planificacion unidad uno terceros basico

planificacion

1. LESSON PLAN
UNIT 1: What is my role in society?

2. Unit 1 Organization: What is my role in society?
Estimated Time: Dates: Subject: 3° History, Geography, and Social Sciences
Unit 1 Learning Objectives

LO 11. Assuming duties and responsibilities as a student and in daily life, such as doing homework, helping to keep the places shared with the family, school
and community clean and tidy, taking care of personal belongings and those of others, looking after health and personal hygiene, and helping out at home.

LO 12. Having a positive attitude and taking concrete actions in their immediate surroundings [family, school, community] that reflect the values and virtues of a
good citizen, such as:
› tolerance and respect for others [respecting different opinions, being open to dialogue, respecting diversity such as customs, beliefs, ethnicities, nationalities,
etc.]
› empathy [showing courtesy, listening, helping ]

LO 13. Behaving honestly in daily life, when playing and when doing school work, telling the truth, respecting the rules of games without cheating, and
recognizing their mistakes and their actions, among others.

LO 14. Recognizing that children have rights that enable them to receive special care from society so that they may learn, grow and develop, and to give
examples of how society guarantees these rights.

LO 15. Researching and reporting findings on public […] institutions […], identifying the services they provide to the community and the different jobs done by
the people who work there.

LO 16. Participate responsibly and actively at home [responsibilities, celebrations, taking care of things] and at school [celebrations, sports, games], respecting
commitments and fulfilling responsibilities.


Unit 1 Values and attitudes

g. Behaving and acting accordingly to the principles and values of a good citizen.
h. Showing appreciation for democracy and recognize its importance for social harmony and safeguarding rights.
i. Showing appreciation for how living in a society fosters personal growth and development.

Unit 1 Skills
CRITICAL THINKING
LO g. Forming justified opinions on a topic of interest, supported by data and evidence.
COMMUNICATION
LO h. Participating in group conversations, exchanging opinions and respecting turns and other points of view
LO i. Presenting topics of interest or topics studied at this level orally, visually or in writing, organizing the presentation and incorporating relevant support
material.

3. Lesson organization
Lessons Learning Objectives Topics Time
1. I’m part of a
community

LO 11. Assuming duties and responsibilities as a student and in daily life, such as
doing homework, helping to keep the places shared with the family, school and
community clean and tidy, taking care of personal belongings and those of others,
looking after health and personal hygiene, and helping out at home.
LO 12. Having a positive attitude and taking concrete actions in their immediate
surroundings [family, school, community] that reflect the values and virtues of a
good citizen, such as:
› tolerance and respect for others [respecting different opinions, being open to
dialogue, respecting diversity such as customs, beliefs, ethnicities, nationalities,
etc.]
› empathy [showing courtesy, listening, helping ]

LO 13. Behaving honestly in daily life, when playing and when doing school work,
telling the truth, respecting the rules of games without cheating, and recognizing
their mistakes and their actions, among others.
LO 16. Participating responsibly and actively at home [responsibilities,
celebrations, taking care of things] and at school [celebrations, sports, games],
respecting commitments and fulfilling responsibilities.

1. Socializing and
participating

2. Participating at home

3. Participating at school

4. Participating in the
community

4. 2. Children’s rights in
modern society


LO 14. Recognizing that children have rights that enable them to receive special
care from society so that they may learn, grow and develop, and to give examples
of how society guarantees these rights.

LO 15. Researching and reporting findings on public […] institutions […],
identifying the services they provide to the community and the different jobs done
by the people who work there.

1. Recognizing children’s
rights

2. The protection and
defense of children in Chile

3. Institutions that protect
children’s rights

4. Institutions that protect
civil rights and duties

5. Development of Unit 1: What is my role in society?

Beginning the Unit
Unit opener (pages 10 and 11)

Look and explore


The purpose of this section is to motivate students, as well as activating their prior
knowledge and preconceptions through observing and commenting illustrations.

Propose general questions that guide the evaluation and examination of the
illustration, and then ask questions that link this image with students' personal
experiences. Use the questions of this section as a guideline.

Encourage students' participation and oral expression of ideas. Ask some students
to read the questions, and other students to practice their answers. Also, ask them
to think about the main question of the unit individually, and then to share their
answers with the whole class. Finally, ask students to write in their notebooks a
summary of their opinions, including their classmates' ideas.
What am I going to learn?


This section states the learning objective of this unit. Students have to read
this paragraph, and write down this general objective in their notebooks.
Guide the interpretation of this objective by linking it to the title of this unit.

ACTIVATING what I know (pages 12 and 13)


The purpose of this section is to obtain information about students’
previous knowledge, as well as the current state of the abilities that they
are expected to develop in this Unit. Evaluation indicators can be found in
the Teacher’s Guide.

The section Reflect will help teachers identify possible doubts and
difficulties that students might have.

6. Lesson 1: I’m part of a community
Lesson objectives

Participating actively in the different communities that we belong to (family, friends, school, neighborhood), showing respect, tolerance and
empathy towards the members that are part of them and responsibly fulfilling the commitments and duties that contribute to our general
well-being.

Learning Objectives
LO 11. Assuming duties and responsibilities as a student and in daily life, such as doing homework, helping to keep the places shared with
the family, school and community clean and tidy, taking care of personal belongings and those of others, looking after health and personal
hygiene, and helping out at home.

LO 12. Having a positive attitude and taking concrete actions in their immediate surroundings [family, school, community] that reflect the
values and virtues of a good citizen, such as:
› tolerance and respect for others [respecting different opinions, being open to dialogue, respecting diversity such as customs, beliefs,
ethnicities, nationalities, etc.]
› empathy [showing courtesy, listening, helping ]

LO 13. Behaving honestly in daily life, when playing and when doing school work, telling the truth, respecting the rules of games without
cheating, and recognizing their mistakes and their actions, among others.
LO 15. Researching and reporting findings on public […] institutions […], identifying the services they provide to the community and the
different jobs done by the people who work there.

LO 16. Participating responsibly and actively at home [responsibilities, celebrations, taking care of things] and at school [celebrations,
sports, games], respecting commitments and fulfilling responsibilities.

Skills
LO g. Forming justified opinions on a topic of interest, supported by data and evidence.
LO h. Participating in group conversations, exchanging opinions and respecting turns and other points of view
LO i. Presenting topics of interest or topics studied at this level orally, visually or in writing, organizing the presentation and incorporating
relevant support material.

7. Topic 1 Teacher guidelines Resources Evaluation indicators
Socializing and participating
Opening: Introduce this lesson by reading the text and asking students the following
question: What can you do to create a positive social environment in the different
communities you belong to?

Development: Help students discover the different communities they belong to. Ask
them to think about the actions that they take in order to contribute to the well-being of
the members of these communities; then, tell students to write two ideas in their
notebooks. Use Document 2 to define the concept of collaboration, which will help
students to appreciate the benefits of these practices. Ask them to highlight the most
important ideas mentioned in Document 2. After that, students should evaluate whether
the ideas they previously wrote can be considered as collaborative based on this
definition.
Ask students to do the activities in the textbook, and then share their answers.

Closing: Ask students to answer the initial question once again and guide their
discussion. Based on these answers, ask them to create a motto that motivates them to
improve socialization issues identified in Activity 2.
Student’s
Book: pages 14
and 15.

Teacher’s
Guide

Other: kraft
paper or
cardboard to
write the motto
created by the
whole class.
Recognize actions that allow
students to create a clean and
organized environment.
Provide examples of situations
that disrupt learning in the
classroom or school.
Objective of the topic
Understanding how we should
collaborate to achieve social
harmony in the different
communities we belong to.
Understand that their actions
have effects on their
environment, and that other
people's actions have an
effect on them as well.

8. Topic 2 Teacher guidelines Resources Evaluation indicators
Participating at home


Opening: Read the introductory paragraph and ask the question that will guide the
development of the lesson: How can we share household responsibilities?

Development: Guide the discussion that must be carried out on activities 1, 2 and 3,
which are associated with the analysis of the illustration on page 16. This will allow
teachers to obtain information about students' prior knowledge and experiences.
Ask students to read Document 2, encouraging them to retain new information and to
appreciate the importance of sharing household chores; also, teachers should
encourage students to identify arguments that could be used to complete Activity 4.

Social sciences Workshop: Guide and help students to create the questions that they
need for conducting an interview with people they know. The purpose of this survey is to
discover which are the hardest household chores, as well as the reason why people find
them hard to do. Encourage students to conduct this interview in a subsequent lesson;
once the results of the survey are ready, teachers can help students to discover some
patterns and offer hypothetical solutions to these problems.

Closing: Tell students to write and share two personal goals for sharing household
chores.
Student's
Book: pages 16
and 17.

Teacher's
Guide


Assume small responsibilities
at home and in the classroom.
Participate and cooperate
actively in different activities.
Objective of the topic
Describing the attitudes and
activities that lead to a healthy
home environment.
Engage in group discussions,
sharing opinions and
respecting turns and other
people's opinions.

Topic 3 Teacher guidelines Resources Evaluation indicators
Participating at school


Opening: Read the introductory paragraph and ask the whole class the
following question: How can you help maintain a healthy school
environment?

Development: Ask students to complete Documents 1 and 2. Then, tell
them to create an additional question at the end of Activity 2, reminding
students that it should allow them to find out which duties their classmates
find hardest to do. Once this question has been created, tell students to write
it at the bottom of Document 2, and then to interview several classmates.

Closing: In a visible area of the classroom, tell students to write their
commitments to collaborate more with the duties of the class. This
agreement can be evaluated throughout the school year.
Student's Book: pages 18
and 19.
Teacher's Guide
Other: create a letter of
commitment (it should
include: student's name,
picture, commitment and
their signature), and give
each of them a copy. By
accepting this commitment,
students will agree to
collaborate more with the
duties of the class.
Name their duties as students.
Pay attention and show
empathy towards other
people's needs.
Objective of the topic
Describing the attitudes and
actions that help improve the
social environment at school.
Identify some of their duties in
the classroom (not disrupting
the class, keeping the
classroom organized,
respecting classmates, etc.).

9. Topic 4 Teacher guidelines Resources Evaluation indicators
Participating in the
community

Opening: Read the introductory paragraph and ask the following question to
the class: How can we participate actively in these communities?

Development: Help students to do the activities. Guide students' discussion
when sharing their answers and opinions. Based on the reflection proposed
on Activity 4, as well as the section Research and create, ask students to
draw a poster that promotes their participation in a community they would
like to be part of. In a subsequent lesson, ask some students to voluntarily
share their posters with their classmates; tell them to explain the work that
the chosen communities do, their contribution to society, and why they would
like to be part of them.

Closing: Encourage students to reflect on the main question, as well as
other ideas: What profession or occupation would you like to have when you
grow up? How could this job contribute to the well-being of your community?
Student's Book: pages 20
and 21.

Toolbox: to reinforce the
concepts of community,
participation, responsibility.

Development worksheet

Reinforcement worksheet

Teacher's Guide

Other: white sheets of
paper and colored pencils
to create the posters.
Talk to their teacher and
classmates respectfully and
politely.
Understand that their actions
have effects on their
environment, and that other
people's actions have an
effect on them as well.
Objective of the topic
Explaining the different ways in
which we can participate in
communities.
Explain their ideas and
preferences to adults and
classmates respectfully.


Suggested evaluations Suggested evaluation indicators
INTEGRATING what I've learned
The activities on pages 22 and 23 can be used to
evaluate student knowledge related to Lesson 1.
Explain how to improve the quality of socialization in the different communities they belong to.
Recognize the different communities they belong to.
Identify different actions that help improve the quality of socialization.
Explain why these actions help the community.
Teacher’s notes

10. Lesson 2: Children’s rights in modern society
Lesson objectives
Learning, respecting and promoting people's rights and duties and appreciate the work of some institutions dedicated to safeguard these
rights and duties.
Learning Objectives
LO 14. Recognizing that children have rights that enable them to receive special care from society so that they may learn, grow and
develop, and to give examples of how society guarantees these rights.
LO 15. Researching and reporting findings on public […] institutions […], identifying the services they provide to the community and the
different jobs done by the people who work there.
Skills
LO g. Forming justified opinions on a topic of interest, supported by data and evidence.
LO h. Participating in group conversations, exchanging opinions and respecting turns and other points of view.
LO i. Presenting topics of interest in groups, either orally, visually or in writing, sharing opinions and respecting turns and other points of
view.


Topic 1 Teacher guidelines Resources Evaluation indicators
Recognizing children’s rights


Opening: Introduce the lesson and its objective. Explain to students that in
order to achieve the objective, it is necessary to accomplish the specific
objectives for each lesson; therefore, they are expected to answer the
questions and activities proposed for the different topics. Read the
introductory paragraph and ask students the main question: why is it
important for children’s rights to be respected?

Development: Ask different students to read out loud children's rights from
Documents 1 and 2. As they read, ask them to describe the images
associated to each right.

After that, ask students to answer questions 1, 2 and 3 in their notebooks.
Then, tell them to share their answers with the whole class.

Closing: Ask one spokesperson per group to summarize the answer of their
classmates to Question 3.
Student's Book: pages 24
and 25.

Toolbox: to reinforce the
concept of right.

Development worksheet

Reinforcement worksheet

Teacher's Guide

Other: kraft paper or
cardboard and markers to
write the list of children's
rights that students
consider the most
important.
Describe some children's
rights in their own words.



Express well-grounded
opinions regarding the
importance of having
children's rights.
Objective of the topic
Explaining the importance of
children's rights in the modern
world.

11. Topic 2 Teacher guidelines Resources Evaluation indicators
The protection and defense
of children in Chile
Opening: Ask students to read the introductory paragraph and emphasize the main
question: What is the current state of children’s rights in Chile? Then, ask them to write
a hypothesis to this question in their notebooks.

Development: Read Document 1 as a whole class and ask students to express their
opinions regarding how this text depicts the state of children's rights in Chile. Then, ask
them to complete activities 1, 2 and 3 in their notebooks.

Suggest students to pause and think about Activity 2. Ask some students to read their
answers to this question. Guide a conclusion similar to the following idea: "the right to
be respected regardless one's skin color is believed to be one of the most important
rights, but at the same time it is one of the least respected ones. It is possible that this
happens because of the different experiences of the people that answered this survey.
Regardless of this contradiction, it is important to stand up for this right".

Closing: Ask students to work in groups and answer the main question together; then,
have them write their answers on the board. Finally, encourage them to propose
different ways in which it could be possible to improve the state of children's rights in
Chile.
Student's
Book: pages 26
and 27.

Toolbox: to
reinforce the
concept of
convention.

Teacher's
Guide
Understand of the importance
of learning and studying.

Identify different instances that
safeguard children's rights in
Chile; for example, access to
free education, child labor
prohibition, and free meals
offered by Junaeb. Objective of the topic
Analyzing the current state of
affairs of children’s rights in
Chile.
Recognize that, as children,
they should be protected and
avoid risky situations.

12. Topic 3 Teacher guidelines Resources Evaluation indicators
Institutions that protect
children’s rights
Opening: Read the introductory paragraph as a whole class and emphasize the
main question that will be discussed during this lesson: Why are there many
institutions dedicated to safeguarding children’s rights? Ask students to write a
hypothesis for answering this question in their notebooks.

Development: Ask students to work in groups so that each member can read
different sections of Documents 1 and 2. Tell them to highlight important ideas, as
well as to explain and summarize the main role of the institutions dedicated to
safeguard children's rights in Chile. Guide students when doing Activities 1, 2 and 3.
In Activity 2, also ask them to create a logo for the institution they founded.

Closing: Ask some students to talk about the institutions they founded in front of
their classmates. Emphasize the rights that each of these institutions safeguard, and
establish similarities among them. Mention the social benefits that these types of
institutions promote and create.
Student's Book:
pages 28 and 29.

Teacher's Guide

Other: colored
pencils and markers
to draw the
institutions' logos
created by
students.
Identify the main role or work
of different public or private
institutions.
Infer issues or vulnerable
groups from society that are
protected by different
institutions.
Objective of the topic
Identifying the principal
institutions dedicated to
protecting and defending
children’s rights in Chile.
Express well-grounded
opinions regarding the
importance of having rights.

13. Topic 4 Teacher guidelines Resources Evaluation indicators
Institutions that protect civil
rights and duties

Opening: Read the introductory paragraph and emphasize the main question that
will be discussed during this lesson: what benefits does the community get from
these institutions? Tell students to identify the institutions that will be studied
throughout this lesson and ask them to share the information they know about
them.

Development: Ask students to work in pairs, alternately reading texts from
documents 1 and 2; also, they have to do activities 1, 2 and 3.

Students can work in the computer lab so that they can do the Social Sciences
Workshop. In pairs, ask them to investigate one of the institutions mentioned in the
first paragraph of this section. Once institutions have been chosen, ask them to
create a table in their notebooks, writing the name of the institution, its mission and
a brief account of its history. Then, tell them to create a short presentation
including texts and pictures. Finally, ask them to present their work to the class.

Closing: After students have presented their work, ask them: How does
community benefit from these institutions? What would happen if there were no
institutions like these?
Student's Book :
pages 30 and 31.

Teacher's Guide

Other: computer lab
with Internet access.
Tables for
summarizing the
information.
Presentations created
by students.
Choose public and/or private
institutions that are interesting
to them and investigate about
their functions, functioning and
the people that are part of
them.
Objective of the topic
Conducting research into the
importance of certain public
and private institutions’
contributions to the community.
Infer some consequences that
may arise when some
institutions do not operate
properly.

Suggested evaluations Suggested evaluation indicators
INTEGRATING what I've learned
The activities on pages 32 and 33 can be used to
evaluate student knowledge related to Lesson 2.

Analyze different pictures and discern children’s rights.
Express opinions about the importance of children’s rights in society.
Identify whether their classmates’ rights are being respected.
Relate institutions to their respective roles in society.

14. Closing the Unit
Imagine and create (page 34). Workshop that encourages creative thinking.

Final task (page 35). Workshop that summarizes the Unit by creating a project.

Organizing my ideas (pages 36 to 37). Summary of the main concepts and topics of the Unit.


Suggested evaluations Suggested evaluation indicators
SHOWING what I've learned
The purpose of this section is to evaluate
students’ knowledge of the contents of the
Unit.
Understand the importance of community life.
Identify duties related to children’s right to receive an education.
Recognize children’s rights in different situations.
Identify the institution dedicated to the proposed situation.
Teacher’s notes