Unit 4: People

and the
Environment

Sydney MacRae
Critical Inquiry Unit Plan 3600
Presented to: Amy von Heyking
March 4th, 2018
 Unit Rationale

This unit addresses the concept of physical geography and how it impacts

people’s lives. I approach this concept through a critical inquiry approach. This unit lasts

roughly two weeks; it includes many different formative assessments and one final

summative assessment that is carried out throughout the length of the unit. This

summative assessment is a pair’s activity titled, “The Travel Look Book”. This

assignment is a compilation of four travel brochures of each assigned community. This is

to demonstrate that each community is different and that where people live, does impact

how people live. Social Studies is a subject that provides teachers the opportunity to

teach in a multitude of ways and with many different strategies. Within this unit, it

reflects many of the key concepts that are essential to the grade 3 curriculum. Students

are able to demonstrate their skills and knowledge through a variety of options:

Geographic thinking, critical and creative thinking, media literacy and visual and oral

literacy skills.

Students are to explore their understandings through various case study

communities: India, Peru, Ukraine and Tunisia. This is to help them understand an

appreciate for quality of life, and gives them an opportunity to compare their life in

Canada to each community individually. Students will learn about the different regions

that are attributed to each community. They will explore how they relate to Canada, and

how they are different. They will also explore how these communities relate to one

another. After learning about the differences of environment within the communities,

students will then try to find an understanding of how these environments affect and
impact the way people live. They will gain this understanding through various literary

outlets; mainly picture books, information texts and video.

The main strategy I implemented within the first few lessons of this unit is

concept attainment. I chose this concept strategy because I did not want to revel the

concept in which they were learning right away. I wanted to give them examples of the

concept in a form that they are familiar with as an example and non-example format.

Which then, I have the student’s proceeds to channel this newly created insight on the

assignment communities. This is to help the students gain a deeper understanding of the

concepts at hand, and to try to limit confusion. Which I hope will make the lessons more

meaningful, as it will give the students a sense that they are guiding their learning, and

answering questions before I have even have asked them. Thus growing their confidence

and sense of achievement.

 Unit Planning Organizer
Subject: Social Studies Grade: 3 and GLO: 3.1 Communities in the World

Unit/Topic: Unit Four: People and the Environment

Unit Duration: 11 classes

1. Unit Overview – Critical Inquiry Question

How does where people live, impact how they live?

2. Focusing Questions for Lessons (Related questions)

 Where on a map, are the communities? (India, Peru, Ukraine and Tunisia)
 Where are these communities in relation to Canada?
 To what extent does each communities adapt to the different environments and
climates?
 To what extent have the communities changed the way they live in regards to the
changing environment?
 In what ways do each community show concern about their environment?
 To what extent does the environment influence the activities that occur within
each community?
3. SEE-I of Key Concept for Unit
State:
Physical Geography
- Pertains to the notion of how the environment and the climate affect individuals
and the way in which people live their lives based on their physical location.
- Each community (Peru, India, Ukraine and Tunisia) are located in a different area
of the world. Because of this, they each have a different environment and climate.
These differences play a role in how the different communities live, operate,
gather resources and respond to natural events.

Explain:
In order to understand this concept, the students will first need to understand the meaning
of environment- that depending on the weather and climate, it plays a role on how people
live. Students will also have to understand the concept of distance. They will need to
know that these case study communities are located in a different area than Canada, so
that is why their lifestyles are, and will be different than the ones they have here in
Canada. That being able to develop a sense of representation and location.

Exemplify:
India: Contains three different regions. Northern Plans Region: Farming is dependent on
the Monsoon; that is how this region gets rain. Mountain Region: Includes the Himalayan
Mountains. Summers are cool, and in winter there is lots of snow. Southern Region:
Deccan Plateau, this region receives lots of rain. Climate is warm and plenty of rainfall
and sunshine.
Peru: Contains three different regions. Costal Region: Contains many of the regions
cities. LOTS of fish. The coastal plain is hot and dry. Many have to use the river water to
irrigate land. Mountain Region: Includes the Andes Mountains. People build terraces near
bottom to help the soil from washing away. Higher up, climate is cold but gets warmer
the lower you go down the mountain. Rain Forest Region: Its climate is very hot and wet.
There are many rivers and the forest is thick with trees.

Ukraine: Contains two different regions. Steppe Region: This region contains the world’s
best soil for growing crops. Mountain Region: Summers are warm and rainy and winters
are cool and sunny. Often have to worry about floods and landslides.

Tunisia: Contains three different regions. Costal Plain: the climate is warm for most of
the year. This area is also very dry. They face a drought every 3-4 years. Mountain
Region: This region is mild and rainy. Cork oaks grow here. Wheat is grown too. Desert
Region: This is part of the Sahara. It is dry and very hot. Wood from palm trees is very
popular.

Illustrate:

4. Specific Learning Outcomes for Unit (assessed by culminating task)

Knowledge:
3.1.3- examine the geographic characteristics that shape communities in other parts of the world
by exploring and reflecting upon the following questions for inquiry:
3.1.3.1: Where, on a globe and or/map are the communities in relation to Canada?
3.1.3.2: In what ways do the people in the communities depend on, adapt to and change the
environment in which they live and work?
3.1.3.3: In what ways do the communities show concern for their natural environment?
3.1.3.4: How does the physical geography influence the human activities 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.
3.2.1- Appreciate elements of global citizenship: recognize how their actions might affect
people elsewhere in the world and how the actions of others might affect them. Respect
 the equality of all human beings.
Skill:
Geographic thinking – This is demonstrated in each lesson by having to locate each
community on the map and compare that location to one another, and to Canada.
Critical thinking and creative thinking- Students demonstrating this skill by critically
figuring out what they key environment attributes are for each community. They are also
creatively thinking on how each community connects, and differ from one another.
Oral, written and visual literacy- This is demonstrated through the teaching of the
content using books, maps, videos, and class discussions. Students will be making travel
brochures to demonstrate their visual understanding as well as their written
understanding. I will also ask students separately of their understanding of the content
verbally as well, to include oral literacy.
Media Literacy- Students are to use video’s to interpret and understand material.

Lesson Overview

Week: Monday Tuesday Wednesday Thursday Friday

1 Day 1: Chapter 5 Day 2: Day 3: Day 4: Day 5:

Introduction! “What is the “What is India’s “What is Peru’s Compare Peru and
 “Where is our importance of the environment, and environment, and India’s
community? Why is environment?” why is it important why is it important environment.
location important?” >Review where each to their way of to their way of “How is Peru and
>Talk about of the communities life?” life?” India the same, and
Canada. (Peru, India, Tunisia >Read Monsoon >Discuss the how are they
>Have students find & Ukraine) and follow the different attributes different?”
Canada on the world are located. Have activity guide. within the varied >ACTIVITY: Look
map. Discuss students find and >Discuss the vast climates and over the travelers
whether or not it is locate them on the differences within environments guide for each
in a cold climate, or world map. India. The three within Peru. community, add in
warm climate. >Discuss how each different climates >Fill out the additional
>Is it North or community is that are within traveler’s guide! information based
South? different based off India. >Read book based on the images from
>What is the location and Fill out the on Peru: on Inca’s Community
environment? climate and how that traveler’s guide! or Tomasino: a activity and other
>What is our effects the child in Peru. resources they have
environment? environment. Outcomes: 3.1.3.1, observed.
>How does the >PRE- 3.1.3.2, 3.1.3.4. Outcomes: 3.1.3.1, >Create a Venn
environment ASSESSMENT 3.1.3.2, 3.1.3.4. Diagram that
(Colder, Dry.. ACTIVITY: “Where depicts the
Windy) How does it is the Community?” comparisons for the
impact our life. >We will also re-do two communities.
>Read Hockey Tree this activity later to
to give students an see growth. Outcomes:
idea of how our 3.1.1, 3.2.1 and
environment affects Outcomes: 3.1.1, 3.1.3.3
the way we live. 3.1.3.1
(The sports we play,
how we dress, how
we adapt to fishing).

Outcomes: 3.1.3.1,
3.1.3.2 and 3.1.3.4 in
relation to Canada.
2 Day 6: Day 7: Day 8: Day 9: Day 10:
Travel Brochure! What is Ukraine’s “What is Tunisia’s Compare both Travel Brochure!
>Complete environment, and environment, and Ukraine and Complete
summative why is it important why is it important Tunisia summative
assessment portion, to their way of life? to their way of How is Ukraine assessment potion,
for India & Peru. Discuss the different life?” and Tunisia the for Ukraine and
>Have students in attributes within the Discuss the same, and how are Tunisia.
pairs; create a travel varied climates and different attributes they different? >Have students in
brochure for each environments within within the varied >ACTIVITY: Look pairs; create a
community. Ukraine. climates and over the travelers travel brochure for
>They will draw >Watch YouTube environments guide for each each community.
pictures on their video on Ukraine’s within Tunisia. community; add in >They will draw
sheet, and write environmental >Watch video on additional pictures on their
 down a quick attribute: steppes. the uses of camels information based sheet, and write
description of each https://www.youtube in Tunisia. on the images from down a quick
climate. .com/watch?v=- >Fill out the Community description of each
>they will be tN4XuYkFss traveler’s guide! activity and other climate.
assessed based on >Fill out the resources they have >they will be
their written work on traveler’s guide! observed. assessed based on
the brochure, as well >Create a Venn their written work
as very description Outcomes: 3.1.3.1, Outcomes: 3.1.3.1, Diagram that on the brochure, as
each student will 3.1.3.2, 3.1.3.4. 3.1.3.2, 3.1.3.4. depicts the well as very
give individually. comparisons for the description each
two communities. student will give
Outcomes: 3.1.3, individually
3.1.1 Outcomes: 3.1.1,
3.2.1 and 3.1.3.3 Outcomes: 3.1.3,
3.1.1
3 Day 11: LAST DAY
Re-do “Where is the
Community”
>See how far we
have grown and
where we have went!
Finish up what we
have not finished
regarding the
summative
assessments.

Outcomes: 3.1.1,
3.1.3.1 and 3.1.3.4
 Summative Assessment
Travel Brochures for a Travel Look Book

Students will work in pairs to create a brochure for each community. The
brochure will represent the different climates and environments that are
represented within each community. They will draw and explain what they
have identified as the key attributes within each community.
This is an assignment that will be ongoing throughout the unit.
I will also be walking around with a check –list that will individually assess
the students as well.

- The brochure will include all different attributes (climates and

environments) within the community.
- The climates described are correctly associated to the selected
community
- There is an array of images for each climate with a brief description
for what is drawn above.
- Students will be responsible to have added colour to the brochure as
well.

I will have created a brochure of Canada as an example for the students to

follow, and to gain an understanding for the expectations for their brochure.

The students will be marked and graded from the checklist rubric attached
below. This will come from the brochure its self, as well as mini conferences
that I will have with the students individually, to assess the understanding
outside of the group context.

Travel Brochure!
As you have learned, places around the world are very
different from each other! India, Peru, Ukraine and
Tunisia each have their own specific climate and
environment that makes their community and way of life
special and unique.

I want you to work in pairs within your table and make a

brochure for each community to demonstrate the different
climate and environment that is within each community.
You will include both text (words) and visuals (pictures) to
showcase the community and its environment!

By the end of the unit, you will have created a brochure of

each community!

You will be working on this throughout the entire unit. I

will give you plenty of class time to get these brochures
completed.

Ukraine
 Travel Tunisia Brochure
Checklist

Yes! I’ve got it Not yet

Are all regions located in the
community covered and
mentioned within my brochure?

I can explain how different

climates and environments affect
the way people live in this
particular region ?

The regions and countries are

spelt correctly?

Did I include both text (words) and

visuals (pictures) in my brochure?
Do these pictures relate to what
my brochure is about?
 Annotated Bibliography

Burland, C. A. (1968). Peru Under the Incas. New York: Putnam.

This is an informational text that depicts more of a historical aspect of how people in
Peru live in accordance to their environment. It will be used for research purposes to give
students more examples of varied environments in Peru and how people change those
environments for how they live and work.

Giraud, H. (2005). Tomasino: a child of Peru. Detroit, MI: Blackbirch Press.

Tomasino: a child of Peru is a picture book. This book will be presented to the students
to gain a further understanding of how the environment affects those who live in Peru,
but from the perspective of a child. It is a great source because it is perspective of a child
rather than just from the textbook or an informational book.

Krishnaswami, U., & Akib, J. (2003). Monsoon. New York: Farrar, Straus, Giroux.
Moonsoon is a picture book, which demonstrates a child perception of how a Monsoon
in India affects their daily life. This highlights one of the key environmental factors
within India, as depicted within the POS. Helps gain a further understanding of the
environment and how individuals depend, adapt and change the way they live and work
due to the environment.

Learn Alberta (2014). Where Is the Community? Retrieved March 02, 2018, from
http://www.learnalberta.ca/content/ssoc3/html/whereisthecommunity_cc.html
Where is the Community? Is an outline of a lesson plan from the Learn Alberta Critical
Inquiry Consortium. I have used attributes of this lesson plan as a Pre-assessment tool, as
well as a post-assessment tool. This use to be used to demonstrate growth and
understanding within the unit. Both as tool for the students, and myself.

Ward, D., & Deines, B. (2008). The Hockey Tree. Toronto: Scholastic Canada.
Hockey Tree is a picture I will use to help the students gain a local understanding of the
importance of the environment from a Canadian perspective. How the
weather/environment impacts the way in which we dress, use transportation and alter our
daily lifestyles. This is to set a reference point for when we dive into the other four
communities.

B Wild. (2017). Disappearing Beauty of the Last Seaside Steppe in Ukraine.

https://www.youtube.com/watch?v=-tN4XuYkFss
This video represents the steppe landscape that is located within Ukraine. It depicts not
only a representation of what this landscape looks like, but it also notes how the
community is showing a concern for natural steppe landscape. Thus encouraging
conversation both through media, and orally.

National Geographic. (2018). Tunisian Camels.

http://www.2learn.ca/kids/listSocG3.aspx?Type=2
This video demonstrates how the individual in Tunisia have adapted to their
environment- specifically through the use of camels for the need of transportation. The
video also gives a good depiction of the desert landscape and mentions the attributes of
the desert climate, thus making it an excellent resource to help gain a visual
understanding.
 LESSON PLAN #1
Subject: Social Studies Grade: 3 Date: March 12th, 2018
Critical Inquiry Question: How does where people live, impact how they live?

Lesson: 1 Time: 60 minutes

SLOs: From the Program of Studies
3.1.3.1: Where, on a globe and or/map are the communities in relation to Canada?
3.1.3.2: In what ways do the people in the communities depend on, adapt to and change
the environment in which they live and work?
3.1.3.4: How does the physical geography influence the human activities in the
communities?

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of

lesson procedure, but an indication of what students will know or be able to do by the end
of the lesson).
Knowledge:
 Students will know where Canada is on the map.
 Students will know the terms environment and Climate.
 Students will know the environment of Canada, and understand that it is different
based on your location on the globe.

Skill:
 Students will be able to identify where Canada is on a world map.
 Students will be able to explain how your environment changes based on your
location. That depending on where you live, your climate will be different and
present different opportunities.

Key Questions:
Where is our community?
How is location important?

Materials:
- SMART presentation (attached separately, titled “Environment 1”
- Hockey Tree
- Hockey Tree worksheet
- Red, Green & Yellow cups
Preparation:
- Have SMART presentation open at start of lesson
 - Print off copies of Hockey Tree assignment
- Bring Hockey Tree to class
Adaptations:
- For students who cannot write in full sentences for worksheets, allow them to
write in bullets or point form.
- Any words or sentences the students will need to write down, will be on the
SMART board already within the presentation, so they will know the spelling,
grammar and sentence structure in advance.
- Those who need extra time to complete assignment can have the opportunity to
have notes of the presentation printed off if they do not finish completing the
worksheet in time for class.
- Everything that will be said, will also be written on the board giving students an
array of opportunities to retrieve the information.

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and
conclusion to clarify the flow of the lesson.)
Talk about Canada
Introduction: 10 mins
- Firstly, have students try and find Canada on a world map.
- Have each table give an example of what makes Canada unique or special.
Body: 40 mins
- Follow along to the SMART presentation.
- Have students figure out if Canada is North or South? And what does that
represent.
- Have students define and explain what environment is. Have each table group
give an example of Canada’s environment.
- Once students give an example, ask them how that environmental factor affects
our daily life.
- Gather students up, and have them go to the carpet to read a story
- Explain to the students that I will be reading a story. They are to sit quietly on the
carpet and listen. They must sit, keeping their hands to themselves and try not to
talk; this is to ensure respect and staying within their own little space.
- Read Hockey Tree.
- Ask students to explain what happened? What was represented within the story-
through words or illustrations that can represent environment.
- As well, how the environment has impacted lives of Canadian.
Conclusion: 10 mins
- Have students return back to their desks. They will find each table they has been
given a red cup, yellow cup, and green cup.
- With this, do the formative assessment activity listed below.
Assessment:
Within the conclusion, students as a team table will discuss and decide how well they
understand the two main concepts: How important is location to different environments?
How does the environment affect how people live? Based on the cup they raise, they will
have to answer why they choose that cup. For green, they will have to answer the
questions. For yellow, they will answer the question they understand, and ask a question
about the question they don’t understand and for red, they will ask a question about the
concepts they do not know.
Thus demonstrating their knowledge and giving me back formative feedback.
LESSON PLAN #2
Subject: Social Studies Grade: 3 Date: March 13th, 2018
Critical Inquiry Question: How does where people live, impact how they live?

Lesson: 1 Time: 60 minutes

SLOs: From the Program of Studies
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.
3.1.3.1: Where, on a globe and or/map are the communities in relation to Canada?

Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of

lesson procedure, but an indication of what students will know or be able to do by the end
of the lesson).
Knowledge:
- Students will know where each community (India, Peru, Ukraine and Tunisia) is
located.
- Students will know that each community is located in a different part of the
world; therefore each will have a different environment.

Skill:
- Students will have an understanding of why each location is to have a different
environment
- Students will gain a beginning understanding that based off of the environment of
the community; the environment will impact the way in which people live.

Key Questions:
What is the importance of the environment?
Where are each community located?
How does location change the environment?
In what way does the environment affect the way in which people live?

Materials:
- SMART presentation (attached separately, titled “Environment 2”)
- The photographs for the activity (attached separately, titled “Where is the
community photos”
Preparation:
- Ensure the presentation is working and on display at beginning of lesson
- Each photo is accounted for, and up front for beginning of lesson. T
 - That each set of photos are laid out mixed up based the number written on the
back (1-5). The numbers represent the different communities; Canada, India,
Peru, Ukraine and Tunisia.
Adaptations:
- Everything stated in class will be represented on the SMART Board as well. This
giving multiple variety of gaining the information.
- Each student will be able to select a photo (individual participation), as well we
will decide which location the photo will go- which community do we believe it
belongs to. This will be placed in a particular aspect of the classroom as a whole
class.

Lesson Procedure:

“What is the importance of the environment?”

Introduction: 10 mins
Review from last class
o Begin the lesson by reviewing where Canada is on the map. Have one student
volunteer to show class where this is.
o After student successfully locates Canada, ask how the environment changes the
way we live. Ask for 3 examples based off of the class previously.
o Transition into body: Where are the other communities located in relation to
Canada?
Body: 45 mins
o Begin by showing, or if any students know, demonstrating where India, Peru,
Ukraine and Tunisia are located.
o Have mini class discussion: talk about location: since each location will have a
different climate why is that important? By having a different climate, does that
effect the environment of each location? How? Will the different environments
affect the way in which people live?
o Play “Where is the Community?” Activity.
o Have students start by taking a seat on the carpet
o Have students select a photo individually, Each to take a guess of where in the
world it would fit on our list of communities based on the environmental and
climate clues presented.
o Once they select a location, have them give a quick response as to why they
selected the location.
o Do as many as possible, hopefully will have enough time for each student to
select one.
Conclusion: 5 mins
o After each student has selected a photo and given a mini statement, take a photo
of each grouping. Tell students we will use this as a guiding tool to demonstrate
how much they will learn within this unit.
o Have students help clean up the photographs by collecting one and handing it
back to me on their way back to their seat. Have them get ready for the next class.
Assessment:
Students will participate in “Where is the Community” Pre-assessment activity. This will
show me the prior knowledge of the students, and which areas might need more focus.
Based on each student’s individual answer of their location selection, it will be my
formative assessment tool that demonstrates the students understanding of the connection
between location and environment.