G3+SS+U3+-+Kenya


 * P.S. 208: The Alain L. Locke Magnet School for Environmental Stewardship 2011-2012 **


 * GRADE 3 Social Studies: **February 4th – April 12th
 * Unit 3: **Kenya


 * Essential Question: **Are inventions always sustainable?
 * Enduring Understanding: **Simple machines help us sustain our practices in everyday life.


 * End of Unit Performance Task: Week of April 12nd, due April 16th **
 * 3-D Models ** – As engineers, students will construct 3-D models of simple machines that aid in the transportation of water for the villagers in areas of Kenya. The models will be accompanied by diary entries that include the description of the building plan, the building process, tools and materials used, and changes made to make a working machine. The diary will also include how the machine will change and affect village life, customs, and thoughts and feelings associated with the change.

3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. <span style="font-family: 'Calibri','sans-serif';">3.RI.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using <span style="font-family: 'Calibri','sans-serif';">language that pertains to time, sequence, and cause/effect. <span style="color: #00b050; font-family: 'Calibri','sans-serif';">3.RL.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//. <span style="color: #00b050; font-family: 'Calibri','sans-serif';">3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., <span style="color: #00b050; font-family: 'Calibri','sans-serif';">where, when, why, and how key events occur). <span style="font-family: 'Calibri','sans-serif';">3.W.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. <span style="font-family: 'Calibri','sans-serif';">3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. <span style="font-family: 'Calibri','sans-serif';">3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. <span style="font-family: 'Calibri','sans-serif';">3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and <span style="font-family: 'Calibri','sans-serif';">collaborate with others. <span style="color: #00b050; font-family: 'Calibri','sans-serif';">3.W.7 - Conduct short research projects that build knowledge about a topic. <span style="font-family: 'Calibri','sans-serif';">3.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics and texts//, building on others’ ideas and expressing their own clearly. <span style="color: #00b050; font-family: 'Calibri','sans-serif';">3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. <span style="font-family: 'Calibri','sans-serif';">3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. <span style="font-family: 'Calibri','sans-serif';">3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. <span style="color: black; font-family: 'Calibri','sans-serif';">3.L.4 - <span style="font-family: 'Calibri','sans-serif';">Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on //<span style="font-family: 'Calibri','sans-serif';">grade 3 reading and content, //<span style="font-family: 'Calibri','sans-serif';">choosing flexibly from a range of strategies. <span style="font-family: 'Calibri','sans-serif';">a. Use sentence-level context as a clue to the meaning of a word or phrase. <span style="font-family: 'Calibri','sans-serif';">b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., //<span style="font-family: 'Calibri','sans-serif';">agreeable/disagreeable, // //<span style="font-family: 'Calibri','sans-serif';">comfortable/uncomfortable, care/careless, heat/preheat //<span style="font-family: 'Calibri','sans-serif';">). <span style="font-family: 'Calibri','sans-serif';">c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., //<span style="font-family: 'Calibri','sans-serif';">company, companion //<span style="font-family: 'Calibri','sans-serif';">). <span style="font-family: 'Calibri','sans-serif';">d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. <span style="font-family: 'Calibri','sans-serif';">3.L.6 - 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., //<span style="font-family: 'Calibri','sans-serif';">After dinner that night we went looking for them //<span style="font-family: 'Calibri','sans-serif';">).
 * <span style="font-family: 'Calibri','sans-serif';">CCSS: ****<span style="font-family: 'Calibri','sans-serif';">Common Core Learning Standards: <span style="color: #00b050; font-family: 'calibri','sans-serif';">(Green = assessed) **

<span style="color: #00b050; font-family: 'Calibri','sans-serif';">– reading maps, legends, symbols, and scales <span style="color: black; font-family: 'Calibri','sans-serif';">– using a compass rose, grids, time zones <span style="color: black; font-family: 'Calibri','sans-serif';">– comparing maps and making inferences <span style="color: black; font-family: 'Calibri','sans-serif';">– interpreting and analyzing different kinds of maps
 * <span style="font-family: 'Calibri','sans-serif';">New York Scope and Sequence **
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Map and Globe Skills **

<span style="color: black; font-family: 'Calibri','sans-serif';">– large and diverse continent <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">3.1c <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– located and identified by geographical features 3.1b, 3.1c, 3.1d <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– many unique features <span style="color: black; font-family: 'Calibri','sans-serif';"> (Sahara Desert, savannah, rainforest, Great Rift Valley, rivers, mountains, etc.) 3 <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">.2a <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– variety of climates <span style="color: black; font-family: 'Calibri','sans-serif';"> (arid, semi-arid, tropical, etc.) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">3.2a <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– described by regions <span style="font-family: 'Calibri','sans-serif';">(North, Sub-Saharan, and South Africa, etc.) <span style="color: #00b050; font-family: 'calibri','sans-serif';"> 3.2a <span style="color: black; font-family: 'Calibri','sans-serif';">– connected and separated by rivers and waterways and other geographic features (Nile River, Lake Victoria, Suez Canal) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">3.2a <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– natural resources (diamonds, gold, oil, ebony) 3.1d, 3.1e <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– vegetation and wildlife (lions, zebras, rhinoceros, gorillas, etc). 3.1d
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Example 2: Kenya **

<span style="color: black; font-family: 'Calibri','sans-serif';">– <span style="color: #00b050; font-family: 'Calibri','sans-serif';">location and key geographical features <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">3.1c <span style="color: black; font-family: 'Calibri','sans-serif';">– <span style="color: #00b050; font-family: 'Calibri','sans-serif';">impact of geography and climate <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">3.1e, 3.2a <span style="color: black; font-family: 'Calibri','sans-serif';">– <span style="color: #00b050; font-family: 'Calibri','sans-serif';">people and groups then and now <span style="color: black; font-family: 'Calibri','sans-serif';"> (issues of diversity/homogeneity) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.3a, 2.3b <span style="color: black; font-family: 'Calibri','sans-serif';">– economic systems and trade (marketplace) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">4.1e, 4.1f, 4.2 <span style="color: black; font-family: 'Calibri','sans-serif';">– important contributions <span style="color: black; font-family: 'Calibri','sans-serif';">(inventions, folk tales, resources, etc.) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.1c <span style="color: black; font-family: 'Calibri','sans-serif';">– the legacy of traditional culture (arts, music, dance, literature) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.1a, 2.1c. 2.2d <span style="color: black; font-family: 'Calibri','sans-serif';">– celebrations and important events <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.4c <span style="color: black; font-family: 'Calibri','sans-serif';">– family structures, religion, school, work and leisure time <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.1c, 2.4b <span style="color: black; font-family: 'Calibri','sans-serif';">– differences between urban and rural communities <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.1a, 2.4b, 2.4c, 3.1d, 3.1e <span style="color: black; font-family: 'Calibri','sans-serif';">-development of government <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">5.1a, 5.1c, 5.1e <span style="color: black; font-family: 'Calibri','sans-serif';">– symbols and national holidays <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">5.3a <span style="color: black; font-family: 'Calibri','sans-serif';">– <span style="color: #00b050; font-family: 'Calibri','sans-serif';">changes over time <span style="color: black; font-family: 'Calibri','sans-serif';"> (family structure, economic system, political system, trade) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">4.1e, 4.1f, 4.2 <span style="color: black; font-family: 'Calibri','sans-serif';">– <span style="color: #00b050; font-family: 'Calibri','sans-serif';">key events and people in <span style="color: black; font-family: 'Calibri','sans-serif';"> history <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.3b, 2.4a <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– challenges of current issues and problems <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.2a
 * <span style="color: black; font-family: 'Calibri','sans-serif';">FOCUS: Case study of an African community (Nigeria, South Africa, Zimbabwe, etc.) **

<span style="font-family: 'Calibri','sans-serif';">A. Cultural Preservation and Transformation: The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.** <span style="font-family: 'calibri','sans-serif';">1. Discuss the inter-relationships between healthy people and healthy ecosystems.
 * <span style="font-family: 'Calibri','sans-serif';">EfS Standards: **

<span style="font-family: 'Calibri','sans-serif';">B. Responsible Local and Global Citizenship: The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation. <span style="font-family: 'calibri','sans-serif';">2. Demonstrate individual and collective respect for themselves and others, and for the things that they all share, depend on and are responsible for (the commons). <span style="font-family: 'calibri','sans-serif';">6. Demonstrate their awareness that our choices have consequences that can be good or bad for people and for all living systems, and practice making good choices. <span style="font-family: 'calibri','sans-serif';">11. Develop a sense of self-empowerment ad ability to advocate for what is important to them by using authentic voice as a tool.

<span style="font-family: 'Calibri','sans-serif';">C. The Dynamics of Systems & Change: A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Fundamental patterns of systems include growth, decline, and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future. <span style="font-family: 'calibri','sans-serif';">3. Be able to step back and look at the big picture. <span style="font-family: 'calibri','sans-serif';">4. See and be able to describe the interrelatedness of at least two variables and tell a story about it. <span style="font-family: 'calibri','sans-serif';">25. Know what the difference is between long and short term goals. <span style="font-family: 'calibri','sans-serif';">28. Define how their own (or other peoples’) actions affect the systems they are in. <span style="font-family: 'Calibri','sans-serif';">29. Demonstrate an understanding of how one event can influence another. <span style="font-family: 'calibri','sans-serif';">50. Fully consider an issue about sustainability and resist the urge to come to a quick conclusion.

<span style="color: black; font-family: 'Calibri','sans-serif';">D. Sustainable Economics: <span style="font-family: 'Calibri','sans-serif';">The evolving theories and practices of economics and the shift towards integrating our economic, natural, and social systems to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital. <span style="font-family: 'calibri','sans-serif';">2. Understand the difference between materials produced in the natural world and materials produced by people. <span style="font-family: 'calibri','sans-serif';">4. Articulate how our health and the health of the natural world is affected by our consumption choices, and use critical thinking and questioning to understand the media’s role in shaping and influencing our consumption patterns. <span style="font-family: 'calibri','sans-serif';">7. Envision how their choices and actions can contribute to a sustainable future.

<span style="font-family: 'Calibri','sans-serif';">E. Healthy Commons: Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons. <span style="font-family: 'calibri','sans-serif';">1. Define “The Commons” in their own words and in relation to their own experiences. Know the difference between private, and common areas. <span style="font-family: 'calibri','sans-serif';">2. Articulate the distinguishing characteristics of a commons and the types of measures required to keep different types of commons healthy. <span style="font-family: 'calibri','sans-serif';">3. Identify several examples of commons in their classroom, school, town and in our world and explain how those commons function. <span style="font-family: 'calibri','sans-serif';">5. Develop and agree on the criteria they can use to reconcile when someone’s individual rights conflict with their responsibilities for the commons.

1. Describe the role and interconnection of subcomponents (terrestrial, aquatic, marine, and atmospheric) of our environmental system that support life on earth. This includes the relation of high quality and abundant water, soil, and air essential to support all life. 2. Explain the nature of ecosystems and biomes, their health and their interdependence within the biosphere. 3. Provide examples of the dependence of humans on our shared natural resource base for life, sustenance and a suitable quality of life. (Food, shelter, health, aesthetics). 4. Demonstrate awareness of the importance of a great diversity of life (biodiversity) to the long-term sustainability of humankind and other living species on Earth. 5. Demonstrate their understanding that there are limits to growth on the planet—which are congruent with the limits of biological capacity and replenishment rates of sources and sinks. Cite at least three examples of how these limits are being tapped through innovation and conservation and affect the health of our social and economic systems and vice versa. 6. Articulate the implications of the distribution, acquisition, depletion, and renewal of resources in determining the nature of societies and the rate and character of economic and social development. 1. Develop visioning skills to create a healthy and sustainable future. 2. Set goals and develop indicators (rubrics, checklists, and quantitative measures) to measure the extent to which they are moving toward or away from their goals. 6. Demonstrate the habit of turning problems into opportunities to make positive change. 8. Compare and contrast several indicator sets that are being used to measure the degree to which individuals, communities, and nations are on a path toward sustainability. 1. Draw the parameters of their bio-region (watershed) and/or community, identify and list the characteristics of that bio-region, and make a case for why it is important to be able to do so. 2. Transfer their knowledge and skills of this bio-region to their study of other bio-regions. 3. Identify flora, fauna, and geologic formations in the bio-region. Describe the interdependencies, benefits, and threats associated with our human behavior and how these impact the bio-region and us. 4. Identify and map human habitats by overlaying development/settlement patterns across the bio-region. Assess the consequences over time and recommend and evaluate alternatives when necessary. 5. Identify and describe livelihoods associated with the development of the bio-regional economy. 6. Map assets and liabilities in their local community (ex. Green Map).
 * F. Natural Laws and Ecological Principles: ** The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live.
 * G. Inventing and Affecting the Future: ** The vital role of vision, imagination, and intention in creating the desired future. Students will design, implement, and assess actions in the service of their individual and collective visions.
 * I. Sense of Place: ** The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health.

continent country map globe hemispheres || Students identify Kenya’s location on a map and globe, and understand how different kinds of maps provide specific information. || Quick Assessment – What do you know about Kenya’s culture? Examine map of Kenya together and it’s landforms/regions http://www.sheppardsoftware.com/globeweb/snapshot/Snapshot-globe-1.htm || Collect facts from map and pictures. || EfS: A, C, F || landforms regions rift valley mountain deserts physical features || Students understand how Kenya’s geographical features such as oceans, rivers, lakes, mountains, deserts, etc. impact the way people live. || For reading and specific readings on landforms <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">http://www.worldatlas.com/webimage/countrys/africa/ke.htm Students activity [] Map follow up – fill blank map in with regions and landforms Impact of human life on natural environment || Vocabulary Climate change, etc || Vocabulary http://www.jambokenya.com/jambo/fauna/fauna.htm Video about flamingos [] Mineral resources [] || How are the lives of plants and animals interconnected? Students research a particular natural resource to see how it's used, how it's extracted, and what concerns are associated with this extraction process. Then create posters to show the results of their research. || EfS: A, C, F, I Endangered species and protections Indigenous plants || Vocabulary <span style="font-family: 'Times New Roman','serif';">increasing population growth? What impact do you think human population has on the environment and the availability of <span style="font-family: 'Times New Roman','serif';">natural resources in Kenya? || Students develop possible solutions for environmental problems created by population growth. || EfS: A, C, F || Vocabulary <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">Water Crisis – water.org http://www.unicef.org/wash/kenya_23368.html <span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">Students critique the use of nonrenewable resources such as gold. Do we need it, or do we want it? What would happen if we run out of these resources? || Items we buy and use are made out of natural resources. One way we can help our environment is by reducing the consumption of these goods. Choose an item and write a letter to a friend trying to convince him or her not to use this product. || EfS: A, C, F, I Continue Demonstrate their awareness that our choices have consequences that can be good or bad for people and for all living systems, and practice making good choices. || Vocabulary <span style="font-family: 'Times New Roman','serif';">- Research on website such as http://www.worldwildlife.org/home-full.html <span style="font-family: 'Times New Roman','serif';">- categorize information and present in chosen way – power point, typed report, poster, essay Chart – animal/cause of endangerment/possible solution in notebook Questions for discussion: How does the water crisis affect animals as well as humans? || Write about the problem concerning endangered animals in Kenya and explain the problem affects other animals or the environment || EfS: A, C, F, I Endangered species and protections Indigenous plants || Vocabulary -stop and jot noticings such as landforms, natural resources, environmental concerns See above sites for issues Other issues <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">Trading and selling of resources for economic growth, Uganda/Kenya railroad to push growth <span style="font-family: 'Times New Roman','serif';">Why is Kenya still a poor country even with some of these developments? <span style="font-family: 'Times New Roman','serif';">How does the population growth affect economy? || Describe your daily life on the plantation || EfS: D, I Walking for water, lack of fresh water, limited food, extreme climate ||
 * **Lesson Week** || **Objectives/KBAD** || **Investigate/Activity** || **Homework** || **Environmental Tie-In** ||
 * Feb 4th
 * Vocabulary**
 * SMART board lessons with maps, brief description, pictures
 * Feb 11th
 * Vocabulary**
 * Students can start their diary for the project with sketches after talking about the water issue || Would you rather live near the ocean or near mountains? Explain. Provide at least four reasons or evidence to support your opinion. || EfS: A, C, F
 * Feb. 25th
 * climate**
 * tropical climate**
 * drought**
 * humidity** || Students will identify the important role the weather and climate play in the environment and all living things. || Group of students will be assigned different regions across Kenya. As a group, they will research the climate of that region. Then they will discuss and present how the climate of that particular region affects all living things including humans, animals and plants. || How can you raise awareness about the environmental issues as a citizen of Kenya? || EfS: A, C, F, I
 * March 4th
 * renewable resources**
 * nonrenewable resources**
 * flora**
 * fauna**
 * minerals**
 * limestone** || Students will learn how Kenyans use renewable and nonrenewable resources in different ways including the flora and fauna. || Resource for info on fauna []
 * Mar 11th
 * advantages**
 * disavantages**
 * population**
 * population growth**
 * human civilization** || Students will understand the impact of population growth on the development of human civilization and on the environment. || What are the advantages and disadvantages of
 * Mar 18th
 * overuse**
 * crisis**
 * consumption**
 * goods** || Students will learn and understand the effects of overusing natural resources in Kenya || Environmental issues and natural resources
 * April 3rd
 * endangered**
 * poaching**
 * deforestation** || Students research and understand the factors that affect the endangered animals of Kenya and how they can be protected || <span style="font-family: 'Times New Roman','serif';">Assign endangered animals to students
 * April 8rd
 * economy** || Students learn how the natural environment does not always favor human living conditions despite the natural resources available || Read the story __Planting the Trees of Kenya__ by Claire Nivola (see N&M if you do not have a copy)
 * April 12th || Project work time ||  ||   ||   ||

Assessments:
 * Informal observations (checklist) - vocabulary use, participation, partner work, homework**
 * Formal – vocabulary quizzes, class application questions, final project**

Book Resources:
 * __Masai and I__ by Virginia Kroll**
 * __Planting the Trees of Kenya__ by Claire Nivola**
 * __Count Your Way Through Kenya__ by Jim Haskins & Kathleen Benson**
 * __A Look at Kenya__ by Helen Frost**
 * __Joshua’s Masai Mask__ by Dakari Hru**
 * __A to Z Kenya__ by Justine and Ron Fontes**

Online Resources**: <span style="font-family: 'Times New Roman','serif';">Kenya landforms <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">Natural resources <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="color: black; font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">Kenya’s water crisis <span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">videos - []