
Horrible Harry Goes To the Moon by Suzy Kline
The Reason for a Season by Gail Gibbons
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Understanding By Design Template
Location At It Impacts Our Economy
 Closely read and discuss the “Supply/Demand
Song” from the website.
 Gather resources from the Asheboro Randolph
Chamber of Commerce (brochures, facts, data,
etc). After learning about our area, create a venn
that compares our area to a different state as far as
our economic development. Students must infer
how the resources of Asheboro contribute to the
supply/demand and the economic development.
Location As It Impacts Our Economy
www.totallythirdgrade.com (website for Supply/Demand song)
http://www.factmonster.com/states.html
Location In Fictional Settings
 Conduct an author study by reading all or several
books by the same author and then researching the
life of the author. Compare and contrast the
settings in each book. How does the setting impact
the plot, the mood, and the theme? Have students
fine the absolute and relative location of the settings
in the books and the place where the author lives.
Use the website to the right for further information
about author studies.

Students explain how Mark Teague’s illustrations
contribute to what is conveyed in Cynthia Rylant’s
Poppleton in Winter to create the mood and
emphasize aspects of characters and setting in the
story. [RL.3.7]
Location In Fictional Settings
http://www.readingrockets.org/content/pdfs/authortoolkit_rr.p
df
Some possible authors include:
Patricia Polacco
Cynthia Rylant
Louis Sachar
James Howe
Chris Van Allsburg
Picture Books that Illustrate a Well Developed Setting
http://www.readwritethink.org/files/resources/lesson_images/les
son107/107BookList.pdf
Cynthia Rylant’s Poppleton in Winter
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