Professional Semester III- Social Studies Unit Plan Grade 3/4

Dates:
Dimensions
Unit/Activity
Choices

Length
General
Outcomes

Specific
Outcomes

September
All About Me
-Journal Entry
( throughout)
-Who Am I?-poster
-Artefact
Identification
-Family Tree
poster
-Identity Day

4 weeks
Students will
demonstrate an
understanding
and appreciation
of how
geographic,
social, cultural
and linguistic
factors affect
quality of life.

3.1.2 What are

the traditions,
celebrations,
stories and
practices in the
communities
that connect the

October
Alberta History
-KWL Chart
-Buffalo v. Cow
-Winter Count
-Journal Entry
-Cultures of
Alberta
-RCMP, Fur traders
-Living with the
Land
--different tribes

November
All about Alberta
-KWL Chart
-Alberta Flag
study
-Alberta Towns
and Significance
mapping project
-Resource Inquiry
Project
-Royal Tyrell
Virtual Tour (if
able to afford)

December
World Cultures
-KWL Chart
-Passports
-Comparing and
contrasting Venn
Diagrams
-Mapping
-Graphic
Organizer
-Postcards (4)
-Journal Entry

4 weeks

4 weeks
Students will
demonstrate an
understanding
and appreciation
of how elements
of physical
geography,
climate, geology
and paleontology
are integral to the
landscapes and
environment of
Alberta.

3 weeks
3.1 Students will
demonstrate an
understanding,
and appreciation
of how
geographic, social,
cultural and
linguistic factors
quality of life in
communities in
India, Tunisia,
Ukraine, and Peru

Students will
demonstrate an
understanding
and appreciation
of the role of
stories, history
and culture in
strengthening
communities and
contributing to
identity and a
sense of
belonging.

Students will
demonstrate an
understanding
and appreciation
of how Alberta has
grown and
changed
culturally,
economically and
socially since
1905
4.2.1 appreciate
how an
understanding
of Albertas
history, peoples
and stories
contributes to

3.2 Students will

demonstrate an
understanding
and appreciation
of Canadas roles
and
responsibilities in
global citizenship
in relationship to
communities in
India Tunisia,
Ukraine, and Peru.

4.1.1 value
Albertas
physical
geography and
natural
environment.

3.1.1 appreciate
similarities and
differences
among people
and
communities

people to the
past and to
each other (e.g.
language
spoken,
traditions,
customs)?

their own sense

of belonging
and identity
4.1.2 examine,
critically, the
physical
geography of
Alberta by
exploring and
reflecting upon
the following
questions and
issues.

3.1.2 How is
identity
reflected in
traditions,
celebrations,
stories and
customs in the
communities?

4.1.4 analyze
how Albertans
interact with
their
environment by
exploring and
reflecting upon
the following
questions and
issues

3.S.7 apply the

research
process:
-develop
questions that
reflect a
personal
information
need
-organize
information
from more than
one source
-process
information
from more than
one source to
retell what has
been discovered

Assessment/
Evaluation/
Communication

Resources/
Facilities

Journal
Who Am I?
Identity Day

- Journal
-Alberta Time Line
-History of Alberta
Exam

Voices of
Alberta text

-Mapping Alberta
Cities and
Landscapes Quiz
-Resource Inquiry
Project
-All About Alberta
Final Test
Voices of
Alberta text

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
3.1.3 examine
the geographic
characteristics
that shape
communities in
other parts of
the world by
exploring and
reflecting upon
the following
questions for
inquiry
3.1.4 examine
economic
factors that
shape
communities in
other parts of
the world by
exploring and
reflecting upon
the following
questions for
inquiry
-Postcards 4 each
worth 5 marks for
20 marks
-Compare and
contrasting venn
diagram
-Cultures of World
Exam
Connecting with
the World text
-Wish you were
hereUkraine,

India, Tunsinia,
Peru.

Breakdown by Classes
Class: Grade 3/4 Social Studies
Duration: 4 weeks
Theme: All About Me

Getting to Know Me (4 Classes Sept 1-4)

Key Concepts
/Questions
Getting to know the class

Outcomes
3.1.1- appreciate
similarities and
differences among
people and
communities.

Methods/ Ideas
Classroom Community Building
-drama games
-group by likes
-group by dislikes
-group by siblings
-group by age
Class Introduction:
-Students will introduce
themselves by giving their name
and will tell the class 2 funny or
interesting facts about one
another.

Who Am I?

Web
-Students will be given a piece
of paper and will create a web of
who they are.

-What is my name?
-What is my age?
-Who makes up my

Gallery Walk
Comparisons and Differences

immediate family?
-What are my likes and
dislikes?
-What do I like about school?
-Favourite subject?

Post it-Pile It
-Students will shout out areas of
their life in which they belong. It
could be personal life (family),
clubs, school, church
organization

Where Do I Belong?
-Classroom Citizenship
--what does that mean?
--what does that look like?
--what does that sound like?

Journal Response
-What does citizenship mean to
me? Where do I fit in? How does
that make me the person that I
am?

-Classroom Responsibilities
Artefact in a Bag
-Find and bring in 2 artefacts
that represent you

Who Am I? (4 Classes Sept 8-11)

Key Concepts
/Questions
Who Am I Poster?
(short version)
-my family
-likes/dislikes
-aspirations

Outcomes
3.1.1- appreciate
similarities and
differences among
people and
communities.

Methods/ Ideas
Who Am I poster gallery
walk
--comparisons and
differences between you
and your classmates

The Best Part of Me

Reading the book The
Best Part of Me
--appreciate the parts of
our body that is the best

--appreciate how our

classmates may think that
other parts of their body
are special
--appreciate the reasons
why a person may like
parts of their bodyskills,
cultural reasons
-Presentation
--Gallery Walk of each
students art work for the
best part of them.

Family and Heritage (5 Classes Sept 14-18)

Key Concepts
/Questions
Who are the members
of my family?
--immediate family
--extended family
--things they pass on to
you
What are traditions
--where are some
traditions that your
family does?
--where do traditions
come from?
--why are traditions
important?
Identity
--what is it?
--how can we show it?
--why is it important

All About Me
--what are my likes and
dislikes?
--what does my name

Outcomes
3.1.1- appreciate
similarities and
differences among
people and
communities.
3.1.2 How is identity
reflected in
traditions,
celebrations, stories
and customs in the
communities

Methods/ Ideas
Think pair share-what
types of families are
there?
Think-pair-share-what are
some types of traditions?
Ask family members about
some of their traditions
are and how they came to
be.

3.S.7 apply the

research process:

develop
questions that
reflect a
personal
information
need

Think-Pair-Share
--larger groups to
determine what show
identity
---hopefully will use what
we have been talking
about over the last few
weeks

mean?
--where does it come
from?
--who are my family
members?
--what is
heritage/cultural
beliefs?
--what are some of our
traditions?
--what is one artefact
that represents me/my
family/a tradition we
celebrate?

Family and Heritage (5 Classes Sept 19-25 )

Key Concepts
/Questions
Identity Day
Performances
-how can I display to
others who I am?
--what will I learn
about my classmates
and their identity from
their performances?

Outcomes
3.1.1- appreciate
similarities and
differences among
people and
communities.
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

Methods/ Ideas
-All about me Poster
(extended)
-Virtual presentation
-Performance

create visual
images for a
particular
audiences and
purposes

Chapter 4: Living off of the Land (5 Classes September

28-October 2)
Key Concepts
/Questions

FIRST PEOPLE CH
4:PP 98-99

Outcomes
4.2.1.3: Recognize the presence
and influence of
diverse Aboriginal peoples as
inherent to Albertas
culture and identity.

-What does the term

First Nations mean?

Methods/ Ideas

KWL chart
-First Nations of AB web
(pg 99)
-look at the map on page
99: What would the
challenges/benefits be for
the
Woodland/Plains/Blackfoot
and Tsuu Tina be?

-How many tribes were

there?
How do we know they
were there?

-Powerpoint with pictures

of different regions

Who are the elders and

why are they important?

-Google Earth North

America
--no political boundaries

HOW DID LAND SHAPE

WAYS OF LIFE? PP
100-1
Where did First Nations

4.2.1.1 Recognize how stories of

people and events
provide multiple perspectives on
past and present
events. (I, TCC)
4.1.1.5 Appreciate how land
sustains communities
and quality of life. (ER, LPP)

Graphic organizer
--Fill in as we go along in
the Chapter.

people live?
-what type of
environment and
climates did they have to
live with?
Did all First Nations tribes
live in tepes? Why or why
not?

BUFFALO PG 103
-Why are buffalo
important?
-what could their body be
used for?
-what if there were no
buffalo?
-are there still buffalo
today? As much?
-How did First Nations
people hunt the buffalo?

4.2.2.3 What do the stories of the

Aboriginal peoples
tell us about their beliefs about
the relationship
between people and the land?

Ask questions such as

these:
When might the top flaps
of the teepee be opened?
Why was the teepee
sometimes insulated?
Who do you think shared
a teepee?
Where do you think the
people cooked? Why?
-Make a teepee
representative of a
different tribe.
--look up the symbols of
AB tribes and assign a
different tribe to different
students. (Assessment)
Winter count buffalo hyde
(in blank image of buffalo
draw a picture of the most
important thing that
happened to them this
year)
Label the buffalo
worksheet
-compare and contrast the
uses of the buffalo, and
the uses of a cow.
-Which creates more
waste?

New Roots for Alberta: Chapter 5 October 5-9

Key Concepts
/Questions

Outcomes

Methods/ Ideas
Social Word dictionary.

Why did different

groups of people come
to Alberta?
How did Alberta
develop Francophone,
Mtis, and British
roots?

What drew people to

come to AB?
-How can name show
where people have come
from ?

4.2.1.3 Recognize the presence and

influence of
diverse Aboriginal peoples as
inherent to Albertas
culture and identity.
4.2.2.5 In what ways did
Francophones establish their
roots in urban and rural Alberta
(i.e., voyageurs,
missionary work, founding
institutions, media, politics,
commerce)?
4.3.3.6 How do the names of
geographic places reflect
the origins of the people who
inhabited, discovered or
developed communities in these
places?

4.2.1.4 Recognize the history of

the French language
and the vitality of Francophone
communities as an
integral part of Albertas
heritage.
4.2.1.5 Recognize British
institutions and peoples as an
integral part of Albertas
heritage.
4.2.1.7 Demonstrate respect for
places and objects of
historical significance

What is the fur trade?

-how much did the First
Nations people need to
help the English settlers?

Show images of crowed

British and French cities?
--what would make it hard
to live there?
---would you want to stay?
---would you want to
leave?
Show images of Alberta
before contact?
---why would you want to
move here?
---how could you make a
life here?
--would it be hard? Would
it be difficult?
In social journal, make a
list of town names that
sound English and ones
that sound French. As you
read the chapter write
down all the names that
you find.

One of the main jobs that

was created was the fur
trade. In a picture of a
beaver write down the
challenges that the fur
trade brought .
Video and corresponding

worksheet
http://www.learnalberta.ca/
content/sscnir/index.html?
movie=diving_for_clues_to
_canadian_history

How did AB roots start

to
grow?
--Who were the rival
companies?
-who were the
Francophones?
-who were the Metis
people?

Who are the

missionaries?
Why were the grey nuns
important to the
community?

Paired reading: read the

pages on the Metis people.
--write down all of the
ways that Metis people
establish roots in Canada?
---colour in the Metis
symbol

October 14-21 Chapter 6: Preparing for New Settlers

Key Concepts
/Questions
Who was Canadas first
prime minister?
Why would the railway be
important?

Outcomes

4.2.1.5 Recognize British

institutions and peoples as
an integral part of Albertas
heritage.

Methods/ Ideas

-images of the High Level

bridge?
-pg 157 picture analysis
--benefits of the railway?
-- how did the railway
connect all of Canada?
http://www.learnalberta.ca/
content/ssric/index.html

-Why are law and order

important?

-Read out loud page 158

---as a class decide what
are some things that could
have been done

-Who are the RCMP?

Write down the acronym of
RCMP ?
How did life change for
the First Nations people?

Read the pages 160 and

162
--imagine your way of life
changing?
--how would you feel?
-what types of things were
taken away from the First
nations people?
-would that make life hard
today?

What is a treaty?
How can treaties be good
and bad? Read page 16367 with an elbow buddy
and use the reading to
answer the questions in
the journal
--Journal response: were
treaties a good thing or a
bad thing for First Nations

people? What about for

the government?
Talk about the First
nations peoples and
treaty? Any questions?

October 23-30: More Settlers

Lets Explore Peru and Tunisia (5 ClassesNovember 30-December 4)

Lets Explore Ukraine and India (5 ClassesDecember 7-11)
Key
Concepts
/Questions

Methods/ Ideas
Outcomes
https://www.youtube.com/watch?
v=x88Z5txBc7w

Attention Grabber
INTRODUCTION
-How does the
poem on page 1

General
Outcome 3.1
Students will
demonstrate an

KWL chart

relate to me?
How far is Peru
from Lethbridge
AB Canada? How
far is Tunsia from
Lethbridge?
-What 3 question
do you have for
Maria (Peru) and
Ahmed (Tunisia)
-What is a
passport?

QUALITY OF
LIFE and
SERVICES
Chapter 1 pp 116, Chapter 3
pp 50-56, 64
Chaptter 4-6876
What does quality
of life mean?
--what affects
quality of life?

understanding
and appreciation
of how
geographic,
social, cultural,
and linguistic
factors affect
quality of life in
communities in
India, Tunisia,
Ukraine, and
Peru.
3.1.2
Knowledge and
Understanding
Students will
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
specific inquiry
questions.
3.1.1 Values
and Attitudes
Appreciate
similarities and
differences
among people
and communities.

Read the poem Someone on Page 1

of the text.
Peruvian Flag-colour
Tunisia Flag-colour
Passport creation
--glue in the flag of Peru and Tunisia
--write down the capital city of the
country

Quality of Life: Think-Pair-Share

-What services to people need to
have a good quality of life?
-what would happen if you did not
have the services, and these needs
met?
Excellent/Good/Fair/Poor Quality of
Life Movement Example (kinaesthetic
learning)
-What types of communites can there
be? (Think back to what groups you
belong in)
Concept Map for Service in Peru and
India (glue this into passport)

-What do you
need to have a
good quality of
life?
-Why would the

Google Map Famous landmarks in

community you
live in affect your
quality of life?

Peru and Tunsia.

Graphic Organizers used to fill in
information about Peru and Tunsia
Difference between Environment and
Climate
--Post it-Pile--Environmental influences
--Climate influences

PHYSICAL
GEOGRAPHY
Chapter 5 pp
88-97, 104, 106
- How does the
physical
geography
influence the
human activities
- In what ways do
the people in the
communities
depend on, adapt
to and change the
environment in
which they live
and work?
- In what ways do
the people in the
communities
depend on, adapt
to and change the
environment in
which they live
and work?
- In what ways do
the communities
show concern for
their natural
environment?

SLO 3.1.3
Students will
examine the
geographic
characteristics
that shape
communities in
other parts of the
world by
reflecting upon
the following
questions and
issues:

What are some jobs that can be

created due to the environment
think back to our Alberta resources
unit
Quality of Life and Physical
Geography connections we can make

-Brainstorm/Recall where goods and

services can come from (Natural and
non-natural resources)
-Knowing the geography of
Peru/Tunisia guess what type of
goods they may provide.

GOODS AND
SERVICES
Chapter 6 109118

Cause and Effect Peru and Tunisia:

ppg (128)
Link up with Geography and
Resources
(Assessment component)

GLO 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.

Celebrations and Traditions

Key
Concepts/Questions

Outcomes

Methods/Ideas