Grade 3 Social Studies Unit: Interdependence
People and Communities around the World
Stefanie Munro
(http://www.webresourcesdepot.com/wp-content/uploads/image/free-vector-world-map.gif)
Communities Around the World: Mind Map Brainstorm
Zambia
Research agriculture
Get photos
Developing identity and
social responsibility
Collages about cultural
foods
Compassion, empathy
Where do foods come
from: global economy
Research languages and
phrases
Sense of community:
classroom, local, national,
global
foods
Citizenship
Canada multi-cultural
Social Action:
Interconnectedness of
communities
Social justice
Imagine you are a new
student in Canada and do
not speak English…
Zambia, Mercy Touch
orphanages
Carmichael Outreach:
People don’t have
food/shelter in our own
community
Technology: what would it
be like if we had none?
Snail mail, email, FB
Sense of self
Curiosity, inquiry, sense of
wonder
Canada/Africa: similarities
and differences
World Map: how far away,
size, populations, skipping
rope activity
Research, inquiry, how are
people the same and
different than “us” –
people in Canada
Languages all around the
world
I am Unique because…
What would it be like if we
were all the same?
A day in the life
of…compare and contrast
lifestyles
What is your culture?
Write letter
Fav. Foods – what do you
like to eat, what do people
around the world like to
eat
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Abstract: A sense of community is important for students to develop. By grade three, students
are capable of understanding the concept of community on a variety of levels, including local,
national and global. Through the exploration and investigation of communities around the world,
and the unique and diverse peoples within, students will build upon previous knowledge from
personal experiences and construct new ways of knowing. Students will examine countries and
people around the world in a social, stimulating, safe, respectful and interactive ‘classroom
community’ environment.
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Rationale: The Saskatchewan Social Studies 3 Curriculum states that a sense of belonging,
developed through an understanding of being a member of a community enables students to
make choices that are motivated by concern for collective well-being (p. 6). In our current
technology and media-driven society, it is easier and easier for students in Canada to become
isolated through the constant use of cell phones (texting), internet (Face Book, Twitter,
MySpace, chat rooms, email). Technology can isolate us to the point where authentic human
contact is significantly diminished.
In addition, we live in a privileged, developed country with a wealth of resources at our disposal;
it is easy to forget (or never have to think of) the fact that there are many people in the world
who do not have enough food to eat or water to drink. This unit will encourage students to reflect
on and research communities and peoples around the world, allow them to recognize similarities
and differences between Canada and other countries, and invite students to adopt an attitude of
gratitude for what they have been given, and what action they can take to work towards equality
and justice for all peoples in our world.
Cross-curricular Competencies
Developing Thinking
o
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Thinking and learning contextually
Thinking and learning creatively
Thinking and learning critically
Inquiry
Constructing knowledge
Making connections
Developing Identity and Interdependence
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o
Understanding, valuing, and caring for oneself and others
Understanding and valuing social, economic, and environmental interdependence
Interpersonal relationships
Identity formation
Reflection
Artistic expression
Awareness
Developing Literacies
o
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Constructing related knowledge
Exploring and interpreting the world
Expressing understanding
Communicating meaning through words, numbers and images
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Developing Social Responsibility
o
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Using moral reasoning
Engaging in subject matter through dialogue and discussion
Talking action
Developing values related to self, community and others
Respect and responsibility
Belonging
An appreciation for interdependence within local, national and global communities
Common Essential Learnings
[C] Communication: Throughout the unit, in each lesson plan, students are encouraged to
participate in small and large group discussion. There will be ample opportunities provided for
communication on a variety of levels including written, oral and visual. Students will be able to
express their ideas and opinions, and demonstrate their understanding through speaking, writing,
reflection, and artistic expressions (e.g. role playing, visual art pieces, interviews, and letter
writing).
[CCT] Critical and Creative Thinking: Students will be given the opportunity to ask and
answer questions for deeper understanding, examine and explore a variety of resources, problem
solve, and reflect in their journal pages.
[IL] Independent Learning: Students will be given ample opportunity for inquiry and research.
Students will be encouraged to discover deeper meaning of the world around them by
investigating communities around the world, how they personally fit into the world, and how
other people affect their lives.
[N] Numeracy: Through a Social Justice Action Plan, we will be counting, measuring, and
estimating pennies, as well as examining demographic populations of provinces and countries,
allowing students to practice numeracy skills and develop a broader understanding of large
numbers (1000 and above).
[PSD] Personal and Social Development: Throughout the unit we will explore various
cultures, people, behavior, and identity, as well as working together in our classroom community
in small and large groups. Students will have the opportunity to gain insight and appreciation for
themselves and those around them in their local, national, and global communities.
[TL] Technological Literacy: Students will be given time and guidance to research
communities and cultures on the internet, and we will discuss the role of technology in our lives
in Canada, and the role technology plays in countries around the world, including what our lives
would be like if we did not have any technology at all.
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Essential Question: Where Do I Fit in the World?
Unit Questions:
o
o
o
o
How am I Unique?
How Are People in Different Countries the Same/Different than Me?
How am I Dependent on Other People?
How Can I Help Other People?
Subject Area: Social Studies
Grade Level: 3
Learning Objectives
Key Concepts:
Identity
Difference
Gratitude
Diversity
Developing Country
Uniqueness
Global Community
Social Justice
Instructional Strategies
Direct Instruction
Independent Study
Effective Lecturing
Reflective, Analytical Research
Indirect Instruction
Interactive Instruction
Reflective Discussion
Peer Partner Learning
Questioning in the Classroom
Role Play
Inquiry Learning
Problem Solving
Experiential Learning
Resource Based Learning
Critical and Creative Thinking
Reflective Teaching
Cooperative Learning
Artistic Expression
Brainstorming
Visualization
Brain Breaks
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Interdisciplinary Subject Areas, Outcomes, and Indicators
Social Studies
Health
Community comparisons
IN3.1 a,b,c
Social justice
IN3.2 b
Populations
IN3.3 b
Rights and responsibilities
DR3.3 c
Global economy
RW3.1 a,b,c,d
Cultural perspectives
RW3.3 a,b
English Language Arts
Poetry
CR3.1 a,c,d
Respect
USC3.2 b,c,d,g,i
Class book
CR3.2 a,b,c,d
Relationships
USC3.4 a,d
Letter writing
CR3.3 a,d,e,i
Compassion
DM3.1 f
Reading and writing skills
CR3.4 a,b,c,d,e,h
Healthy choices
CC3.1 b,c,d,f
Identity
CC3.2 a,b,d,f
Communities
AR3.1 a,b,c
Around the
World
Mathematics
Arts Education
Collage
The creative/productive component
Weaving
The cultural/historical component
Creative writing
The critical/responsive component
Estimation
SS3.1 a,d,f
Counting
N3.1 f,h
Number sense
Science
Structures
SM3.1 a,c,h
Building materials
SM 3.2 a,o
Clean water
Pollution
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Social Studies Objectives
Students will:
o
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Locate communities studied on a world map
Understand that all communities are not the same
Develop a better understanding of themselves
Recognize that they are part of a larger, global community
Understand that people around the world in different communities may live
differently than we do in Canada
Learn the importance of cultural identities
Learn the importance of knowing oneself
Compare their present lifestyles with the lifestyles of people in developing countries
Recognize that people all over the world have the same basic needs
Understand how climate and physical environment affect how people live
Social Action:
o Students will be learning about Zambia, a country in central Africa
o We will exchange letters with children from an orphanage in Zambia
o Penny jar: students will be encouraged to bring pennies or donate spare change to the
penny jar. At the end of the unit we will count how much money we collected and send it
to Zambia
Invitation Table:
“Grateful Community” Journal Book Project
o I will give students journal pages each day as part of my lesson closure. Journaling offers
students a chance to reflect on what they have learned as well as practice creative writing
skills. Students’ journal pages will be kept at the table until the end of the unit.
o At the table there will be a basket of words and phrases regarding gratitude, construction
paper, magazines, and pictures, as well as glue sticks, scissors, markers, crayons, pencil
crayons and stencils. When students have a few moments of free time, or if they finish
their work early, they will be free to go to the Journal table and decorate their journal
pages on an ongoing basis.
o When our unit concludes, I will make a class book out of all of the journal pages, and
leave it in the classroom to remind students of how they each contributed to a classroom
community project. *If the students would like, I can also send it to Zambia to share with
the students there in an effort to communicate what we have been learning in Canada and
what we are grateful for. Perhaps students in Zambia would create something similar and
send it to us.
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Technology Integration:
o Online research using laptops
o Videos (DVDs and online videos)
o PowerPoint presentations
Multicultural Content and Perspectives
Multicultural education fosters understanding and
acceptance among people of diverse cultures. This unit
will affirm each student as unique and important,
become educated about a variety of cultures, and build a
classroom environment that encourages inclusion of
varied cultural and ethnic backgrounds (Social Studies
3, p. 13).
“Multiculturalism is a recognition of
the diversity of cultural difference
which exist in a pluralistic society and
an endorsement of a society in which
individuals of all cultures are accepted
and accorded respect.”
(Saskatchewan Education, 1994, p.1)
Countries: Canada, Zambia, Mexico, the Dominican
Republic
First Nations Content: languages
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Lesson Sequence:
1. Introduction to unit: discussing identity, compassion, and empathy in social studies. What
would it be like if you moved here from another country and did not speak English?
2. Celebrating identity, accepting differences: what would it be like if we were all the same?
Interdependence: who do you depend on in a day? What do you appreciate about your
classmates? What do you appreciate about your family? Who do we depend on in our
local community?
3. Canada and Africa: differences. Where is the continent of Africa? Where is the country
of Zambia? How big is Saskatchewan compared to Zambia?
4. Canada and Zambia: differences continued. Comparing and contrasting weather/building
materials/people/language/population.
5. A day in the life of…students from Canada, Zambia, Mexico, and the Dominican
Republic. How is daily life in Canada different from other countries? What would it be
like if you had to work to make money for your family instead of go to school?
6. What is a developing country? If our classroom was a developing country, how would it
be different from what we are used to in Canada? What do we need to survive vs. what
we think we need to be happy?
7. Languages around the world. What languages do people speak in Canada, Zambia,
Mexico, and the Dominican Republic?
8. Inquiry into what people eat around the world: foods and culture.
9. Global economy: where do foods come from (specifically looking at snack foods)? How
much sugar is in specific snack foods?
10. Unit conclusion: what have we learned about countries and peoples around the world?
What do we still want to find out?
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Lesson Plan 1
Topic: Introduction to unit
Subject(s): Social Studies, Health, Arts Ed
Learning Objectives:
Knowledge: Students will begin to develop
an awareness of and learn the importance
of cultural identities
Evaluation:
Observation: Are students engaged and
interested?
Skills/Processes: Students will further
develop compassions, and recognize that
their actions can affect other people in our
community
Attitudes: Students will develop
appreciation for individual uniqueness and
knowledge of self and others
Materials/Resources: butcher paper, tape, markers
CEL’s: C, CCT, PSD
Prerequisite Learning: Some knowledge of different countries around the world
Adaptive Dimension: Multiple Intelligence Considerations:
Intrapersonal – think, visualize, and make connections with past experiences
Visual – Drawing pictures
Kinesthetic – work through a simulation, manipulate materials, and construct a model or
representation
Lesson Preparation: Buy butcher paper, organize world map, copy journal sheets
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Presentation
Set
Management
Introduce myself and why I am
here
Time
5
mins
Development
Talk about what we will be
learning over the next three
weeks (Social Studies unit about
communities and people around
the world)
Encourage student participation by asking
for volunteers: does anyone want to come up
and find different countries on the map?
20
mins
Point out on the world map
which countries we will be
focusing on (Zambia, Mexico,
Dominican Republic)
Ask if anyone here is from a
different country
I will have a large square of
butcher paper hanging on the
board at the front of the class
Together with the students, we
will draw a human figure of a
girl or boy, the “new kid” who
just moved here from another
country
We will draw what she looks like
and come up with a back story of
where s/he is from, what s/he
likes, and family life
Then, each student will come up
and tear off a piece of the girl or
boy and write down something
they might say about her at
recess
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Then students come and tape the
pieces back onto the board
We will discuss some of the
written comments
Were they negative? Positive?
Do you think you would have
gone up to the girl or boy at
recess and introduced yourself?
Why is it important to include
people and make them feel
welcome into our classroom
community?
What is a community?
Closure
Explain “Grateful Community
Book” to the class
Write down some suggestions on the board
of things students could include in journal
page
10
mins
Grateful journal page: students
will reflect and write down what
they think a community is and
why it is important
Professional Development Goals
Communication
How I Plan to Achieve
I will speak clearly and loud enough so all
students can hear.
I will speak with clarity and be organized
so students understand what I am
communicating.
I will show enthusiasm with my voice and
body.
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I am grateful for…
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Lesson Plan 2
Topic: Self-identity within my Community
Subject(s): Social studies, Health, ELA
Learning Objectives:
Evaluation:
Knowledge: Sense of self in relation to
others in community, diversity is positive
Observation: Are students engaged and
participating in discussions?
Skills/Processes: Critical thinking: relating
self to environment
How well did students help each other
paint their faces?
Attitudes: An appreciation of self and
others, grateful for diversity, celebrating
uniqueness
Were students competitive, aggressive,
helpful, kind?
Grateful Journal Page
Materials/Resources: Purple face paint, copies of “I Am From” poetry, camera
CEL’s: C, CCT, IL, PSD
Prerequisite Learning: Students will need to be aware of aspects of their own community (e.g.
geography, climate, resources) as well as possess a sense of self-awareness and an understanding
of identity, a knowledge of personal family histories would be beneficial.
Adaptive Dimension: MI Considerations:
Verbal/Linguistic and Musical/Rhythmic - writing poetry
Interpersonal - discussing and coming to conclusions
Intrapersonal - journal writing, making connections with past information and experiences
For those having trouble writing the poem, I can help them by asking questions in the hopes of
inspiring ideas, if any student cannot write, pictures may be drawn, or the student could dictate
and I will write for them
Lesson Preparation: Prepare face paint in advance, along with paper towels/water/a mirror,
copy poetry for each student
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Presentation
Set
Management
Time
Students help each other paint
their faces purple with face paint
Circulate and be available to help and to
minimize mess
10
mins
Students may need smocks so clothing does
not get painted
Ensure paint is washable
Development
Ask open-ended questions
Discuss with students what it
would be like if we were all the
same; looked the same, acted the
same, liked the same things:
-boring
-predictable
-robots
30
mins
Invite discussion by encouraging students
that there is no right or wrong answer, I want
their opinions
What things do you appreciate
about your classmates? Do you
depend on them for anything?
-to help you with homework
-help you problem solve
-make you laugh
-eat lunch with
-play with at recess
Who do you depend on in your
family?
-parents to feed you, buy clothes,
provide shelter
-parents, siblings, grandparents,
extended family to support and
love you
Who else do we depend on in our
community to help us?
-doctors
-firemen
-police
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Introduce “I Am From” poem.
Have students write one of their
own poems about where they are
from, likes, and dislikes;
whatever they choose.
Closure
Grateful journal page: students
will write one thing they are
grateful for about their
community
Professional Development Goals
Communication
10
mins
How I Plan to Achieve
I will speak clearly and loud enough so all
students can hear.
I will speak with clarity and be organized
so students understand what I am
communicating.
I will show enthusiasm with my voice and
body.
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Lesson Plan 3 and 4
Topic: Canada and Africa: Differences
Subject(s): Social Studies, Math, ELA, Science
Learning Objectives:
Knowledge: People in other countries live
in different environments than we do in
Canada; climate and physical environment
affect people’s lives
Evaluation:
Observation
Anecdotal records
Skills/Processes: Awareness of self and
others, reflection, where Africa/Zambia is
on the map
Attitudes: Appreciation and awareness of a
different country and what we have in
Canada
Materials/Resources: Video, computer, skipping ropes, world map
CEL’s: C, CCT, PSD, TL
Prerequisite Learning: The world we live in is large, with many countries in it, knowledge
about what an orphanage is, number sense
Adaptive Dimension: MI Considerations:
Kinesthetic – Construct a model or representation
Logical/Mathematical – Describe a sequence or event, analyze, classify and compare, critically
assess
Interpersonal – work in groups, dialogue about a topic
Intrapersonal – visualize a way to do something, making connections with past information
For any student who has difficulty writing, students may draw a picture and I can write while the
student dictates
For students having trouble composing the letter, I can write suggestions on the board of
questions to ask
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Lesson Preparation: Prepare video and computer
Presentation
Set
Introduce lesson by reminding students how yesterday we talked
about what it would be like if we were all the same. Today we are
going to look at a country that is very different from Canada
(Zambia)
Management
Time
10
mins
Show video
(http://www.youtube.com/watch?v=vUNN2tF4hKo&feature=related)
Development
Discuss with students the differences they saw in the video
30
mins
Make a Compare/Contrast list on the board between Zambia’s
landscape that students saw in the video and Canada’s landscape (we
may have to look at the video again) (weather, buildings, roads,
people, signs)
Look at where Africa is on the World Map
Worksheet: Structures Here and There
Share with students the fact that I visited there and worked in an
orphanage (ensure students know what an orphanage is)
Tell students that I’ve been talking with the children at the orphanage
and that they would love to hear from students in Canada
Write a letter to Zambia asking questions, what life is like in Zambia,
and anything else students are curious about
Closure
Skipping rope activity: Students will form two circles by joining
hands; one small (5 students) and one big (20 students). I will place
skipping ropes around the outside of the circles. Students will try to
fit as many people as they can inside the small circle (representing
Lusaka, Zambia’s capital city) and then the bigger circle
(representing Saskatchewan)
15
mins
There are approx. 1 million people in SK and 1.8 million in Lusaka
16
alone. The country of Zambia is about half the size of SK. What does
it mean to be crowded? Do you like to be crowded into the small
circle?
Zambia is quite different from Saskatchewan in many ways,
including size and space for people
Professional Development Goals
Giving Directions: give clear directions so
that all students understand what they are
supposed to do.
How I Plan to Achieve
I will give directions orally, with clarity
I will write directions on the board
Check for understanding by asking students
to repeat back to me
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Structures: Here and There
1. What materials do we use most often in Canada for building homes?
2. What building materials do people use in Africa? What did you see in the video?
3. Why do you think people in Canada and Africa use different building materials?
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Lesson Plan 5
Topic: A Day in the Life of…
Subject(s): Social Studies, Health, ELA
Learning Objectives:
Knowledge: Students will develop a better
understanding of themselves, identity and
cultural identity, and understand how
economic factors influence the way people
live
Evaluation:
Observation
Anecdotal records
Journal page
Skills/Processes: Students will learn the
importance of knowing oneself
Attitudes: Students will further develop an
appreciation and awareness of cultural and
lifestyle differences between themselves
and people in countries around the world
Materials/Resources: Worksheets, pictures
CEL’s: C, CCT, IL, PSD, TL
Adaptive Dimension: MI Considerations:
Interpersonal – discussion and dialogue
Intrapersonal – journal writing
I will be aware of students’ seating arrangements, if some students are having difficulty seeing
the pictures, I will adapt accordingly.
Lesson Preparation: Copy worksheets, pictures in hardcopy and in PowerPoint format
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Presentation
Set
Management
Time
Quick review: we talked
yesterday about differences
between Zambia and
Saskatchewan
Observation
15
mins
Anecdotal records
Grateful Journal page
Today we are going to talk about
similarities and differences
between people in various
countries
I want you to write about a day
in your life – yesterday. Write
down what you did and what you
ate
Development
Discuss with students a day in
their life vs. a day in the life of
students in Africa, Mexico and
the Dominican Republic
Extra Activity: Imagine if you had to work to 20
make money for your family
mins
Weaving a placemat: art project
“African Girl” story
Show pictures of classrooms
around the world and how they
differ from ours (one room, no
green space, many more
children, uniforms)
Closure
Students will write on a Grateful
Journal page one thing they are
grateful for today
Professional Development Goals
Giving signals and securing attention
10
mins
How I Plan to Achieve
Using signals (voice and body language) to
invite students to pay attention; not
beginning until all students are ready
16
“African Girl” Story
“I wake up each day at 5 a.m. and wash up.
I help my mother light the stove to boil water and do my chores.
I eat a quick breakfast and then help my grandfather get dressed.
At 7 a.m. I walk to school.
I feel very lucky I am able to attend school.
Many children my age do not go to school; they must work to support their families.
I go to school all day and return home.
At 5 p.m. I fetch water from the well and help my sisters prepare dinner.
After we eat, I do the dishes and study if we have candles to spare, and then it is time for bed.”
(www.africafiles.org)
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Weaving a placemat: Art Project
Materials:
o Construction paper
o Variety of paper of different colors, textures and widths
o Ribbon
Directions:
o
o
o
o
Cut strips of paper approx. ½ inch wide.
Draw a border, using a ruler all around the outside of the paper
Using the ruler, draw parallel lines along the width of the paper, up to the border
Weave strips of material (s) in and out of the parallel lines
Visualization:
Did you like making the placemat?
Was it fun?
How long did it take you finish?
Imagine if you had to weave placemats similar to this all day to make money for your family?
Do you think you would enjoy working and not attending school?
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Lesson Plan 6
Topic: Developing Country Classroom
Subject(s): Social Studies
Learning Objectives:
Knowledge: Students will understand that
not all countries/communities are the same,
people around the world may live
differently than we do in Canada, and
develop deeper self-awareness
Evaluation:
Observation
Anecdotal records
Journal page
Skills/Processes: Students will further
develop deeper understanding about
communities around the world, and
recognize that people have similar basic
needs, and the rest is not necessary for
survival
Attitudes: Compassion, self-awareness,
appreciation for life in Canada
Materials/Resources: Worksheets
CEL’s: C, CCT, IL, PSD, TL
Adaptive Dimension: MI Considerations:
Verbal - Interviewing classmates
Kinesthetic - Constructing and visualizing through simulation
Interpersonal – Dialogue and discuss, come to conclusions, work in groups
Logical – Analyze, critically assess a situation
Intrapersonal – journal writing, making connections with past information
Lesson Preparation: Copy worksheets
16
Presentation
Set
Management
Time
Review: yesterday we talked
about students in Zambia,
Mexico, Dominican
Invite students to discuss by asking openended questions
10
mins
Circulate and talk with students; inspire
discussion and encourage them to
think/question
30
mins
These countries are classified as
“developing countries.” Do you
know what that means?
A developing country is one
where most people have less
food, money, and services than
what most people are used to in
Canada
Read story of “African Girl”
again
Development
Turn off lights
We are going to imagine that our
class is in a developing country:
there is no electricity, no
technology, no toilets or running
water, we only have a few
pencils and textbooks to share
between all of us
Discussion: how would you feel
if we had no running water?
Where would we go to the
bathroom? What would we
drink?
Brain break: if we did not have running
water, how would we wash our hands and
get rid of germs/stay healthy? Each student
will put lotion on their hands and a sprinkle
of glitter (the glitter represents germs). If we
did not have water, our hands would get full
of germs and there is a good chance we
could get sick/spread disease.
In small groups, we will work on
the “Survival Chart” worksheet,
sharing pencils
Students will discuss in groups
16
what we need vs. what we think
we need to survive
Closure
10
mins
Students will reflect on the
lesson and write on Grateful
Journal page
16
Things We Need To Survive
Things We Need To Be Happy
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Lesson Plan 7
Topic: Languages around the world
Subject(s): Social Studies
Learning Objectives:
Knowledge: Research strategies, cultural
knowledge, identity, personal preferences
Evaluation:
Observation
Anecdotal records
Skills: Inquiry, investigation, creative and
critical thinking
Journal page
Attitudes: Self-awareness, cultural
awareness of people around the world
Materials/Resources: DVD player, video, laptop cart
CEL’s: C, CCT, IL, PSD, TL
Prerequisite Learning: Research strategies
Adaptive Dimension: MI Considerations:
Interpersonal – work in partners or small groups, discuss and come to conclusions, problem solve
together, dialogue
Logical – critically assess, develop a rationale, and interpret evidence
Intrapersonal – journal writing, thinking and planning, making connections
Verbal – prepare a report to share
For those having difficulty researching, I will be on hand to lend assistance and make
suggestions
Students are free to work in small groups, so if one student is struggling, s/he can join a group
and students can help each other
Lesson Preparation: Sign out DVD player, laptop cart, bring video
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Presentation
Set
Management
Show a clip of Shrek video in
Spanish
Time
10
mins
Ask students if they understood
How would they feel if they
were a new student and did not
know the language we were
speaking
Development
What languages do people speak
in the countries we’ve been
talking about?
Go find out
Students will research online and
come up with answers; fill in
worksheet provided
Come back as a large group and
discuss what students found out
Ask open-ended questions to invite
discussion
30
mins
Enrichment: for any student (s) finished
early, they could research how to say “hello”
in the languages they discovered
Cree - Tonsei
French – Bonjour
Spanish – Hola
Bemba – Muli shani
Potugese – Bom Dia (good morning)
Closure
Write on Grateful Journal page
how they would feel if they did
not speak the language those
around them were speaking
Professional Development Goals
Learner Engagement
10
mins
How I Plan to Achieve
Plan hands-on experiences (e.g. research
through literature and online)
Interact with students as they engage in
learning
16
Languages Around the World
What language (s) do people speak in:
Canada _____________________
____________________________
____________________________
____________________________
Zambia______________________
____________________________
____________________________
Mexico______________________
____________________________
____________________________
The Dominican Republic________
____________________________
____________________________
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Canada:
o
o
o
o
o
o
o
English
French
Cree
Inuktitut
Ojibwe
Dene
Mikmaq
Zambia:
o
o
o
o
o
English
Bemba
Kaonde
Lozi
Tonga
Mexico:
o Spanish
o Portuguese
The Dominican Republic:
o Spanish
o French
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Lesson Plan 8
Topic: Inquiry into what people eat around the world
Subject(s): Social Studies, Health, ELA
Learning Objectives:
Knowledge: Research strategies, cultural
knowledge, identity, personal preferences
Evaluation:
Observation
Anecdotal records
Skills: Inquiry, investigation, creative and
critical thinking
Attitudes: Self-awareness, cultural
awareness of people around the world
Self-assessment
Journal page
Materials/Resources: Children’s literature (see book list), laptop cart, library (if time and
depending on availability), self-assessments, journal pages
CEL’s: C, CCT, IL, PSD, TL
Prerequisite Learning: Knowledge about research and how to think critically about resources
would be beneficial
Adaptive Dimension: MI Considerations:
Interpersonal – work in partners or small groups, discuss and come to conclusions, problem solve
together, dialogue
Logical – critically assess, develop a rationale, and interpret evidence
Intrapersonal – journal writing, thinking and planning, making connections
Verbal – prepare a report to share
For those having difficulty researching, I will be on hand to lend assistance and make
suggestions
Students are free to work in small groups, so if one student is struggling, s/he can join a group
and students can help each other
Lesson Preparation: Find and organize resources, check with teacher-librarian if library is
available, copy worksheets
16
Presentation
Set
Management
What do you like to eat?
-breakfast
-lunch
-dinner
Time
10
mins
Students will brainstorm and I
will write down ideas on board
Development
What do you think kids in other
countries like to eat?
Inquiry: students will research in
literature and online what people
in different countries like to eat
Set a time limit so students have an idea of
how much time they have to research
30
mins
Be available to help students who run into
difficulty
Give students a countdown of how much
time is left
We will come back as a large
group and discuss/I will write
down what they found out on
board
Closure
Students will write one food they
are grateful for on Grateful
Journal page
Brain break: students will write their favorite
food on a slip of paper and put it into a salad
bowl. I will “toss the salad” and each student
will pick a slip of paper that isn’t theirs.
Whatever food is written on the paper, even
if the student hates that food, the student will
say something positive about the food
10
mins
16
Lesson Plan 9
Topic: Snack food: Where does it come from?
Subject(s): Social Studies, Health, ELA, Math
Learning Objectives:
Knowledge: Students will recognize that
they are part of a larger, global community
Evaluation:
Observation
Anecdotal records
Skills/Processes: Estimation, critical
thinking
Journal page
Attitudes: Students will begin to think
about how much sugar is in their favorite
snack foods
Materials/Resources: Sugar, baggies, apple juice, Oreos, pudding, coke, yogurt tube, music
CEL’s: C, CCT, IL, N, PSD, TL
Prerequisite Learning: Knowledge of particular snack foods, ideally students would have tried
and liked the foods, the ability to think abstractly (for sugar content in foods)
Adaptive Dimension: MI Considerations:
Interpersonal – work in partners or small groups, discuss and come to conclusions, problem solve
together, dialogue
Logical – critically assess, develop a rationale, and interpret evidence
Intrapersonal – journal writing, thinking and planning, making connections
Explain to students that the sugar amounts are baked or mixed into the foods, so we are not
aware, until we investigate and research, what is in our food
Lesson Preparation: Prepare proper amounts of sugar in baggies, buy and lay out food on a
table, copy journal pages, ensure CD player is in classroom
16
Presentation
Set
Management
I will have baggies of various
amounts of sugar inside them set
out on a table
Time
5
mins
The baggies will have numbers
on them
I will have the same numbers
written on the board with food
items beside the number:
1.
2.
3.
4.
5.
Apple Juice
Chocolate Pudding
Coke
Yogurt Tube
Oreo Cookie
I will have the food items on
display
Development
Students will attempt to match
the bags of sugar with the correct
food item
30
mins
We will talk about which bag of
sugar goes with what food item
The students will play a guessing
game of where the food items are
made; in what country
I will tell them where each food
item is made and we will talk
about the idea of
interdependence
Sun-Rype Apple Juice –
Kelowna, B.C.
16
Jello Chocolate Pudding Cup –
China and NYC, USA
Coke – Atlanta, Georgia
Yoplait Yogurt Tubes – Quebec
Mr. Christie’s Oreos - Canada
I will briefly introduce what the
term “global economy” means
Students will write on a Journal
page what their favorite snack
food is, why they like it, and
where they think it comes from
Homework: Students will be
assigned the task of finding out
which country the food they
chose comes from and we will
add the information to their
sheets the next day
Closure
Brain break: Students can eat an
Oreo only if they do so without
using their hands (Students will
put their hands behind their
backs, place the Oreo on their
eye and attempt to slide the
cookie into their mouth)
Some students may not be comfortable with
this; eating the cookie without hands is not a
requirement, just for fun
15
mins
Play music
16
Lesson Plan 10
Topic: Conclusion to unit
Subject(s): Social Studies
Learning Objectives:
Knowledge: Students will recognize that
they are part of a larger, global community
Evaluation:
Observation
Anecdotal records
Skills: Inquiry, investigation, creative and
critical thinking
Attitudes: Self-awareness, cultural
awareness of people around the world
Journal page
KWL charts
Self rating checklist
Materials/Resources: self-assessments, journal pages, chart paper, markers
CEL’s: C, CCT, IL, PSD, TL
Adaptive Dimension: MI Considerations:
Interpersonal – work in partners or small groups, discuss and come to conclusions, problem solve
together, dialogue
Logical – critically assess, develop a rationale, and interpret evidence
Intrapersonal – journal writing, thinking and planning, making connections
Verbal – prepare a report to share
For those having difficulty researching, I will be on hand to lend assistance and make
suggestions
Students are free to work in small groups, so if one student is struggling, s/he can join a group
and students can help each other
Lesson Preparation: prepare and copy worksheets, chart paper, markers
16
Presentation
Set
Management
Time
By a show of hands, students
will decide what country we
studied was most interesting to
them. Students will divide into
groups based upon their favorite
country
If groups are uneven, we will have to
democratically decide who goes to which
country so groups are relatively the same
side
10
mins
Development
Students will get into their
country groups and discuss what
they learned about the country,
culture and peoples throughout
the unit
30
mins
Each group will make a KWL
chart of their group’s country
(what they knew, what they
learned, and what they still
wonder about)
We will come together at the end
and share and present our KWL
charts
Closure
Students will write on a journal
page what they learned, and what
they are glad to know about
countries and peoples around the
world
10
mins
Students will fill in self rating
checklist
16
Assessment Tools
Anecdotal Record
Student:
Date:
16
Book List
o Children Around the World (2004) by Donata Montanari
o A Day in the Life of Children Around the World: A Collection of Short Stories (2001) by
Kathy Kirk
o Wake Up World!: What Children Eat Around the World (2009) by Beatrice Hollyer and
Laura Godwin
o Our World of Water: Children and Water Around the World (2009) by Beatrice Hollyer
o This is the Way We Eat Our Lunch: A Book About Children Around the World (1992) by
Edith Baer
o My Wish for Tomorrow: Words and Pictures from Children Around the World (1995) Jim
Henson Productions
o With These Hands: Gor All Children Around the World (2001) by Grace Girdwain
o Chilren Around the World (1988) by Jane A. Cabellero
o African Folktales: Exotic Stories from Africa for Children Around the World (2006) by
Greg Uche
o Wonderful Houses Around the World (2004) by Akira Nishiyama and Yoshio Komatsu
o Imagine a House: A Journey to Fascinating Houses Around the World (2003) by Angela
Gustafson
o Houses Around Our World (1994) by Patricia F. Frakes and Gwen Connelly
16
References
Africa Files: A Day in the Life of…Unit plan and worksheets
(http://www.africafiles.org/educatorskit/dayinlifeworksheets.pdf)
Multiple Intelligence Considerations adapted from:
Gregory, Gayle H., and Chapman, Carolyn. Differentiated Instructional Strategies: One Size
Doesn’t Fit All CA: Corwin Press, 2007
Ideas for Elementary Assessment worksheets
(http://www.sasked.gov.sk.ca/docs/elemsci/astemp1.pdf)
Social Studies 3. 2010. Saskatchewan Curriculum. Saskatchewan Ministry of Education.
Student Evaluation: A Teacher’s Handbook. 1991. Saskatchewan Education.
16