Grade 3 – Communities in the World

School/ District: Prairie Waters School – Rocky View School

Grade 3 Social Studies Unit Plan

Grade 3 – Communities in the World 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 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 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.

Evidence of Success:

Grade 3 – Communities in the World 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.

BIG IDEAS UNDERSTANDINGS ESSENTIAL QUESTIONS

Grade 3 – Communities in the World (specific to grade 3 Social Studies) Grade 3 friendly

Geography influences quality of life

Geography of India, Tunisia, Ukraine and Peru influences human activities in the community

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?

Communities are shaped by how people live and interact

India, Tunisia, Ukraine and Peru communities have unique social, cultural and linguistic characteristics that shape their identity.

Communities have a reason to exist where they do.

There are similarities and differences among people and communities in other parts of the world

THRESHOLD CONCEPTS SKILLS/COMPETENCIES ATTITUDE FOCUS

Quality of life Community Diversity Culture History Geography Family Identity Global citizenship

Use simple strategies to make a decision. Compare and contrast. Simple map skills Collaborate with peers Reading and writing skills Visual display with or without technology. Make interpretation from pictures. Ask questions to learn about other people and

communities. Use key words. Conduct basic research

Students will appreciate similarities and differences among people and communities

Students will demonstrate leadership and teamwork in group activities.

Students will demonstrate cooperative behaviour to ensure all members in the group are included and respected

Students will consider the needs and points of view of

Possible Exceptionalities:

ADHD Accommodation Directions are given clearly and concisely.

Grade 3 – Communities in the World 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.

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 cultural community. By observing, experiencing and reflecting in partnership with the student, a teacher can learn how to most effectively support the students’

Grade 3 – Communities in the World 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

INSTRUCTIONAL PROCEDURE:Main Activities Instructional

ApproachesSkills, Competencies and Experience

Assessments

Grade 3 – Communities in the World Understanding& Program of Study(See Appendix)

required to achieve desired results

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

Introductionto Unit 3.1

POS 3.1.1POS 3.S.8.

Hook: Students will be asked to bring:

1 item that is significant in their life (ex: teddy bear they grew up with, favourite book, key chain from a vacation)

Picture of a person/people who has greatest impact in their life

Image of a favourite place they have visited, inside or outside Canada

Sharing: In a circle, students will share and talk about their items. This gives students an opportunity to showcase their own personal value and interest with their peers, as well as to expose them to different cultures, traditions or practices. It also helps students

Hook and Sharing:Interactive and Indirect Instruction(open discussion, sharing)

Qualities of a good life: Individual work followed by class discussion; Critical thinking

Ask questions Analyze and

interpret Reading and

writing

Observation Class discussion TPS (think-pair-share) Intermittent questioning during

instruction Popcorn Strategy Fist of Five: After or while, explaining a

concept, the teacher will ask each student to hold up their fist. If a student holds up a closed fist, it means they are totally confused, if they hold five fingers up, it means they are 100% comfortable with the content. 2-4 fingers demonstrate increasing levels of understanding. Using this method is a good way for a teacher to visualize her students’ level of understanding and determine if she needs to adjust her teaching approach or strategy for the next lesson in order to clear up misconceptions that some students

Grade 3 – Communities in the World embrace the diversity of students in 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

may have.

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

Geography of India, Tunisia, Ukraine and Peru influences human activities in the community

POS 3.1.1.1.

Mapping and Investigation - Using a map, label and locate countries relative to Canada. Using images taken from the internet, magazines and newspaper, compare and contrast different geographic features of 4 communities and their own. Discuss how it affects the life of the people living there

Mapping and Investigation: Investigation of these communities through direct and guided instruction.

Where is the object’s home?Guided inquiry and self-

Mapping skills (ie, labeling, relative distance.)

Compare and contrast

Predict, analyze and interpret pictures

Ask questions to

Observations and questioning Graphic organization TPS (Think-Pair-Share) Exit slipo E.g. 3-2-1: 3 things you learned, 2

things you want to know, 1 question you still.

Fist of Five (see above for description) Journal writing

Grade 3 – Communities in the World POS 3.1.2.1POS 3.1.2.2POS 3.1.2.5

POS 3.1.3.1POS 3.1.3.2POS 3.1.3.3POS 3.1.3.4

POS 3.S.1POS 3.S.3POS 3.S.7POS 3.S.9

Where is the object’s home?- Students will consider the influence of geography, natural resources and culture on human activity by using clues to judge the country of origin of various mystery objects (or image of the object). (e.g sary from India, costume pieces from Ukraine). Encourage the class through detective work, to develop 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.

discovery

Journal # 1: If I were… Indirect instruction; critical thinking (Free- writing/ reflection)

learn about other communities

Writing sentences

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

Observations: Observations will be

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

POS 3.1.1.1POS 3.1.2.3POS 3.1.2.4POS 3.1.2.5POS 3.1.3.1POS 3.1.4.1POS 3.1.4.2POS 3.1.4.3

POS 3.S.1POS 3.S.2POS 3.S.3POS 3.S.4POS 3.S.5POS 3.S.6POS 3.S.7

My story, my community : (4 groups)On-going project. Due week 5

Introduce the project. As students continue to learn more about different communities, students will research one of the countries and will showcase their understanding by

(1) creating one unique item found in this country made out of different materials of their choice (ie. piece of clothing, pots, accessories) and

(2) make a story from a viewpoint of a fictional character who lives in a community of that country. They will present their finding using a format of their choice.(ie. Skit,PowerPoint, digital story, etc.) . See Resource #3

The story may include:

- What kinds of food would you eat

- What is the weather like- What type of clothes would you

wear- What your typical day consists of- What you like to do for fun- What school is like- What is your favourite

My story, my community:Guided Inquiry Research (using technology and other resources) and scaffolding. Students will, with some teacher guidance if required, conduct a research project to explore different characteristics of community.

This project involves:-Brainstorming-Interview adults-Use of social media such as twitter to reach out and connect with other people.-Collaboration and cooperative learning-Discussion

Journal # 2: Imagine if… Indirect instruction ; critical thinking (Free- writing/ reflection)

Ask questions to learn about other people and communities.

Use simple strategies to make a decision.

Use key words Reading and

writing skills Make

interpretation from pictures

Conduct basic research from books and internet

Reading and writing

Critical thinking Creativity

particularly important this in this week and the next due to the students working on their guided inquiry project. The teacher must astutely monitor the performance of each student and the extent to which each student seems to be comfortable with conducting inquiry. The observations that the teacher makes should assist her in evaluating each student’s application of 21C competencies as well as sound research practices and deriving a course of action to help all students sharpen their ability to conduct inquiry effectively.

Fist of Five Journal writing

Grade 3 – Communities in the World 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.

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

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

POS 3.1.1.1POS 3.1.2.6POS 3.1.2.7POS 3.1.2.8POS 3.1.2.9POS 3.1.2.10POS 3.1.4.1POS 3.1.4.2POS 3.1.4.3

POS 3.S.1POS 3.S.4POS 3.S.5POS 3.S.6

How communities work together- Students will learn about practices of choosing leaders, making decisions, maintaining peace, cooperating and respecting diversity, public services available and how this applies to their own class community.

Outdoor Field Trip to Community Resource CenterWith a partner or group of 3, students will formulate own questions to learn more about their own community and interview an adult from the Community Resource Center (also, part of inquiry research)

Journal # 3: If I am…Students will write as if they are a leader of a community. Students will think about what decisions and rules they will implement, how can people work together peacefully, what public services will be made available for people, etc.

How communities work together- Direct instruction ; Discussion

Field Trip: Experiential Learning; Collaboration; Guided inquiry; discussion

Journal # 3: If I am … Indirect instruction; critical thinking (Free- writing/ reflection)

Ask questions to learn about other people and communities

Reading and writing

Use key words Justify Verbal

communication

Observations TPS (Think-Pair-Share) Intermittent questioning during direct

instruction Fist of Five. Field trip notes. Graphic organization Journal writing

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

Wrap up Presentation: As part of inquiry, Creative tasks Visual display with Fist of five Contributions to class discussions

Grade 3 – Communities in the World each group will present their story using technology or any format of presentation they choose (ie. Skit,PowerPoint, digital story, etc.) and present the item they created.

Discussion: After all presentations, students will discuss how these 4 communities similar/different from 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.

Unit Test- Last class: Students will complete a unit test that covers all content covered in this unit.

Celebration of learning

Experiential Learning

Discussion

or without technology.

Verbal communication

Compare and contrast

Reading and writing

Critical thinking Creativity

Performance on presentation Observations and carefully evaluating

how students contribute to class discussion will be key this week, since the teacher must evaluate the level of each student and the class as a whole and help ensure that they are well-prepared for the upcoming unit test.

Post card Unit Test

Grade 3 – Communities in the World 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

Cross Curricular Objectives:

Grade 3 – Communities in the World 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

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

Grade 3 – Communities in the World 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

Summative Assessment

Group Task : Guided Inquiry Research Project

Students will, with some teacher guidance if required, conduct a research project on

Understandings 1, 2, 3POS 3.1.1, 3.1.2, 3.1.3, 3.1.4Visual Literacy

Grade 3 – Communities in the World geographical, cultural, social and linguistic characteristic that shape a person’s identity from these 4 communities. In keeping with the principles of inquiry-based learning, students will be free to choose their sources (as long as they are referenced [links are acceptable, conventional citations not required]) as well as the format of their delivery.

Part 1: Creating a unique item from one of the community and its significance

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)

Geographical thinkingHistorical ThinkingCritical and Creative ThinkingSocial ParticipationInquiry-Based LearningCommunication

Individual Task:

Journal Entry- Students will write a weekly journal from different point of view

Post Card- Students will create a post card sharing about unique features of a community and send it out to the recipient

Unit Test- Students will complete a unit test that covers all content covered in this unit. The unit test 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.

Understandings 1,2,3POS 3.1.1, 3.1.2, 3.1.3, 3.1.4EmpathyCommunicationCritical and Creative thinkingDecision making and problem solving

Learners with Anxiety

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

Grade 3 – Communities in the World 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 must 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.

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 potentially 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

Grade 3 – Communities in the World 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 help 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.

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 groupsand communities other than their own (CC)

Grade 3 – Communities in the World

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)

SKILLS AND PROCESSES

DIMENSIONS OF THINKING

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

Grade 3 – Communities in the World 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 PRACTICEStudents 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

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 INQUIRYStudents will:

Grade 3 – Communities in the World 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

COMMUNICATIONStudents 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 consideration listen to others in order to understand their points of view interact with others in a socially appropriate manner create visual images for particular audiences and purposes use technology to support and present conclusions

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

TEACHER RESOURCES AND ASSESSMENT GUIDE:

Grade 3 – Communities in the World

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

Resource #1

Grade 3 – Communities in the World

Resource #2

Observation, Conclusion and Evidence

What I see

(direct observation)

What it tells me

(inference or conclusion)

Why I believe this

(evidence)

Grade 3 – Communities in the World

Resource # 3

My Story Board

Country Narrative (voice) Images/mediaSubtopic: What will you say?

Example:Describe what images you will need

Grade 3 – Communities in the World

Check for Understanding:

Essential Understandings

Explain Interpret Apply Perspective Empathy Self-knowledge

Students can explain concepts, principles

and processes by putting it their own

words, teaching it to others, justifying their answers and showing

their reasoning

Students can interpret by making sense of data, text

and experience through images, analogies, stories

and models

Students can apply by effective using

and adapting what they know in new

and complex contexts

Students demonstrate perspective by seeing

the big picture and recognizing different

points of view

Students display empathy by perceiving

sensitively and walking in

someone else’s shoes

Students have self-knowledge by showing meta-

cognitive awareness, using productive habits

of mind and reflecting on the meaning of the

learning and

Grade 3 – Communities in the World experience.

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

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

Grade 3 – Communities in the World

RUBRICS FOR ASSESSMENT:

Story Presentation

CATEGORY 4 3 2 1

Content All content is in the students' own words and is accurate. Subject knowledge is excellent.

Almost all content is in the students' own words and is accurate. Subject knowledge appears to be good.

Some of the content is in the students' own words and is accurate. Includes essential information but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Grade 3 – Communities in the World Attractiveness Makes excellent use

of materials (pictures, ppt, videos, etc) to enhance the presentation.

Makes good use of materials to enhance to presentation.

Use of materials occasionally detracts from the presentation.

Materials often detract from the presentation.

Voice Quality Interesting, well-rehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

Teamwork Each group member made contribution to project material and presentation

Most group members contributed to project materials and presentation

Some group members contributed to project materials and presentation

Few group members contributed to project materials and presentation

Rubric for Assessing a Journal Entry

Grading Criteria Excellent Acceptable Minimal UnacceptableContent Response to assigned

topic thorough and well written, with varied sentence structure and vocabulary; opinions always supported with facts.

Response thoughtful and fairly well written; most opinions supported with facts

Response adequately addresses some aspects of the assigned topic; opinions sometimes based on incorrect information.

Response consists of unsupported opinions only marginally related to the topic.

Grade 3 – Communities in the World Idea Development Excellent use of

examples and details to explore and develop ideas and opinions.

Good reliance upon examples and details to illustrate and develop ideas and opinions.

Incomplete development of ideas; details and examples not always evident.

Ideas not clearly stated or developed.

Organization Very logically organized; contains introduction; development of main idea (or ideas), and conclusion.

Contains introduction, some development of ideas, and conclusion.

Topics and ideas discussed somewhat randomly; entry may lack clearly defined introduction or conclusion.

Entry is unstructured.

Mechanics Flawless spelling and punctuation.

Few or no spelling errors; some minor punctuation mistakes.

Several spelling and punctuation errors.

Many instances of incorrect spelling and punctuation.

Postcard

Category 4 3 2 1Content The postcard

contains at least 4 accurate facts about the topic. Writer uses vivid words and phrases.

The postcard contains at least 3 accurate facts about the topic. Writer uses vivid words and phrases.

The postcard contains at least 2-3 accurate facts about the topic. Writing lacks variety, punch or flair.

The postcard contains few accurate facts about the topic. Writing does not capture the reader's interest.

Grade 3 – Communities in the World

Mechanics No errors in spelling or grammar

Few errors in spelling or grammar

Several errors in spelling or grammar

Many errors in spelling or grammar that interfere with content

Appearance Postcard is very neat, well designed, and creative.

Postcard is neat and well designed.

Postcard is well designed.

Postcard is messy.

Grade 3 – Communities in the World