Mrs.

Social Studies
Martinez Long Range Plan
PS3 2019 Grade 3 Curriculum
Overview Grade 3 students will investigate life in four diverse communities around the world. The contemporary communities examined will
be drawn from India, Tunisia, Ukraine and Peru. Students will inquire into how geographic, social, cultural and linguistic factors
affect quality of life in communities in the world. Students will enrich their awareness and appreciation of how people live in other
places. Their understanding of global citizenship will be further developed and they will recognize Canada's involvement in other
parts of the world.
Rationale Grade 3 provides opportunities to explore the defining and diverse nature of communities around the world. There will be an exploration of how common
human needs are met and how they contribute to quality of life. Grade 3 also introduces students to global citizenship.
See below for terms and concepts.

Unit Dates Learning Materials/ Activities Teaching Differentiation/ Evaluation

Objectives Resources Strategies Accommodations Assessment tool
(Please see table on last (IPPs listed resources on
page for more resources below) pg.277 of textbook
organized by category)
Ukraine 3 weeks GLO 3.1: -kidrex.org (search -introduction to -technology -flexible grouping Formative: KWL
January Communities in the engine) Ukraine integration -extension chart, thumbs
7-22 World -The Canadian Atlas language ex. Research/ activities such as up/down, self-
Students will Online -reading and scavenger hunt on becoming student eval worksheets
demonstrate an KidWorldCitizen writing activities kidrex.org, explore leaders in helping
understanding and -Ukraine easter egg (worksheets and Ukraine on google other students Culminating
appreciation of how -Facts about Ukraine booklets were maps -check for Tasks:
geographic, social, -Ukrainian settlement in provided by TA) -higher level understanding at -Postcard from
cultural and Canada -make a pysanky thinking: make use the end of class Ukraine
linguistic factors Hoping to use my VR (easter egg) of “Critical Thinking -teacher student
affect quality of life (virtual reality device) to -color Ukraine Questions Flipbook” interviews allows
in communities in have the kids explore on world map -practice teacher- me to check-in
India, Tunisia, Ukraine “in person” - in (that will be for class “lecture” no with current
Ukraine and Peru process of setting this up the following 2 more than 5-8 student needs and
SLO 3.1.2 - examine with google expeditions countries too) minutes per class- better direct
the social, cultural learning/ identify
 and linguistic Factbook – opportunity -book on get the students themes and
characteristics that for online student Ukrainian engaged! preferences and
affect quality of life inquiry festivals Literacy integration which methods of
in communities in -review game -graphic organizers instruction suit
other parts of the -postcard from (mind maps, KWLH, their ability
world Ukraine (pg. 54) thinking map, -incorporate
SLO 3.1.3 - examine fishbone, 5Ws of multiple learning
the geographic photo analysis, modes in each
characteristics that sketch map, lesson: visual,
shape communities structured tactile, auditory,
in other parts of the overview, who kinesthetic. Having
world knows who grid, a variety will
SLO 3.1.4 - examine consequences increase the
economic factors wheel) likelihood that a
that shape -cooperative lesson can be
communities in learning (group grid, effective/ valuable
other parts of the rally drive, freeze in some way to a
world frames, jigsaw, student
Peru 7 weeks GLO 3.1: -kidrex.org (search -Peru Mystery Pictionary, segment - self-assessments: Formative: KWL
January Communities in the engine) Box (unveiling of chart) encourage chart, thumbs
28- World -The Canadian Atlas the unit) -Writing and students to use up/down, self-
March Students will Online critical inquiry: presenting their eval worksheets
15 demonstrate an KidWorldCitizen What is quality information (feely metacognition and (I have these
(8 weeks understanding and Video (Travel Kids) of life? -→ bag, word shapes, encourage them to stored in my
including appreciation of how Video (National concept lesson surveys, picture know their binder to be
reading geographic, social, Geographic- Geology) (pg.77) interpretation) challenges and photocopied)
week) cultural and Books: Kusikiy by -KWL chart -Oral and visual face them in the
linguistic factors Mercedes Cecilia, -cross- activities (carton next class
affect quality of life Exploring Peru with the disciplinary: art drawing, passport Accommodation Culminating Task:
in communities in FIVE themes of project books, picture ideas: If I Put Peru in
India, Tunisia, Geography by Jess (“Texture dictation, vox pop) -use audio Snow Globe
Ukraine and Peru Crespi Textiles”) (Ex.) -cross-disciplinary: recordings instead
SLO 3.1.2 - examine VR device (personal -concept lesson Peruvian art project of text
the social, cultural belonging) on “cultural
and linguistic Peru-in-a-Box kit (with geography” and -work with fewer
characteristics that follow along “thinking items per page
affect quality of life worksheets spatially” -write and present
in communities in Critical Thinking (details on pg. instructions orally
other parts of the Questions Flip 47 in The -give outline of a
world book Anthology of lesson
SLO 3.1.3 - examine Textbook: The Anthology Social studies” -make a table of
the geographic of Social Studies textbook “math facts” (KWL:
characteristics that ***5 themes of -explore a What do I know?
shape communities geography, pg. country Student
in other parts of the 48-49 -geographically empowerment,
world The Canadian Council for by studying food continuously add
SLO 3.1.4 - examine Geographic (pg. 50 of to it, build
economic factors Education textbook) confidence)
that shape I hope to have my -VR tour of Peru -different types of
communities in archeology -visit from chairs are available
other parts of the professor Shawn Bubel, in the class
world (Shawn Bubel) archaeologist -give more time to
come in and (preparatory process oral
teach the resources for directions or
students about fieldtrips/ complete work
archeology in visitors: pg. 181 (Draiden)
Peru, and how of textbook) -give frequent
archeology can -colour a map breaks
tell us how -answer fewer
people lived questions/ give
(currently in more time
email (preserve sampling
correspondence) validity tho*)
Factbook – opportunity
for online
student inquiry
 Unit Dates Learning Materials/ Activities Teaching Differentiation/ Evaluation
Objectives Resources Strategies Accommodations
(Note any IPPs)

Tunisia 5 weeks GLO 3.1: Books: Tunisia by Anna -jigsaw group -technology (see above) Formative: KWL
March Communities in the Carew-Miller activity integration chart, thumbs
18 – World Link for teacher -online research ex. Research/ up/down, self-
April 18 Students will education activities scavenger hunt on eval worksheets
demonstrate an Tourist Video: Enjoy Life (student led) kidrex.org, explore
understanding and in Tunisia (KWL to Ukraine on google Culmination
appreciation of how -kidrex.org (search introduce the maps Task: Travel
geographic, social, engine) unit) -higher level Brochure for
cultural and -The Canadian Atlas -connection to thinking: make use Tunisia
linguistic factors Online student-interest: of “Critical Thinking
affect quality of life KidWorldCitizen Star Wars Questions Flipbook”
in communities in Ntl Geographic video on -photograph -practice teacher-
India, Tunisia, Camels analyzing: class “lecture” no
Ukraine and Peru Factbook – opportunity pg.160 of more than 5-8
SLO 3.1.2 - examine for online student textbook minutes per class-
the social, cultural inquiry -continue get the students
and linguistic coloring our engaged!
characteristics that maps Literacy integration
affect quality of life -graphic organizers
in communities in (mind maps, KWLH,
other parts of the thinking map,
world fishbone, 5Ws of
SLO 3.1.3 - examine photo analysis,
the geographic sketch map,
characteristics that structured
shape communities overview, who
in other parts of the knows who grid,
world consequences
SLO 3.1.4 - 3.1.4 - wheel)
examine economic
 factors that shape -cooperative
communities in learning (group grid,
other parts of the rally drive, freeze
world frames, jigsaw,
Pictionary, segment
chart)
-Writing and
presenting
information (feely
bag, word shapes,
surveys, picture
interpretation)
-Oral and visual
activities (carton
drawing, passport
books, picture
dictation, vox pop)
-cross-disciplinary:
Peruvian art project

Resources organized by
Theme Link/ Information
Geography The Canadian Council for Geographic Education
The Canadian Atlas Online
National Geographic
World Census Map
Machu Picchu virtual tour
 Language

Culture National Geographic

Wordpress
KidWorldCitizen

Other NAWMAL (animated presentations)

Epals
Analyzing photographs with students: textbook pg.160
Pearson SS Activity Ideas
SS Teaching Strategies
Critical Thinking Critical Thinking Consortium
-tools for thought
-critical challenges
-critical challenges across the curriculum

Demographic of Students as provided by TM:

-Draiden: cerebral palsy, wears braces, socially isolated but mother requested he practice independence in class. Be diligent about getting him
the supplies he needs to get ready and working in math class!

-Tristan: power struggle, collects checkmarks throughout the day that eventually earn him a break with the EA. Will need lots of check-ins during
class. Give heads up on class schedule and where we are headed to next- needs extra time to adjust

-Ben: cannot work in groups with Tristan – be aware of that during math centers

-Madix: values teacher attention and affirmation. Be diligent about check-ins with him

-Chloe: currently learning at KG level. Will need lots of teacher student interviews and lots of support through worksheets and centers
Terms and Concepts

equator, export, global, global citizenship, goods, hemisphere, import, poles, quality of life, relative location, resources,
services

General Outcome 3.1 General Outcome 3.2

Communities in the World Global Citizenship

Students will demonstrate an understanding and appreciation Students will demonstrate an understanding and
of how geographic, social, cultural and linguistic factors affect appreciation of Canada's roles and responsibilities in global
quality of life in communities in India, Tunisia, Ukraine and citizenship in relationship to communities in India, Tunisia,
Peru. Ukraine and Peru.

Local and Current Affairs

In order to allow opportunities for students to engage in current affairs, issues and concerns of a local nature, the program of
studies provides the flexibility to include these topics within the time allotted for social studies.
Benchmark Skills and Processes

The following benchmark skills and processes are provided here as outcomes to be achieved by the end of Grade 3.

Dimension of Thinking

critical thinking and creative thinking evaluate ideas and information from different points of view

historical thinking correctly apply terms related to time, including past, present, future

geographic thinking create and use a simple map to locate communities studied in the world

decision making and problem solving apply new ideas and strategies to contribute to decision making and problem solving

Social Participation as a Democratic Practice

cooperation, conflict resolution and demonstrate cooperative behaviour to ensure that all members of the group have an
consensus building opportunity to participate

age appropriate behaviour for social participate in projects that improve or meet the particular needs of their school or
involvement community

Research for Deliberative Inquiry

research and information make connections between cause-and-effect relationships from information
gathered from varied sources

Communication

oral, written and visual literacy organize and present information, such as written and oral reports, taking particular
audiences and purposes into consideration

media literacy compare information on the same issue or topic from print media, television,
photographs and the Internet