Unit Planning Organizer

Subject __Social Studies______________________ Grade____3____________

Unit/Topic _Communities in the World

_______________

Date and Unit Duration__September November___________________________________

Rationale
Students will engage in a comparative analysis of quality of life in the four countries they
are studying as well as Canada, to make the comparisons more relative. Through analyzing
quality of life, students will engage various topics that relate to it. The unit will begin with
getting a concept lesson about quality of life, then switch into a quick glance at all four countries,
before beginning a comparison.
This unit will be a longer unit, because before students can engage with other outcomes,
they have to have a firm understanding and knowledge about the countries. With this in mind,
more summative assessments will be given throughout, as to not overwhelm the students with
information. The cumulative activity was designed to give students options, to further motivate
and engage them. Additionally the students will have to justify their activity, and connect the
cultural activity to their identity. Before this activity students will have opportunities to engage
with similar activities and make connections to identity.
1. Unit Overview Critical Inquiry Question
How does my quality of life compare to others in the world?
2. General Learning Outcomes for Unit
3.1 Students will demonstrate an understanding and appreciation of how geographic, social,
cultural, and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and
Peru.
3. Focusing Questions for Unit (Related Questions)
-

What is quality of life?

What is a quality of life in India?
What is a quality of life in Tunisia?
What is quality of life in Ukraine?
What is quality of life in Peru?
How does our quality of life affect how we identify ourselves?
How do communities remember and share their past?

4. Key Concepts for Unit

Quality of Life
5. Specific Learning Outcomes for Unit

Knowledge:
3.1.2 Examine the social, cultural and linguistic characteristics that affect quality of life in
communities in other parts of the world by exploring and reflecting upon the following questions
for inquiry:
-

What determines quality of life?

How does daily life reflect quality of life in the communities (e.g. employment,
transportation, roles of family members)?
How does access to public services affect the communities (e.g., hospitals, schools,
libraries, transportation systems)?
What are the traditions, celebrations, stories and practices in the communities that connect
the people to the past and to each other (e.g., language spoken, traditions, customs)?
How is identity reflected in the traditions, celebrations, stories and customs in the
communities?

Attitude:
3.1.1 Appreciate similarities and differences among people and communities:
-

Demonstrate an awareness of and interest in the beliefs, traditions and customs of groups
and communities other than their own.

Skill:
3.S.1 develop skills of critical thinking and creative thinking
-

Evaluate ideas and information from different points of view

Choose and justify a course of action

Generate original ideas and strategies in individual and group activities

3.S.8 Demonstrate skills of oral, written and visual literacy:

-

Organize and present information, such as written and oral reports, taking particular
audiences and purposes into consideration
Listen to others in order to understand their points of view
Interact with others in a socially appropriate manner
Create visual images for particular audiences and purposes
Use technology to support and present conclusions

6. Culminating Task Description

Students will be presented with four different activities that represent all four countries.
1. Pysanka (Ukrainian Easter egg)
2

2. Cricket (India)
3. Sapo (Peru)
4. Kharbga (Tunisia)
They will have the choice to pick one of the options, and will be presenting their work to the
class. This can be done as a group or individual activities. They will have to present the cultural
activity as well as justifying their choice, and how the activity ties into the cultural identity.
Students will complete a peer feedback and self-evaluation.
7. Possible Learning Activities
1.
2.
3.
4.
5.
6.
7.
8.

Quality of life- slip organization

Pen Pals
Travel Brochure
Novel Study- The Miraculous Journey of Edward Tulane
Ukrainian Dance
Potluck
Venn Diagram
Inca Houses

8. Assessments
-

Novel Study Question related to quality of life

Activity Presentation
Unit Test
Anecdotal notes
Observations
Rubrics

9. Resources
-

Miraculous Journey of Edward Tulane (Bailie test questions)

Google Earth
Many Voices
Fly Away Home by Eve Bunting
If the World were a Village by David J Smith

http://www.ehow.com/info_7975944_peruvian-childrens-games.html

Content

Level of Cognitive Demand

Remember

3.1.1 Appreciate similarities and

differences among people and
communities:
- Awareness of and interest in the
beliefs, traditions and customs of
groups and communities other
than their own.

Understand

Apply

Analyze

Evaluate

Create

Demonstrate
(Presentation)

3.1.2 Examine the social, cultural and

linguistic characteristics that affect
quality of life in communities in other
parts of the world by exploring and
reflecting upon the following questions
for inquiry:
- What determines quality of life?

How does daily life reflect

quality of life in the
communities (e.g.
employment, transportation,
roles of family members)?
How does access to public
services affect the
communities (e.g., hospitals,
schools, libraries,
transportation systems)?
What are the traditions,
celebrations, stories and
practices in the communities
that connect the people to the

(Novel Study)
(Unit Test)
(Factors that
influence quality of
life, paper slips)

past and to each other (e.g.,

language spoken, traditions,
customs)?
How is identity reflected in
the traditions, celebrations,
stories and customs in the
communities?

(Unit test)

(Presentation)
3.S.1 develop skills of critical thinking
and creative thinking
- Evaluate ideas and information
from different points of view
- Choose and justify a course of
action
- Generate original ideas and
strategies in individual and
group activities
3.S.8 Demonstrate skills of oral, written
and visual literacy:
- Organize and present
information, such as written and
oral reports, taking particular
audiences and purposes into
consideration
- Listen to others in order to
understand their points of view
- Interact with others in a socially
appropriate manner
- Create visual images for
particular audiences and

(Presentation)

(Presentation)

purposes
Use technology to support and
present conclusions

September
Mon

Tue

Wed

Thu

Fri

1 Social

2 Science

Get to
Know Each
Other

Rock Hunt,
Where are
rocks?

5 Labour
Day

6 Social

7 Science

8 Social

9 Social

Where are
we?

Rock
Description
s

Elements
of map

Class Map

12 Science

13 Social

14 Science

15 Social

16 Science

Minerals vs
Rocks

Mouse to
Cheese

Intro rock
classificatio
n

Pirates
map

Testing
texture,
hardness,
acid test

19 PD DAY

20 Social

21 Science

22 Social

23 Social

Pirates Map

Classifying
Rocks

Quality of
Life
Concept
Lesson

Intro. Novel
Study

26 Science

27 Social

28 Science

29 Social

30 Science

Review

India

Quiz

India

How are
rocks
formed?

October

Mon

Tue

Wed

Thu

Fri

3 Science

4 Social

5 Science

6 Social

7 Social

Layers of the
Earth

Peru

Rock
Cookies/Clea
vage Test

Peru

10
Thanksgivi
ng

11 Social

12 Science

13 Social

14 Science

Ukraine

Soil
Excavation

Ukraine

Why is soil
so
important?

17 Science

18 Social

19 Science

21 PD Day

Weathering
and erosion

Tunisia

How do we
use rocks in
our
community?

20
Learning
Day

24 Science

25 Social

26 Science

27 Social

28 Science

Review

Tunisia

Quiz

Identity
and
Culture

Drilling for
oil activity

31 Sciencespare

November
Mon

Tue
1

Social

Wed

Thu

Fri

Science

PD Day

PD Day

Science

10

Social

11

Remembr
ance Day

18

Social

Intro
Presenting
Activity

7
Science

14
Science

15

Social
Work on
Presentati
on

Work on
Presentati
on

16

Science

17

Social

Social
Review

Unit Test

Presentati
on

21 Science

22

Social

23

Science

28 Science

29

Social

30

Science

24

Social

25

Day in
Lieu

10