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Communities in the World

January 2017. Grade Three/ Four at St. Pauls Elementary. By Ashley Kopustas and
Danielle Fischer.

Table of Contents
Table of Contents 2
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Overview 2

Rationale 3

Essential Questions 3

Unit Learner Outcomes 4

General and Specific Learner Outcomes 4

Assessment Plan 5

Resources and Materials 8

Unit Calendar 8

Modifications (Enrichment, Differentiation) 9

Cross-Curricular Connections 9

Handouts/ Assignment Sheets 10

Lesson Plans 11

Overview
Topic: Social studies - communities in the world
Grade: three
Timeline: 17 lessons, January 9-31
Central Emphasis: Culture and community around the world, what determines quality of life, and
how does quality of life affect others in their day-to-day existence?

Project Overview: Students are to research a country assigned to them for one of two purposes.
1) taking into account culture (identity, leadership, celebrations), quality of life,
leadership/government, and other factors: what do you need to know about living in their
assigned country? See handout for better idea
2) taking into account culture (identity, leadership, celebrations), quality of life,
leadership/government, and other factors: What does Miss Fischer need to know before moving
to your assigned country to teach? See handout for better idea

The groups will each have one country they are responsible for researching and then presenting
to the class. Each group will have a different country and both Miss Fischers class and Miss
Kopustas class will come together for presentations. This way all students will learn about each
of the countries either through research or from each other.

Daily Instruction: Groups will be made based on their ability. Each day they will have time to
either learn about how to do their project or work on it. There will be lessons, based on their pre-
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existing knowledge, on researching, note-taking, presentations, as well as any other topics

students may run into trouble with.

Rationale
By having a research-based project set in a real life situation students will be more inclined to
do thorough research than in a because I said so based project. The project will cover all
general and specific learner outcomes put out by the province of Alberta for this topic.

By having students work in small groups it is easier to monitor that each student is working and
doing their fair share. Having the groups designed to include students of varying academic
strengths together will ensure a higher quality of presentation for all countries. Since the
students will be learning from each other it is important that high quality work is done.

By splitting the countries between the two classes and ensuring each group has their own
country, it means more countries can be covered. It also means there will be less repetition. The
potential downfall is that if the group does not do a sufficient job of researching and presenting,
then they and their classmates will not have the same level of knowledge we expect them to.
We plan to circumvent this issue by monitoring the progress and reviewing with each group
throughout the project so that each major mark is hit. As well, that they are understanding the
material they are responsible for.

Students will have lots of check-in points before they present so that they can be guided along
the way. The instruction will be scaffolded so by the end they should be able to go and find the
information, process it, and find a clear way to present it all on their own.

Essential Questions
What are interesting and positive characteristics of other communities in the world?
What attributes affect a persons quality of life?
What are the similarities and differences between world communities and our own?
For more specific questions of inquiry see GLO/SLO Inquiry questions

Unit Learner Outcomes

By the end of the unit students will:
Be able to identify Ukraine, Peru, Tunisia, India, Japan, and Finland on a world
map
Identify similarities and differences between people around the world
Use their own research to make decisions and plans
Be an expert in one country that they teach their classmates about
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General and Specific Learner Outcomes

Guide: C Citizenship - I Identity - ER Economics and Resources - LPP The Land: Places and
People - GC Global Connections - CC Culture and Community - PADM Power, Authority and
Decision Making - TCC Time, Continuity and Change

3.1 Communities in the World General Outcome 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.
Specific Outcomes Values and Attitudes Students will:

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 (CC)
Knowledge and Understanding; students will:
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? (CC)
How does daily life reflect quality of life in the communities (e.g., employment,
transportation, roles of family members)? (CC, ER, GC)
How does access to public services affect the communities? (e.g., schools, hospitals,
libraries, transportation systems)? (ER, GC, PADM)
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)? (CC, GC, TCC)
How is identity reflected in traditions, celebrations, stories and customs in the
communities? (CC, I, TCC)
How are the various leaders chosen in the communities (e.g., within families, within
schools, within communities, within government)? (GC, PADM)
How are decisions made in the communities? Who is responsible for making the
decisions? (CC, PADM)
How do the individuals and groups in the communities maintain peace? (GC, PADM)
How do the individuals and groups in the communities cooperate and share with other
group members? (C, CC)
How is cultural diversity expressed within each community? (CC, I)

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:
Where, on a globe and/or map, are the communities in relation to Canada? (LPP)
In what ways do the people in the communities depend on, adapt to and change the
environment in which they live and work? (ER, LPP)
In what ways do the communities show concern for their natural environment? (GC,
LPP)
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How does the physical geography influence the human activities in the communities
(e.g., availability of water, climate)? (CC, LPP)

3.1.4 examine economic factors that shape communities in other parts of the world by exploring
and reflecting upon the following questions for inquiry:
What are the main goods and services produced by the communities studied (i.e.,
agricultural activities, manufacturing activities)? (ER, GC)
What goods and services do the communities import from and export to other parts of
the world? (ER, GC)
What are the main forms of technologies, transportation and communication in the
communities? (ER, GC)

Assessment Plan

O Assessments
U
Title Pre- Observa Researc Group Group Passpor Kahoot
T
Assessm tion h on Present Self and t
C ent Country ations Peer
O Eval
M
E Type F F F S F S F
S Weigh N/A N/A N/A of unit N/A N/A
t

3.1.1 x

3.1.2a x x

3.1.2b x x

3.1.2c x x

3.1.2d x x x x

3.1.2e x x x x

3.1.2f x x x x

3.1.2g x x x x

3.1.2h x x x x

3.1.2i x x x x

3.1.3a x x x x
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3.1.3b x x

3.1.3c x x

3.1.3d x x

3.1.4a x x x x

3.1.4b x x x x

3.1.4c x x x

Assessment Tool Overview

Assessment Brief Description For AS OF

Tool Title

Pre- In order to see where students are academically, X

Assessment what they are like, and what they enjoy doing I will
give a pre-assessment. The answers will help me in
developing groups and reworking the assignment as
needed. It will also help guide what kinds of lessons
need to be given in order for them to be successful
in their research projects.

Observation Students will be observed to ensure that they are: on X

task, gathering correct and useful information,
understanding the assignment, and working well as
a group. These observations are just so I can help
where needed and hopefully catch errors before they
get too far into the assignment.

Research on The research on their country will be compiled X

country digitally before their presentation is made. They will
all be using software that is yet to be determined
(perhaps a google doc) so that I can monitor their
research progress easily. I can also help provide
them with links and other useful resources based on
what they have and what they are lacking. This is to
see how their research skills are developing and to
help prepare them for the presentation.

Presentation The presentation is the major summative X

assessment for this unit. Students will have many
options of how they present their country. The
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presentation will need to be easy to understand,

containing correct information, and answering all
required questions. This is not just for the sake of the
students presenting but for the sake of the viewing
students as well.

Passport Students will be given a passport that in fact looks X X

like a small booklet passport. As they travel from
country displays they will get a stamp from the
group presenting. They will also have a section
where they need to answer specific questions about
each country. These passport will be collected to
ensure that students were all receiving the
information. Students who have difficulty with
writing can have digital passports or a short oral
exam where they answer less questions but similar
to the written ones. Passports will be marked
primarily for completion but if the answer given is
completely wrong then the student will need to be
taught the correct answer. They will get their
passports back and have that information to keep.

Kahoot A short quiz will be made using the web application X X

kahoot. Students will be able to take the quiz in this
enjoyable format and it will still give valuable
information about how much the students learned
from the projects. There will be questions about each
country based on the presentations that are given. I
can log who answered what as well as see things like
mean, median, and mode scores.

Rubric for group presentations will be created as a class. We will go over what you need to
know before visiting a place or moving there. We will talk about quality of life and how it is
determined. Then based on the students answers and the specific learner outcomes for the unit
a rubric will be created.

Resources and Materials

Alberta Assessment Consortium - news reporter assignment
Fake websites to demonstrate that not everything on the web is true
Research tips
List of reliable websites for each group
How to find books that are relevant to your topic - library day
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www.Kiddle.co

Unit Calendar
January
Monday Tuesday Wednesday Thursday Friday

9 10 11 12 13
No content - Get P:7 Overarching P7: Pre- P7: Create Groups should
to know questions: what assessment of groups. propose what
students. is quality of life? countries, A lesson on type of
Interest Etc. partners, etc taking notes presentation
inventory, from resources they want to do
general P.8 Danielle do P:8 Mini lesson by today.
relationship mini- on research P8. Give out
building. presentation groups, have Begin gathering
about teaching **Create groups groups meet and resources
abroad : gives tonight brainstorm/
focus to project discuss Hand out
presentation research stuff
type

16 17 18 19 20
Get started with Research, book Research, book Research, book Flex day, finish
research laptops laptops laptops research or
begin projects
Book library If necessary add
again: look at a lesson here
physical about
resources researching to
help them in any
deficiencies

23 24 25 26 27
Creating the Creating the Creating the Flex :maybe Jigsaw day
project project project Jigsaw, start with
passport
distribution

30 31
Jigsaw day Project
culmination:
Kahoot quiz with
passport

Passports due
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Modifications (Enrichment, Differentiation)

Grouping: students will be strategically grouped for their presentations that they
have similar interests and varying abilities. Higher achieving students can work with
lower achieving students to ensure a more even quality of presentations among groups
Students with learning disabilities can be assigned roles that do not cause them
undue difficulty. For example a student who has difficulty reading may be stronger as a
presenter
There are text, visual, and audio research resources available and students will
learn how to access them
The assignment will be given verbally and in text form
Groups who are more inclined can go deeper into the research of their country.
They can go beyond the questions that are mandatory and can also go more deeply into
each of the questions. For example what is quality of life like in your country? can be
answered in a few words or a few books

Cross-Curricular Connections
This project has deep cross-curricular connections with english language arts. Having the
students research, work as a group, and sharing their ideas meets a number of the general
outcomes for ELA and some specific ones. I am not teaching ELA so I am not too worried about
making direct curricular links, but my teacher mentor will know about the project and can choose
if she once to assess the work from a ELA perspective as well.

Handouts/ Assignment Sheets

Name: ____________________________________ Due Date: ___ __________

Communities of the World Assignment

The country I was assigned: __________________________

My groupmates: _____________________________________________________

Option one: Congratulations on your new job! You are a travel agent at a local business. Your
first assignment is to help Miss Fischer. She wants to move to the country your group has been
assigned. It is your job to research the country and help convince Miss Fischer why she should
move there to teach. You will do this by teaching Miss Fischer (and your classmates) all about
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the country and the people who live there. Remember to focus your presentation about being
travel agents.

Option two: Congratulations on your new job! You are one news team that is going to on-site
broadcasts. The country you will be reporting from is the one you have been assigned. You will
need to live there for at least a year while you work there. You want to learn more about the
country before you live there. One of the members of your news team is also very worried
about moving, make sure you try to convince him or her to come with you to your country. You
can present as a broadcast (live or taped) about the country and its people or you can choose
another method that would be useful to convince your coworker.

Please circle which option your group chose.

Whichever option you choose you must include the following topics in your research and
presentation:
What is the quality of life for people who live in your country?
What public services are available? Who are they available to? (hospitals,
schools, government)
What are the traditions, celebrations, stories and practices of people who live in
your country?
How are the various leaders chosen in your country? (presidents, prime
ministers, chiefs)
How are decisions made in the country? (like who is the leader and what are the
rules)
How does your country stay peaceful? Is it peaceful?
Do people depend on their environment to live? How does it change throughout
the year?
Where is your country on the world map (include a picture in your presentation)
What goods and services does your country provide for others?

Optional ways to present:

Scrapbook Trifold display News broadcast Short documentary

Write and act a play Glogster Mixbook Brochure

Create a picture book Make a newsletter Host a game show Blog post

Create an online Make a diorama (with Writing piece (report, Other: just make sure
museum exhibit written explanation) letter to someone, you ask Miss K or
etc.) Miss Fischer before
you start
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Lesson Plans
Subject/Course: Social Studies Name: Ashley Kopustas

Grade Level: 3/4 Date:January 9, 2017 Time: Period 7/8

Topic: Pre-assessment LESSON #1

Materials and Preparation

Create and print social studies specific interest inventory as well as a pre-assessment
Prepare questions to ask during carpet time

Lesson

Intro:
Gather kids on carpet, tell them a few things about me: Calgary, family, pets, grades taught
Ask kids raise your hand if: born outside of Lethbridge, only child, one or more sibling, play a sport,
take part in a school club, others

Body:

Hand out interest inventory/pre-assessment

Closing:
Gather pre-assessments, tell them excited to get to know more about them
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Learning Context

(ii) How will I differentiate the instruction to ensure the inclusion of all learners?
Inventory can be complete by hand or digitally

Assessment

Read through and take specific notes on each child, start a file with info on them and a picture so get to
know them as people not just their grades

Reflection/ Future Modifications

Subject/Course: Social studies Name: Ashley Kopustas

Grade Level: 3/4 Date: January 10, 2017 Time: period 7&8

Topic: Quality of Life LESSON #2

Outcomes

3.1.2 a,b,c

Learning Objectives

By the end of the lesson students will be able to:

Identify factors that affect quality of life

Describe what quality of life is
Begin to think about their upcoming assignment

Materials and Preparation

Slideshow lesson and short video on quality of life

Danielle preps her mini-speech

Lesson

Intro:

What is quality of life? What is your quality of life like? What affects it?
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Body:

Deeper into quality of life: show video, describe more factors

Closing:
Danielle talks about her wanting to teach abroad - project lead in

Learning Context

(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
I will need their pre-assessment in order to determine this
(ii) How will I differentiate the instruction to ensure the inclusion of all learners?
Multi-modal lesson

Assessment

When research begins it will be clear if they understood this lesson and I can revisit as needed

Reflection/ Future Modifications