GI SCHOOL
SGC-GI- F77
UNIT PLAN
2011 -2012
v. 03
Subject (s): Social Studies and Art
Grade: 4
August 2010
Term: 4
Name / Theme or Unit: Regions around the world- Arts and crafts
Time Frame: April 12- June 8
Submitted by: Monica Ocampo – Alexandra Mejia
OVERVIEW :
In these lessons, the students will study about the geographic factors responsible for
patterns of population in places and regions. They will also see ways in which human
migration influences the character of places and regions. They will also study more traits
that define world cultures. The students will be reading about traditional, market, and
command economies and different kinds of governments. There will be an analysis on
cultural differences and at the end of the period; they will do a deeper study about
cultural traits in South America. Besides, students will learn to appreciate and
understand how cultural differences make each region unique. They will also develop
cooperative work skills (TRIBES).
STAGE 1 – IDENTIFY DESIRED RESULTS
Content Standards and Benchmarks :
Social Studies
STANDARD 2 – Knows the location of places, geographic features, and patterns of
the environment.
4.2.3 Knows the location and main physical and human characteristics of countries in Central, South and
North America.
STANDARD 4 – Understands the concept of regions and how they can be
described in terms of their physical and /or human characteristics.
4.4.3 Understands how regions change over time and the consequences of these
changes (e.g., changes in population size or ethnic composition; construction of a new
shopping center, a regional hospital, or a new manufacturing plant; changes in
transportation; changes in environmental conditions)
STANDARD 5 – Understands the patterns of economic interdependence and
movement on Earth’s surface
4.5.1 Knows the various ways in which people satisfy their basic needs and wants
through the production of goods and services in different regions of the world (e.g.,
growing food and shopping for food in a developing vs. a developed society, economic
activities in a rural region vs. those in an urban region)
4.5.2 Knows the different ways in which resources are used and valued in different
regions of the world (e.g., the use of wood in the United States for construction
compared to the use of wood in Colombia rural areas for fuel).
STANDARD 7- UNDERSTANDS THE SOURCES, PURPOSES, AND FUNCTIONS OF
LAW, AND THE IMPORTANCE OF THE
RULE OF LAW FOR THE PROTECTION OF INDIVIDUAL RIGHTS AND THE COMMON
GOOD
4.6.1 Knows common ways in which rules and laws can be used (e.g. to describe how
people should behave; to provide order, predictability, and security; to protect rights;
to provide benefits; to assign burdens or responsibilities; to limit the power of people in
authority)
STANDARD 9 – UNDERSTANDS THE IMPORTANCE OF SHARING AND
SUPPORTING CERTAIN VALUES, BELIEFS ANDPRINCIPLES OF A
CONSTITUTIONAL DEMOCRACY
4.9.1 Knows how the values and principles of democracy can be promoted through
respecting the rights of others (e.g. being open to opposing views, not invading others’
privacy, not discriminating unfairly against others) and are able
to identify how to contribute to the continuation and improvement of democracy.
Art
STANDARD 1 – Understands, selects and applies techniques, media and
processes to the visual arts
4.1.1 Develops skills with the following techniques: · Construction and
articulated objects (models, objects, puppets)
4.1.2 Follow routines to have an appropriate use of materials and tools
STANDARD 2 – Appreciates visual arts as a form of self-expression and creativity
4.2.1 Develop creativity incorporating elements from their imagination and their
Environment
School-Wide Goals (Life-long learning standards)
1. Students demonstrate interest, autonomy, and commitment to creating quality work
and striving for excellence.
2. Students use a variety of learning strategies, personal skills, and time management
skills to enhance learning.
3. Students use what they already know to acquire new knowledge, develop new
skills, and expand understanding.
4. Students evaluate their own learning and personal growth based on reflection and
self-correction
Essential questions:
Expected language:
How are regions of the world alike or
different?
Population distribution, environment,
migration, urbanization, metropolitan areas,
human society, enculturation, culture traits,
cultural borrowing, cultural diffusion,
technology, acculturation, ethnic groups,
cultural diversity, democracy, monarchy,
rights, oligarchy, dictatorship, developed
countries, developing countries, subsistence
farming, free enterprise, border, empire,
colony, sub regions, cultural regions, slash and
burn, terraces, social classes, diversify, invest,
mutual defense, free trade zone,
What is a land region?
What is the effect of Europeans on
South American culture?
What are the effects of cooperation a
diversification on the economies of
South American nations?
What resources make a country a rich
and special?
How does a range of climates make
regions different from each other?
How do people modify the natural
environment to meet their needs?
STAGE 2 – ASSESSMENT EVIDENCE
List performance tasks or project, quizzes, graded assignments, prompts, etc. Include
the rubrics you use to evaluate the performance tasks.
Social Studies Concepts.
Team work.
Oral reports
Region project.
Tests
Quizzes and worksheets
STAGE 3 – LEARNING ACTIVITIES
Consider the type of knowledge (declarative or procedural) and the thinking skills
students will use.
Social Studies
1. Students will use reading comprehension strategies while reading about different topics
such as: population and settlement; cultures and societies; government and economies
2. Students will give oral presentations about places and societies around the world in
South America such as The Incas, Atacama desert, Amazon river, Amazon rainforest,
The Pampas, etc
3.
Apply team work skills in the development of projects (Tribes)
Art
Student will make arts and crafts related to South America.
Quetzal (South America) using toilet paper rolls and recycled paper
Magazine about the Incas
Paper quilt craft (Mexico) using different designs of the country
INSTRUCTIONAL MATERIALS AND RESOURCES
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Social Studies notebook
Harcourt Social Studies (World Regions)
Chapter 2 Patterns of life
Lesson 1 Population and settlement : Pages 52-57
Lesson 2 Cultures and Societies: Pages 60-65
Lesson 3 Government and Economies: Pages 68-73
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Chapter 7 South America
Lesson 2 Cultures and Lifeways: Pages 230-237
Lesson 3 Building a Future: Pages 40-243
Project Famous Places around South America (the students will use books,
encyclopedias, internet, atlases, etc
Construction paper, newspaper, paper, cardboard
Geography books
Teacher overhead projector
Globe
Markers, colored pencils and crayons
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Paint
Paint brushes, glue, scissors, transparent/masking tape
Recycled paper
Paper tubes
Magazines
Reflections
The students enjoyed learning about culture concepts and traits of some regions.
We covered 70% of the unit plan but we will continue studying cultural traits and
famous places around the world.
We started to do the arts and crafts that represent different cultures but we covered
only 50%of the projects because it took a long time to finish them, but we will do
some more during the last term because we will still work on the same topic.