G3+SS+U2+-+Puerto+Rico


 * P.S. 208- The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * GRADE 3 Social Studies: **November 14th – February 1st, 2013
 * UNIT 2: Puerto Rico **


 * Essential Question: **How can we continue to depend on the earth’s resources and sustain our existence?
 * Enduring Understanding: **We are interdependent on the earth and its natural resources, and we cannot survive without them.

Alternative Energy: Due to weather conditions in Puerto Rico, students as energy conservationists will create a poster or brochure advertising alternative energy sources in case of a power outage (wind, solar, water).
 * End of Unit Performance Task: ** February 1st, 2013

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. 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="color: #00b050; 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="color: #00b050; 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="font-family: 'Calibri','sans-serif';">Common Core Learning Standards: <span style="color: #00b050; font-family: 'calibri','sans-serif';">(Green = assessed) **

<span style="color: black; font-family: 'Calibri','sans-serif';">understanding concepts of time, continuity, and change
 * <span style="font-family: 'Calibri','sans-serif';">New York State Scope and Sequence: **
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Thinking Skills **<span style="color: black; font-family: 'Calibri','sans-serif';">– comparing and contrasting, identifying cause and effect, drawing inferences and making conclusions, evaluating, decision-making
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Sequencing and ****<span style="color: black; font-family: 'Calibri','sans-serif';">Chronology Skills **<span style="color: black; font-family: 'Calibri','sans-serif';">– using the vocabulary of time and place, placing events in chronological order, sequencing events on a timeline,
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Research and ****<span style="color: black; font-family: 'Calibri','sans-serif';">Writing Skills **<span style="color: black; font-family: 'Calibri','sans-serif';">– getting information, interpreting information, applying information, synthesizing information
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Map and Globe ****<span style="color: black; font-family: 'Calibri','sans-serif';">Skills **<span style="color: black; font-family: 'Calibri','sans-serif';">– reading maps, legends, symbols, and scales, using a compass rose, grids, time zones, comparing maps and making inferences, interpreting and analyzing different kinds of maps
 * <span style="color: black; font-family: 'Calibri','sans-serif';">Interpersonal and ****<span style="color: black; font-family: 'Calibri','sans-serif';">Group Relation ****<span style="color: black; font-family: 'Calibri','sans-serif';">Skills **<span style="color: black; font-family: 'Calibri','sans-serif';">– recognizing and avoiding stereotypes, participating in group planning and discussion, cooperating to accomplish goals, assuming responsibility to carry out tasks

<span style="color: #00b050; font-family: 'Calibri','sans-serif';">– large and diverse continent 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 (rain forest, islands, mountains, glaciers) 3.2a <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– variety of climates 3.2a <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– natural resources (minerals, oil) 3.1d, 3.1e <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– vegetation and wildlife (capybara, llama, jaguar, macaw, vampire bat) 3.1d
 * <span style="color: black; font-family: 'Calibri','sans-serif';">South America **

<span style="color: #00b050; font-family: 'Calibri','sans-serif';">– location and key geographical features 3.1c <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– impact of geography and climate 3.1e, 3.2a <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– people and groups then and now (issues of diversity/homogeneity) 2.3a, 2.3b <span style="color: black; font-family: 'Calibri','sans-serif';">– economic systems and 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';">– important contributions (inventions, folk tales, resources, etc.) <span style="color: #1fdc00; font-family: 'Calibri','sans-serif';">2.1c <span style="color: #00b050; font-family: 'Calibri','sans-serif';">– the legacy of traditional culture <span style="color: black; font-family: 'Calibri','sans-serif';"> (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: #00b050; font-family: 'Calibri','sans-serif';">– changes over time (family structure, economic system, political system, trade) 4.1e, 4.1f, 4.2 <span style="color: black; font-family: 'Calibri','sans-serif';">– key events and people in 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 2.2a
 * <span style="color: black; font-family: 'Calibri','sans-serif';">FOCUS: Case study of a South American community (Brazil, Peru, Argentina, 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.

Analyze the maps (globe and close-up) of Puerto Rico and list the facts that you learned. || Read the given information and complete the handouts (Information I gained from the reading and questions) || Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health. || Regions (coastal lowlands, coastal valleys, foothills, central mountains Commons Biosphere Bio-region || **SWBAT** Students examine P.R.’s physical regions, features/landforms || Read the text – Landforms of Puerto Rico. Create a map of Puerto Rico’s regions and landforms using the reading and additional physical map. Other readings: Yale.edu Readings #1 and 11 || Make a list of the natural resources you think are available in Puerto Rico based on knowledge about landforms (in notebook). || Understand the biosphere and bio-region || irrigation hydroelectricity || **SWBAT** Students continue to learn about the geography of P.R. and its impact on the climate || [|www.topuertorico.org] Examine the weather/climate map on SMART board. Examine relationship between rainfall and temperature, plus hurricane seasons ([|www.wikipedia.org]) and naming them (yale.edu). [|www.discovertheforest.org] Discuss how climate and irrigation are related - || Write a letter to your parents convincing them you should go on vacation to Puerto Rico (based on information learned about landforms, climate). Possible jigsaw activity for landforms, and energy source locations || Climate change Dams and hydroelectricity/ irrigation (best locations for certain of energy sources) || flora fauna || **SWBAT** Students learn about the natural resources including the flora and fauna (bio-region) of P.R., and analyze how these resources depend on each other for survival || Create a list of natural resources available in P.R. based on pictures (view on laptop/screen from Google or Bing search). Discuss how the earth’s biosphere (whole earth’s ecosystems) and P.R’s natural resources are all precious and depend on each other – endangered animals, rainforest depletion, etc. || Read the article on coqui frogs and write a letter to the environmental commissioner of Puerto Rico explaining the problem with the endangerment of the coqui. Convince him/her to save the coqui. || Living things are interdependent on each other no matter the location Effect of human life on natural environment (rainforest) Endangered animals, indigenous plants & deforestation || indigenous natives Tainos culture Petroglyphs traditions beliefs || **SWBAT** Students will learn about the Tainos of Puerto Rico and about the different aspects of their culture || Reading #3 from yale.edu site (see also word doc). Groups of students will study one aspect of the Taino culture (clothing, food, etc). Groups will create posters or something similar for each || Reading Handout-Puerto Rico NOW Students will compare the Taino culture and Puerto Rican culture today. || The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. || cont. || basic needs conserve commons || **SWBAT** Students understand how the Tainos used their natural resources before the arrival of Christopher Columbus || [|www.topuertorico.org], [|www.elboricua.com] [|www.ehow.com] Readings 3 & 4 from yale.edu Use article and t-chart to describe how Tainos used natural resources to meet basic needs Discuss conserving resources if everyone lives off the land || Name some of the natural resources the Tainos used and describe how they were used. How did they conserve resources if everyone lived off the land? Reading 2 from yale.edu Compare Columbus’s first voyage in 1492 to his second voyage in 1493. || Living things are interdependent on each other no matter the location 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). || impact contributions foreigners trade newcomers colonists colonization plantation || **SWBAT** Students evaluate how the invasion of the Spaniards affected the Tainos culture. || -Reading 5 from yale.edu -Discuss the negative effects of the arrival of the Spaniards. -Discuss the contributions of the Spaniards to the Puerto Rican culture as reflected in the language, religion, traditions, customs, beliefs, music and art. || Do you think the arrival of the Spaniards and the Africans to Boriquen were positive, negative or both? Provide evidence to support your opinion. || Cultural Preservation How can cultures survive despite invasions and wars? || cont. || slave trade immigration cargo || **SWBAT** Students understand how the invasion of the Spaniards affected the people of Africa || Reading #6 Use map to demonstrate slave trade. Infer the pain and struggles of African slaves by using pictures demonstrating slave transport in Africa Discuss the African contributions to Puerto Rican culture (language, music, cuisine, religion) || Which African contribution do you think is more valuable to Puerto Rican culture? Explain. || 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. || Reading 8 and 9 [|www.wikipedia.com/africanslavetransport] || See activities associated with reading 6 || Cultural Preservation Was the impact of the Taino greater than our impact now? Historical parallels – mining minerals didn’t the impact on the earth (earth is not prepared to recycle – tie to energy unit) Distribute info for students (Or they can look it up) so they can write a short biography of one the people Read parts of //Puerto Rico the people and culture// and create T-chart – Taino/Spanish/African influences on celebrations/festivals, religion, etc. || Finish biography assignment || Cultural Preservation || by Howard Gunter || Do you think P.R. should remain part of the U.S.? || Cultural Preservation How can cultures survive despite invasions and wars? Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health. ||
 * **Lesson – Week of** || **Vocabulary** || **Objectives/KBAD** || **Investigate/Activity** || **Homework** || **Environmental Tie-In** ||
 * Nov 13th || location, island, culture, climate, || **SWBAT** Assessing background knowledge and identifying Puerto Rico’s location on a map and globe || Compile a class list of known knowledge about Puerto Rico
 * Nov 19th || Landforms
 * Nov. 26th || Climate
 * Dec. 3rd || Natural resources
 * Dec 10th || inhabitants
 * Dec 10th
 * Columbus biography**
 * Dec 17th || invasion
 * Dec 17th
 * Jan. 2nd || cultural preservation || **SWBAT** Students evaluate how the invasion of the Spaniards affected the Tainos use of the land (commons), and the environment including the use of natural resources. || Analyze how the invasion of the Spaniards affected the use of the land and the environment. || Pretend you are a Taino. Write a letter describing how you were treated by the Spaniards and how you felt by their treatment. || Positive and negative effect of human life on natural environment ||
 * Jan 7th || Influences, influential || **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">SWBAT ** Students learn how P.R.’s past events shaped its present culture – Spanish and African influences || Reading 6 from yale.edu
 * Big focus on EU & EQ here!! ** ||
 * Jan 14th ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">SWBAT ** Students learn how P.R.’s past events shaped its present culture – Spanish and African influences || Examine lives of a few of the influential people from Puerto Rico – tie to past shaping present (their contributions)
 * Jan 22nd ||  || ** SWBAT ** Students learn about the Spanish American war || Reading – Puerto Rico p. 20ish
 * Jan.28 ||  || Project work time ||   ||   ||   ||

== *Create a large timeline of the Puerto Rican/Taino origin and history throughout the unit (begins in Reading 2)– use []. Use this site to choose activities you want to do for each lesson or session. Readings and activities are also word documents. (The Heritage and Culture of Puerto Ricans by Rose Christoforo-Mitchell) ==

Luis Munoz Rivera Maria Sotomayor Ramon Emerterio Betances, Segundo Ruiz Belvis, Francisco Mariano, Jose J. Acosta (abolitionists) Ernesto Ramos Antonini (Speaker of the House) Tite Curet Alonso (composer) Jose Campeche (painter)
 * Influential Puerto Ricans:**

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

Puerto Rico trade books Handouts made for unit
 * Resources:**

After learning about the geography and climate - design a tour with partner, a conversationist tour that are energy./environmental for groups - choose 2 places

They can keep adding to their tour as they learn about different places, natural resources By the end they can have a full brochure - bring samples Comparison to Taino - then and now Journal entry about how life is different with the Spanish- some narrative, but more compare/contrast With the tours - create the el yunque, aquarium, camuy caves, bioluminescence tanks, etc and students could take classes on tours of PR

Creating meaningful assessments (meeting with Moira 11/28/11) - brainstorm - based on standards A & B – broader options for projects and assessments - focus more on the sustainable piece? - preservation of culture – then and now (also systems thinking), economic development, what do we see from the past that we see now looking at types of energy used - cultural transformation – - current events – climate change, human produced or not or is it natural? Dec 8 event – Tina is attending with Ms Manning - debate – - was the impact of the Taino greater than our impact now - how do we sustain for a larger population - creating multiple perspectives through skits/role play - discussion of distribution of resources in PR – should everyone have the same access, etc. – These become social issues for discussions.. in terms of population densities, and tie into all units (division of resources, etc) - write a speech to gov’t official? (Can get into fracking, etc). Use of algae for energy source? - impact of mining on earth
 * dependence on natural resources, how environment changes based on culture – compare behavior over time based on change in energy sources