Presentation of a TN standards based problem based learning unit. Unit covers third grade Social Studies standards - Culture & Geography

1. A Problem-Based Learning Unit
Courtney Fuson

3.  Unit Topic: Social Studies
 Culture encompasses similarities and differences among people,
including their beliefs, knowledge, changes, values, and traditions.
Students will explore these elements of society to develop an
appreciation and respect for the variety of human cultures.
 Geography enables the students to see, understand and appreciate
the web of relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding of concepts
within the six essential elements of geography: world in spatial terms,
places and regions, physical systems, human systems, environment
and society, and the uses of geography.
 Grade Level:
 Third Grade

4.  Understand the diversity of human cultures
 Discuss the cultures and human patterns of places
and regions of the world.
 Understand how to use maps, globes and other
geographic representations, tools and technologies to
acquire process and report information from a spatial
perspective.
 Recognize the interaction between human and
physical systems around the world.

5.  Compare cultural differences in various regions of
the United States and the world.
 Describe similarities and differences in the way
groups, societies and cultures address similar human
needs and concerns.
 Compare ways in which people from different
cultures think about and deal with their physical
environment and social conditions.

6.  Recognize some of the major components of a
culture.
 Determine similarities and differences in the ways
different cultural groups address basic human needs.
 Recognize that the world is made up of many
people, and their history may differ from the
student’s own by examining artifacts such as a
cultural time capsule or a cultural suitcase.
 Compare a different community in the world with
their own by examining generalizations, subcultures,
similarities and differences

7.  Locate places on a map using cardinal and
intermediate direction.
 List similarities and differences of local places and
regions with other places and regions.
 List the basic components of earth’s physical
systems.
 Describe how environments and regions differ
around the world.

8.  Find a specific location on a school or community
map.
 Determine the climate of a specific region of the
world using a map.

9.  Students apply digital tools to gather, evaluate and
use information.
 Students use critical thinking skills to plan and
conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.

10.  What does Flat Stanley need to know about where
he’s going in order to better fit in with the new
culture? What does Flat Stanley need to take with him
in order to be dressed appropriately for his new
environment?

11.  CIA Factbook
 World Book Encyclopedia
 Flat Stanley website
 U.S. Department of State
 United Nations
 Library of Congress
 Library resources

12.  Students will be assigned to groups to create their
Flat Stanley. They will be asked to create an
autobiography of their Stanley to send with him on his
travels.
 Students will introduce their group’s Flat Stanley to
the class, using the Stanley and autobiography
created previously.

13.  Students will take Stanley on outings in the
community and write about those activities to start
the journal that Stanley will keep on his travels and to
give them journaling practice.
 The teacher will use the Flat Stanley website to
provide a list of possible destinations for Stanley.
Each group will choose a destination and research it
to find out what Stanley should take with him and
what he should expect.

14.  Students will create a flat suitcase to go with
Stanley on his trip using their research.
 Students will present their research to the class
using the flat suitcase. Students will also present
photographs or images of the things Stanley can
expect to see.

15.  Students will also use their research to create a list
of questions to send with Stanley to find out more
about the culture of the selected location.
 Stanley will be sent to the locations that were
selected.
 Students will compare the information they
research with the information that is sent back with
Stanley.

16.  Students will be assigned to work in groups of 4.
 Groups will be diversified by the teacher to ensure a
mix of ability levels.
 Students will be responsible for dividing the labor in
their groups. Students will need to determine who is
responsible for creating the suitcase, who would be
the record keeper of the group, who will run the
computer, etc.

17.  Students will present their findings before the class,
using suitcases that they have created for Flat Stanley
to explain the items he would need and using
appropriate images to explain the cultural differences
he would encounter.

18.  Students will present the differences between the
information they found before Stanley’s trip and the
information that was returned with Stanley. Students
will discuss whether or not they packed appropriately
for Stanley’s trip.

19.  Students will use computers for research and
writing. Students may also use computers, printers
and scanners when creating their suitcase or images
for their presentations.
 Students will be able to use PowerPoint for their
presentations.
 Students will also be allowed to create short videos
instead of written journals if they prefer.

20.  The teacher will use a computer and projector for
some of the direct instruction.
 The teacher will help students in their use of the
computer, for both word processing and their
presentations.
 The teacher will assist students in their use of video
equipment and provide students with the equipment
and hosting necessary to complete their assignment.