Grade 3 – Communities in the World

GRADE 3 SOCIAL STUDIES UNIT PLAN

By: Joyce Cardinoza

Grade 3 – Communities in the World

School/ District: Prairie Waters School – Rocky View School

Mission: At Prairie Waters, we facilitate every learner's unique pursuit of understanding through engaging, purposeful, collaborative experiences
which empowers each person to positively impact our diverse, ever-changing world.

We believe learners construct understanding and knowledge through inquiry. Risk-taking, mistakes, reflection, and feedback are essential to the
development of understanding.

Unique features of our school include a school wide trans-disciplinary Programme of Inquiry

Subject/Topic Area: Social Studies 3.1 Time Frame: 5 weeks

Overview: Grade 3 students will investigate life in four diverse communities around the world. The contemporary communities examined wi ll be
drawn from India, Tunisia, Ukraine and Peru. Students will inquire into how geographic, social, cultural and lingui stic factors affect quality of life in
communities in the world. Students will enrich their awareness and 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.

General Outcome 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

Established Goals: Students will..

 Gain understanding of global community and the Canada’s role within it.
 Understand how communities from India, Peru, Tunisia, and Ukraine are similar/different from each other and from their own community
 Explore different factors such as geographical, social, cultural and linguistic affect quality of life in other parts of the world as well as their own.
 Acknowledge their roles and responsibilities as a citizen
 Appreciate Canada’s role and responsibilities in global citizenship in relation to other communities around world such as India, Tunisia, Ukraine
and Peru.
Grade 3 – Communities in the World
Evidence of Success:

 Students are respecting other people’s values and opinions

 Students are using correct terms within the context
 Students recognize their rights and responsibilities as citizens
 Students are engaged in group project and class discussion
 Students are collaborating with others to generate ideas and strategies to contribute to decision making process and problem solving.
 Students are applying their knowledge and skills to other disciplines and outside of classroom.

Misconceptions and Potential Learning Obstacles:

 Students may have misconceptions that all community are the same since they look the same
 Students may or may not know the similarities/differences between rural and urban community
 Diversity in student’s background, culture and language can be learning barriers as students may have different understanding some of the key
concepts. (ie. quality of life, how decisions are made, traditions, customs, etc)
 Students may have different point of view to some content and results to disagreement and eliminating the facts.
 Students may struggle to distinguish what information is based on facts versus opinion that are found online.

Prior Understanding

In Kindergarten, Grade 1 and 2, students learned different concepts about

 Identity and self-esteem enhance their sense of belonging in the world
 Active members in a community contribute to the well being, growth and vitality of their group and communities
 Family and community changes over time
 Stories and events of the past connect to their families and communities to the present
 Canada’s diversity in culture and community
 We have responsibilities and rights at home, school and communities
 Geography, culture, language, heritage, economics and resources shape and change Canada’s communities.
Grade 3 – Communities in the World

BIG IDEAS UNDERSTANDINGS ESSENTIAL QUESTIONS

(specific to grade 3 Social Studies) Grade 3 friendly

Geography influences
quality of life
Communities are shaped by
how people live and
interact
Communities have a reason
to exist where they do.
Geography of India, Tunisia, Ukraine and Peru
influences human activities in the community
India, Tunisia, Ukraine and Peru communities have
unique social, cultural and linguistic characteristics
that shape their identity.
There are similarities and differences among people
and communities in other parts of the world
 What determines quality of life?
 How would my actions influence the community I live in?
 Why does this community exist?
 How would my life be the same or different if I lived in a
community from a different part of the world?
 How can I contribute to the people in other communities around
the world?
 How can stories from other places relate to our current lives and
our own community?

THRESHOLD CONCEPTS SKILLS/COMPETENCIES ATTITUDE FOCUS

 Quality of life
 Use simple strategies to make a decision.  Students will appreciate similarities and
 Community
 Compare and contrast. differences among people and
 Diversity
 Simple map skills communities
 Culture
 Collaborate with peers  Students will demonstrate leadership
 History
 Reading and writing skills and teamwork in group activities.
 Geography
 Visual display with or without technology.  Students will demonstrate cooperative
 Family
 Make interpretation from pictures. behaviour to ensure all members in the
 Identity group are included and respected
 Ask questions to learn about other people and
 Global citizenship  Students will consider the needs and
communities.
 Use key words. points of view of
 Conduct basic research
Grade 3 – Communities in the World

Possible Exceptionalities:
ADHD Accommodation
 Directions are given clearly and concisely.
 Use multiple media or formats such as written and verbal instruction.
 Preferential seating for ADHD students is near the teacher and between well-focused students. Standing work station and quiet area for study will also be
available in the classroom
 Student will be given extra time to do individual tasks (ie. journal entry)
 Assign job or a role they can perform well with a group (ie research project and presentation) or individually (ie. art work)
 Check for understanding and misconceptions regularly
 Expectations for assignments should be clearly set and conveyed at all times
 Use technological learning aides such as Ipads and multi-sensory manipulative to help students be successful in completing the tasks.
 The classroom environment should be kept organized with rules and expectations clearly set and enforced gently yet firmly.

ELL Accommodations
 Speak slowly and distinctly. Complex instruction will be simplified, repeated and written down.
 Use technological learning aids such as video recorder to record lectures they can refer back to or using ipad/laptop for some visual aides.
 Provide bilingual dictionary, illustrated or picture dictionary but discourage over-reliance on dictionaries and translation.
 Write important points down on the board and keep instruction posted as long as needed. This is a practice that subtly gives these students more time to
decipher and understand what is expected.
 Provide opportunities for students to work in a variety of social configurations and settings (ie. group project, working with partner, class discussion)
 Use subtitles on videos and films when applicable.
 Use graphic organizers and graphs to convey information visually.
 Give ELL students more one-on-one time to address any confusion. Conversations can help them improve their English.
 Student will be given extra time to do individual tasks (ie. journal entry)
 Provide students opportunities for free writing (ie. journal entry), where they can express their thoughts and ideas
 Rubric for journal writing will be modified.
 Check for understanding and misconceptions regularly
 Provide word wall of the key concepts in the unit
 Resources will be made available to ensure that students are successful in completing their task.
Grade 3 – Communities in the World

Teaching First Nation, Metis and Inuit Learners

Aboriginal students are unique individuals with their own set of gifts and needs as well as members of a family and a cultura l community. By
observing, experiencing and reflecting in partnership with the student, a teacher can learn how to most effectively support the students’
success in the classroom. In Aboriginal worldviews, each individual is unique and has the ability to fully actualize or to become whole. As
teachers, we will recognize Aboriginal students as individual learners within a cultural context. To become aware of how the influences of
family, culture and language affect the learning strengths and needs of each student. The teacher’s role is to facilitate this learning process,
to unlock each student’s potential. In this unit, we will..

 Put students in a small group to complete tasks or projects to reflect the sense of cooperation and community. Since success, in
Aboriginal cultural values is based on the performance of the group rather than individual performance of the students, FNMI
students will be given opportunities to work collaboratively and cooperatively with their peers.
 One significant way to create cultural continuity in the classroom is to routinely reflect Aboriginal experiences as part of visual
displays and art projects. To feel a sense of belonging, images and pictures of different communities of First Nations, Metis and Inuit
will be posted around the classroom. These images will illustrate customs, beliefs, values and traditions of different communities.
 Students who learn well in a kinaesthetic way benefit from active approaches to learning such as building, modelling and
demonstrating understanding through movement and drama. Being able to move around freely may be especially important for
some students. To support this, one practical example can be offering students the choice of standing, rather than sitting for some
activities and plan activities that incorporate movement.
 Parents play a vital part in an Aboriginal student’s education, providing support, insight and direction. Welcoming family, elders,
traditional teachers and others to the school and classroom can strengthen student’s’ experiences of cultural continuity as the core
of the learning process.
 When assessing the learning needs and preferences of the students, especially those who may be struggling with school, one approach is to
recognize and build on their strengths. Positive models, such as Positive Youth Development approach (Seita and Brendto 2002), identify the
ways in which students cope successfully in a variety of situations, including a range of strengths that may not typically show themselves in
the classroom setting.

Resources: Our Words and Our Ways : Teaching First Nation, Metis, and Inuit Learners
Grade 3 – Communities in the World

INSTRUCTIONAL PROCEDURE:
Understanding Main Activities Instructional Skills, Competencies Assessments
& Program of Approaches and Experience
Study required to achieve
(See Appendix) desired results

WEEK 1 ( 3 Blocks of 60 Minutes ) : DEVELOP UNDERSTANDING

Introduction
to Unit 3.1 Hook: Students will be asked to Hook and Sharing:  Ask questions  Observation
bring: Interactive and Indirect  Analyze and  Class discussion
Instruction
POS 3.1.1 interpret  TPS (think-pair-share)
 1 item that is significant in their (open discussion,
POS 3.S.8. sharing)  Reading and  Intermittent questioning during
life (ex: teddy bear they grew up
writing instruction
with, favourite book, key chain
 Popcorn Strategy
from a vacation)
Qualities of a good life:  Fist of Five: After or while, explaining a
 Picture of a person/people who Individual work concept, the teacher will ask each
has greatest impact in their life followed by class
student to hold up their fist. If a
 Image of a favourite place they discussion; Critical
thinking student holds up a closed fist, it means
have visited, inside or outside
they are totally confused, if they hold
Canada
five fingers up, it means they are 100%
Sharing: In a circle, students will comfortable with the content. 2-4
share and talk about their items. fingers demonstrate increasing levels
This gives students an opportunity of understanding. Using this method is
to showcase their own personal a good way for a teacher to visualize
value and interest with their peers, her students’ level of understanding
and determine if she needs to adjust
Grade 3 – Communities in the World
as well as to expose them to her teaching approach or strategy for
different cultures, traditions or the next lesson in order to clear up
practices. It also helps students misconceptions that some students
embrace the diversity of students in may have.
the classroom and in the
community. Students also have
opportunities to ask questions to
learn more about their peers. This
activity creates opportunity for
students to take ownership of their
learning, prepares students for
deeper learning about community
and extending their thinking
globally.

Qualities of a good life- Students

will determine what factors affect
(both negative and positive) their
own quality of life. Compile all and
display. See Resource # 1

WEEK 2 ( 3 Blocks of 60 Minutes ) :DEVELOP UNDERSTANDING, PRACTICE SKILLS, REVISE THINKING, TRANSFER CONCEPTS

Geography of  Observations and questioning

Mapping and Investigation - Using Mapping and  Mapping skills (ie,
India, Tunisia,  Graphic organization
a map, label and locate countries Investigation: labeling, relative
Ukraine and Peru
Investigation of these  TPS (Think-Pair-Share)
relative to Canada. Using images distance.)
influences communities through  Exit slip
human activities
taken from the internet, magazines  Compare and
direct and guided o E.g. 3-2-1: 3 things you learned, 2
in the and newspaper, compare and contrast
instruction. things you want to know, 1 question
community contrast different geographic  Predict, analyze
you still.
Grade 3 – Communities in the World
features of 4 communities and their and interpret  Fist of Five (see above for description)
POS 3.1.1.1. own. Discuss how it affects the life Where is the object’s pictures  Journal writing
POS 3.1.2.1 of the people living there home?  Ask questions to
Guided inquiry and self-
POS 3.1.2.2 learn about other
discovery
POS 3.1.2.5 Where is the object’s home?- communities
Students will consider the influence  Writing sentences
POS 3.1.3.1 of geography, natural resources Journal # 1: If I were…
POS 3.1.3.2 and culture on human activity by Indirect instruction;
POS 3.1.3.3 using clues to judge the country of critical thinking (Free-
POS 3.1.3.4 origin of various mystery objects writing/ reflection)
(or image of the object). (e.g sary
POS 3.S.1 from India, costume pieces from
POS 3.S.3 Ukraine). Encourage the class
POS 3.S.7 through detective work, to develop
POS 3.S.9 an hypothesis about the object’s
origin and give evidence. See
Resource # 2

Journal # 1: If I were… Students

will put themselves in the shoes of
a child from one of the
communities and will write a
journal of what a normal day might
look like.
Grade 3 – Communities in the World
WEEK 3 ( 3 Blocks of 60 minutes) : DEVELOP UNDERSTANDING, PRACTICE SKILLS, REVISE THINKING, TRANSFER CONCEPTS, BECOME EQUIPPED FOR
THE TASK

 Observations: Observations will be

India, Tunisia, My story, my community : (4 My story, my particularly important this in this week
community:  Ask questions to
Ukraine and Peru groups) and the next due to the students
Guided Inquiry learn about other
communities On-going project. Due week 5 people and working on their guided inquiry
Research (using
have unique technology and other communities. project. The teacher must astutely
Introduce the project. As students
social, cultural resources) and  Use simple monitor the performance of each
continue to learn more about strategies to make
and linguistic scaffolding. Students student and the extent to which each
different communities, students will a decision.
characteristics will, with some teacher student seems to be comfortable with
research one of the countries and
that shape their guidance if required,  Use key words conducting inquiry. The observations
will showcase their understanding
identity. conduct a research  Reading and
by that the teacher makes should assist
project to explore writing skills
 Make her in evaluating each student’s
(1) creating one unique item found different characteristics
POS 3.1.1.1 of community. interpretation application of 21C competencies as
in this country made out of
POS 3.1.2.3 different materials of their choice from pictures well as sound research practices and
POS 3.1.2.4 (ie. piece of clothing, pots, This project involves:  Conduct basic deriving a course of action to help all
POS 3.1.2.5 accessories) and -Brainstorming research from students sharpen their ability to
POS 3.1.3.1 -Interview adults books and internet conduct inquiry effectively.
(2) make a story from a viewpoint -Use of social media  Reading and
POS 3.1.4.1  Fist of Five
of a fictional character who lives in such as twitter to reach writing
POS 3.1.4.2  Journal writing
a community of that country. They out and connect with  Critical thinking
POS 3.1.4.3 will present their finding using a other people.  Creativity
format of their choice.(ie. -Collaboration and
POS 3.S.1 Skit,PowerPoint, digital story, etc.) . cooperative learning
POS 3.S.2 See Resource #3 -Discussion
POS 3.S.3
The story may include:
POS 3.S.4
Journal # 2: Imagine if…
POS 3.S.5 - What kinds of food would you
Indirect instruction ;
POS 3.S.6 eat critical thinking (Free-
POS 3.S.7 - What is the weather like writing/ reflection)
- What type of clothes would you
wear
Grade 3 – Communities in the World
- What your typical day consists of
- What you like to do for fun
- What school is like
- What is your favourite
celebration and/or traditions
- What types of jobs your parents
do

Some resources will be made

available to ensure that students
are successful in completing their
projects.

Journal # 2 : Imagine if..- Students

will write in their journal about
what would be the greatest positive
difference in their family’s lives if
they were to move to one of the
four selected communities.
Grade 3 – Communities in the World

WEEK 4 ( 3 Blocks of 60 minutes) : DEVELOP UNDERSTANDING, PRACTICE SKILLS, REVISE THINKING, TRANSFER CONCEPTS, BECOME EQUIPPED FOR
THE TASKS, RECEIVE FEEDBACK

There are  Observations

How communities work together- How communities  Ask questions to
similarities and  TPS (Think-Pair-Share)
Students will learn about practices of work together- learn about other
differences  Intermittent questioning during direct
among people choosing leaders, making decisions, Direct instruction ; people and
instruction
maintaining peace, cooperating and Discussion communities
and communities  Fist of Five.
in other parts of respecting diversity, public services  Reading and
Field Trip:  Field trip notes.
the world available and how this applies to their writing
Experiential  Graphic organization
own class community.  Use key words
Learning;  Journal writing
POS 3.1.1.1  Justify
Outdoor Field Trip to Community Collaboration;
POS 3.1.2.6  Verbal
Resource Center Guided inquiry; communication
POS 3.1.2.7 With a partner or group of 3, students discussion
POS 3.1.2.8 will formulate own questions to learn
POS 3.1.2.9 more about their own community and
POS 3.1.2.10 interview an adult from the Community Journal # 3: If I am
POS 3.1.4.1 Resource Center (also, part of inquiry … Indirect
POS 3.1.4.2 research) instruction; critical
POS 3.1.4.3 thinking (Free-
Journal # 3: If I am…Students will write writing/ reflection)
POS 3.S.1 as if they are a leader of a community.
POS 3.S.4 Students will think about what decisions
POS 3.S.5 and rules they will implement, how can
POS 3.S.6 people work together peacefully, what
public services will be made available
for people, etc.
Grade 3 – Communities in the World
WEEK 5 (3 blocks for 60 minutes) : DEVELOP UNDERSTANDING, PRACTICE SKILLS, REVISE THINKING, TRANSFER CONCEPTS, BECOME EQUIPPED FOR
THE TASKS, REMEMBER AND RETRIEVE, RECEIVE FEEDBACK

 Fist of five
Wrap up Presentation: As part of inquiry, Creative tasks  Visual display with  Contributions to class discussions
each group will present their story or without  Performance on presentation
using technology or any format of Experiential Learning technology.  Observations and carefully evaluating
 Verbal how students contribute to class
presentation they choose (ie. Discussion communication discussion will be key this week, since
Skit,PowerPoint, digital story, etc.)  Compare and the teacher must evaluate the level of
and present the item they created. contrast each student and the class as a whole
 Reading and and help ensure that they are well-
Discussion: After all presentations, writing prepared for the upcoming unit test.
students will discuss how these 4  Critical thinking  Post card
communities similar/different from  Creativity  Unit Test
each other and from Canada.

Post Card: Reach out and connect

After research and presentation,

students will choose one country
they found interesting and will
make a post card as if they visited
that country, telling families and
friends about some of the beautiful
and unique features. It may
include how the culture, traditions,
way of life, quality of life, cuisine,
clothing, etc. in the country differ
from those that we experience
here.
Grade 3 – Communities in the World
Unit Test- Last class: Students will
complete a unit test that covers all
content covered in this unit.

Celebration of learning

Last class: Students and teacher

may dress up as locals of a
community from Peru, Tunisia,
Ukraine, or India and may bring a
dish from these places.

Resources Available

http://www.learnalberta.ca/content/ssocirm/html/summariesoftheccs/summariesoftheccs_grade_three.htm

http://www.2learn.ca/kids/listSocG3.aspx?Type=7

http://engagingstudents.blackgold.ca/index.php/division-i/soc-d1/social-studies-3/3-1-communities-in-the-world/

Peru: http://www.learnalberta.ca/content/ssperuic/html/peruimagescollection.html?page=1

India: http://www.learnalberta.ca/content/ssiic/html/indiaimagescollection.html

Ukraine: http://www.learnalberta.ca/content/ssuic/html/ukraineimagescollection.html

Tunisia: http://www.learnalberta.ca/content/sstic/html/tunisiaimagescollection.html

Instructional Strategies Resources

Understanding by Design: http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Grade 3 – Communities in the World

Cross Curricular Objectives:

Journal Entry

 ELA 2.4.3 – Writes brief narrative about own ideas and experiences
 ELA 1.1.1- Explains understanding of new concepts in own words
 ELA 4.2.2- Familiar words are spelt correctly. Unfamiliar words show evidence of phonic knowledge and spelling generalization

Guided inquiry project: Building community and Presentation

 ELA 3.3.2 – Records facts and ideas using a variety of strategies, listing significant ideas and information from a variety of sources
 ELA 1.1.2- Choose appropriate form to communicate
 ELA 3.3.1 Organizes ideas and information using a variety of strategies such as clustering, categorizing, sequencing and graphic organizers.
 ELA 4.1.2- Can combine and rearrange existing information to accommodate new ideas and information
 Science SLE 1. 1-7 –Building things: Construct objects and models of objects, using a variety of different materials
 Science 5.8 Weather Watch – Investigate relationship between weather phenomena and human activity
 Fine Arts – Component 3: Appreciation- Students will assess the use or function of objects.
 Fine Arts – Component 4: Main forms and proportions- Students will learn the shapes of things as well as develop decorative styles
 Fine Arts – Component 9: Craftsmanship- Students will add finishing touches
 Fine Arts – Component 7: Emphasis- Students will create emphasis based on personal choices

Sharing in circle and Presentation

 ELA 2.4.2a – Shows a definite awareness of audience

 ELA 2.3.2- Projects a voice that can be identified
 Fine Arts – Component 10: (1) Expression- Students will record or document activities, people and discoveries and (2) Students will illustrate or
tell a story
Grade 3 – Communities in the World
Field Trip

 Science 4.5- Waste and our World: Recognize that human activity can lead to the production of wastes, and identify alternatives for the
responsible use and disposal of materials.

Mapping

 Math – Use direct and indirect measurement to solve problems

Post Card

 ELA 1.1.1- Explains understanding of new concepts in own words

 Fine Arts – Component 3: Appreciation- Students will assess the use or function of objects.
 Fine Arts – Component 7: Emphasis- Students will create emphasis based on personal choices
Grade 3 – Communities in the World

Summative Assessment

Group Task : Guided Inquiry Research Project Understandings 1, 2, 3

POS 3.1.1, 3.1.2, 3.1.3, 3.1.4
Students will, with some teacher guidance if required, conduct a research project on Visual Literacy
geographical, cultural, social and linguistic characteristic that shape a person’s identity from Geographical thinking
these 4 communities. In keeping with the principles of inquiry-based learning, students will be Historical Thinking
free to choose their sources (as long as they are referenced [links are acceptable, Critical and Creative Thinking
conventional citations not required]) as well as the format of their delivery. Social Participation
Inquiry-Based Learning
Part 1: Creating a unique item from one of the community and its significance Communication

Part 2: Presentation Students will assemble in groups of 4 and create a form of presentation
of their findings wherein the characters (each from one of the cultures discussed in the unit)

Individual Task:

Journal Entry- Students will write a weekly journal from different point of view Understandings 1,2,3
POS 3.1.1, 3.1.2, 3.1.3, 3.1.4
Post Card- Students will create a post card sharing about unique features of a community and Empathy
send it out to the recipient Communication
Critical and Creative thinking
Unit Test- Students will complete a unit test that covers all content covered in this unit. The unit test
Decision making and problem solving
will include geographical, linguistics, social, cultural and political characteristics of the community. It
will be 5 matching (to match pictures of unique features to the community it belongs), 10 multiple
choice and 1 short answer about community in relation to community in Canada.
Grade 3 – Communities in the World

Learners with Anxiety

Description: Alberta Education Special Education Criteria Code 53 for Mild/Moderate Emotional/Behavioural Disability

Anxiety is a serious issue in classrooms across Canada that can affect students of any and all ages. Anxiety is most often not neurobehavioral in nature,
meaning that contrary to ADHD, which is exclusively caused by biological factors, anxiety is not. Rather it can be thought of as “acquired” through
certain behaviors such as being too worried about the outcomes of certain tasks/events or “overdoing” a lot of things. That being said, some teachers,
according to Rachel Ehmke of the Child Mind Institute mistake anxiety for ADHD, which is a mistake of the highest magnitude because despite the fact
that there are highly effective accommodations for both, anxiety con often be treated entirely. Anxiety can also be caused by traumatic experience or
series thereof. Ken Shuster, as quoted by Ehmke states that anxiety “tends to lock up the brain.” The preoccupation and nervousness that are
characteristic of anxiety can have highly adverse effects on a student’s performance in school, which is why every effort mus t be made by teachers to
identify, accommodate, and take actions to eliminate this exceptionality in order to provide equal learning opportunities for all students.

Symptoms: *Note: All of these are possible symptoms of anxiety; it is not typical for any one student to demonstrate all of the symptoms listed below.

 Fidgetiness: Student has difficulty remaining still (shaking or wringing hands, rocking, etc.).
 Dependence: Student is highly or overly dependent on the teacher even when taking part in activities that are largely independent.
 Withdrawal/Difficulty Socializing: Student is either unwilling or unable to engage in social activities and/or make friends. Student has no or a
few good friends. Students may be uncomfortable with working or being in large groups.
 Need for Extensive Clarification: The student may ask highly specific or redundant questions and may express at several points when working
on an assignment that (s)he does not think that (s)he is meeting expectations.
 Irregular diet: Student may demonstrate irregular eating habits or even an eating disorder, both of which can significantly and adversely affect
the student’s capacity of social, personal, and academic success.
 Irritability: Student is easily irritated and/or irritated severely by a few “pet peeves”.
 Mood swings: Student’s mood may change rapidly and substantially at certain times, sometimes initiated by certain triggers.
 Inconsistent academic performance: Student’s academic performance fluctuates unpredictably (sometimes related to the aforementioned
mood swings).
 Distractibility/Difficulty concentrating: Student is easily detracted from the lesson or the task at hand.
 Lack of confidence: Student often feels and expresses feelings of inadequacy.
 Depression: While an emotional/behavioural disability in and of itself, depression may occur as a result of unaddressed anxiety.
Grade 3 – Communities in the World
Strategies to support students with anxiety:

 Most importantly, the teacher must be adept at detecting when a student has anxiety, which is subtler than many other emotional,
behavioural or learning disabilities. Awareness is key because the student’s entire social and academic career may potentiall y be sabotaged by
a teacher who dismisses students’ possession of some or many of the symptoms above as personality quirks or “just having a bad day”. It is
true that procrastination is all too common in most educational contexts, and over-dependence on the teacher may just be a sign of a
student’s lack of comfort with a particular subject. However, an educator must be attentive to cues such as these and conduct their own
investigation if a considerable number of the symptoms above are consistently demonstrated to a noticeable extent.
 Communicate with parents and formulate an action plan that will be applied in and out of school to hel p the students cope with his/her issue.
 If the student is comfortable with the notion of doing so, speak to the counsellor and arrange for a meeting between him and the student.
 Create a file for each student coping with anxiety in your class(es) and formulate an action plan on how you plan to target the specific
symptoms displayed by the student in question
 Introduce the child to techniques or habits that may help them overcome their anxiety. E.g. using a stress ball, breathing deeply, or trying not
to focus on whatever is making them anxious.
 Establish for students a “safe place” to which they can retreat if they feel overwhelmed.
 Give students deadlines for assignments and projects well in advance and assignment expectations clear early on.
 Provide positive feedback and recognition when relevant and applicable, even if for smaller achievements.
 Provide incentives for behavioural excellence and consistent attendance.
 Remember that follow-up and consistency are key. It is not enough to assist or accommodate the student in one singular instance then assume
that the issue is solved.

Resources

Anxiety and Depression Association of America. (2015, July). Anxiety and Depression in Children. Retrieved April 01, 2016, from
http://www.adaa.org/living-with-anxiety/children/anxiety-and-depression
Health Centra. (n.d.). Classroom Anxiety: 20 Classroom Interventions for Children with Anxiety Disorders. Retrieved April 01, 2016, from
http://www.healthcentral.com/anxiety/school-258065-5.html
Ottawa-Carleton District School Board. (n.d.). Tips for Teachers of Anxious Students. Retrieved April 1, 2016, from http://www.ocdsb.ca/com/Mental
Health Docs/Tips for Teachers- Anxious Students.pdf
Reilly, N. (2015). Anxiety and depression in the classroom: A teacher's guide to fostering self-regulation in young students. New York, New York: WW
Norton.
Grade 3 – Communities in the World

APPENDIX: POS 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)
• 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)
Grade 3 – Communities in the World
SKILLS AND PROCESSES

DIMENSIONS OF THINKING

Students will:
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
 compare and contrast information from similar types of electronic sources, such as information collected on the Internet

3.S.2 - develop skills of historical thinking:

 correctly apply terms related to time, including past, present, future
 arrange events, facts and/or ideas in sequence

3.S.3 -develop skills of geographic thinking:

 create and use a simple map to locate communities studied in the world
 use cardinal and intermediate directions to locate places on maps and globes
 apply the concept of relative location to determine locations of people and places
 apply the terms hemisphere, poles, equator

3.S.4 -demonstrate skills of decision making and problem solving:

 apply new ideas and strategies to contribute to decision making and problem solving
 support proposed ideas, strategies and options with facts and reasons
 collaborate with others to devise strategies for dealing with problems and issues
 use technology to organize and display data in a problem-solving context

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

Students will:
3.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
 demonstrate cooperative behavior to ensure that all members of the group have an opportunity to participate
 demonstrate willingness to seek consensus among members of a work group
 consider the needs and points of view of others
 work and play in harmony with others to create a safe and caring environment
 share information collected from electronic sources to add to a group task
Grade 3 – Communities in the World

3.S.6 develop age-appropriate behavior for social involvement as responsible citizens contributing to their community, such as:
 participate in projects that improve or meet the particular needs of their school or community

RESEARCH FOR DELIBERATIVE INQUIRY

Students will:
3.S.7 apply the research process:
 make connections between cause-and-effect relationships from information gathered from varied sources
 evaluate whether information supports an issue or a research question
 develop questions that reflect a personal information need
 follow a plan to complete an inquiry
 access and retrieve appropriate information from electronic sources for a specific inquiry
 navigate within a document, compact disc or other software program that contains links
 organize information from more than one source
 process information from more than one source to retell what has been discovered
 draw conclusions from organized information
 make predictions based on organized information
 formulate new questions as research progresses

COMMUNICATION
Students will:
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 considerati on
 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

3.S.9 develop skills of media literacy:
 compare information on the same issue or topic from print media, television, photographs and the Internet
 identify key words from information gathered from a variety of media on a topic or issue
Grade 3 – Communities in the World

TEACHER RESOURCES AND ASSESSMENT GUIDE:

Resource #1

Feelings that make us happy Feelings that make us sad

I feel safe I feel afraid

I feel healthy I feel sick

I feel loved I feel lonely

Grade 3 – Communities in the World
Resource #2

Observation, Conclusion and Evidence

What I see What it tells me Why I believe this

(direct observation) (inference or conclusion) (evidence)

Grade 3 – Communities in the World
Resource # 3

My Story Board

Country Narrative (voice) Images/media

Subtopic: What will you say? Describe what images
Example: you will need
Grade 3 – Communities in the World

Check for Understanding:

Explain Interpret Apply Perspective Empathy Self-knowledge

Students have self-

knowledge by
Students can explain
Students display showing meta-
concepts, principles Students can apply
Students can interpret by Students demonstrate empathy by cognitive
Essential and processes by by effective using
making sense of data, text perspective by seeing perceiving awareness, using
Understandings putting it their own and adapting what
and experience through the big picture and sensitively and productive habits
words, teaching it to they know in new
images, analogies, stories recognizing different walking in of mind and
others, justifying their and complex
and models points of view someone else’s reflecting on the
answers and showing contexts
shoes meaning of the
their reasoning
learning and
experience.

The physical
geography of
India, Tunisia,
Ukraine and Peru
communities
influences the
lifestyle of
people

India, Tunisia,
Ukraine and Peru
communities
have unique
Grade 3 – Communities in the World
social, cultural
and linguistic
characteristics
that shape their
identity.

There are
similarities and
differences
among people
and communities
in other parts of
the world
Grade 3 – Communities in the World

RUBRICS FOR ASSESSMENT:

Story Presentation

CATEGORY 4 3 2 1
Content All content is in the Almost all content is Some of the content is in the Content is minimal OR
students' own words in the students' own students' own words and is there are several
and is accurate. words and is accurate. Includes essential factual errors.
Subject knowledge is accurate. Subject information but there are 1-2
excellent. knowledge appears to factual errors.
be good.
Attractiveness Makes excellent use Makes good use of Use of materials occasionally Materials often detract
of materials (pictures, materials to enhance detracts from the presentation. from the presentation.
ppt, videos, etc) to to presentation.
enhance the
presentation.

Voice Quality Interesting, well- Relatively interesting, Delivery not smooth, but able to Delivery not smooth
rehearsed with rehearsed with a hold audience attention most of and audience attention
smooth delivery that fairly smooth delivery the time. lost.
holds audience that usually holds
attention. audience attention.

Teamwork Each group member Most group members Some group members Few group members
made contribution to contributed to project contributed to project materials contributed to project
project material and materials and and presentation materials and
presentation presentation presentation
Grade 3 – Communities in the World

Rubric for Assessing a Journal Entry

Grading Criteria Excellent Acceptable Minimal Unacceptable

Content Response to assigned Response thoughtful Response adequately Response consists of
topic thorough and and fairly well written; addresses some unsupported opinions
well written, with most opinions aspects of the assigned only marginally related
varied sentence supported with facts topic; opinions to the topic.
structure and sometimes based on
vocabulary; opinions incorrect information.
always supported with
facts.
Idea Development Excellent use of Good reliance upon Incomplete Ideas not clearly stated
examples and details examples and details development of ideas; or developed.
to explore and develop to illustrate and details and examples
ideas and opinions. develop ideas and not always evident.
opinions.
Organization Very logically Contains introduction, Topics and ideas Entry is unstructured.
organized; contains some development of discussed somewhat
introduction; ideas, and conclusion. randomly; entry may
development of main lack clearly defined
idea (or ideas), and introduction or
conclusion. conclusion.
Mechanics Flawless spelling and Few or no spelling Several spelling and Many instances of
punctuation. errors; some minor punctuation errors. incorrect spelling and
punctuation mistakes. punctuation.
Grade 3 – Communities in the World

Postcard
Category 4 3 2 1
Content The postcard The postcard The postcard The postcard
contains at least 4 contains at least 3 contains at least 2-3 contains few accurate
accurate facts about accurate facts about accurate facts about facts about the topic.
the topic. Writer uses the topic. Writer uses the topic. Writing Writing does not
vivid words and vivid words and lacks variety, punch capture the reader's
phrases. phrases. or flair. interest.

Mechanics No errors in spelling Few errors in spelling Several errors in Many errors in
or grammar or grammar spelling or grammar spelling or grammar
that interfere with
content
Appearance Postcard is very neat, Postcard is neat and Postcard is well Postcard is messy.
well designed, and well designed. designed.
creative.
Grade 3 – Communities in the World