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Specific Outcomes 1.1 identify a problem within a defined context 1.2 use technology to organize and display data in a problem- solving context 1.3 use technology to support and present conclusions Grade 3 S.S. Outcomes 3.1 General Outcome: Students will demonstrate an understanding and appreciation of how geographical, social, cultural, linguistic factors affect Quality of Life in India 3.1.2 Students will examine the social, cultural, linguistic factors affect Quality of Life in India by exploring the following questions of inquiry. - What is the Quality of Life? Best Practices Note: All websites in this document are links from: http://www.rebooting.ca/carc/grade3/3-b Activity One: What is Quality of Life? STEP ONE: Define with students: Quality of Life is the feeling of being safe, secure, comfortable, healthy and happy. When you have a good Quality of Life you feel very safe, secure, comfortable, healthy and happy. When you have a poor Quality of Life you do not feel safe, secure, comfortable, healthy or happy. STEP TWO: With the students, break the definition down into the five feelings: safety, security, comfort, healthy, happy. Brainstorm what makes the students feel: safe and unsafe, secure and insecure, comfortable and uncomfortable, healthy and unhealthy, happy and unhappy. STEP THREE: Create a Venn diagram comparing safe and secure, or comfortable and happy or healthy and comfortable, using the following online site: http://www.readwritethink.org/materials/venn/index.html * Hint: When doing a Venn Diagram on Safe and Secure, these become the Project labels. Use the brainstormed list and challenge students to choose key words to enter as concept labels and the brainstormed idea as a description. OR provide them with 10 key words like: food, shelter, family, traditions, celebrations, water, clean air, jobs, education, hospitals, etc Allow them to pair and share their Venn Diagrams. As them to defend their diagram placements. Allow them to change the Diagram if they have learned or been convinced by their partner. STEP FOUR: Students will create a five slide Power Point presentation. Provide the students with a picture file of goods and services in their community. The child identifies the quality of life they feel they have in their community. On each slide, they support the statement about their level of life quality with a feeling (safe, secure, comfortable, healthy, happy), a picture and a statement of what in their community helps them feel safe or unsafe, etc. INDIA: THINKING ABOUT QUALITY OF LIFE *(xW}lV~N߶|}k9&[fZӂ,Q`ZjQU-LAFTT>dv0TVT4~b͕:? 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Poles, Activity Two Relative Location of India STEP ONE: For this activity, students will need to be in the computer lab. Teachers: Review Cardinal Direction: North South East West. Visit: http://www.sfsocialstudies.com/g1/u2/index.html This site allows students to practice navigating on a small map using North, South, East, and West Legends. STEP TWO Review and discuss the concept of the “ equator ” . Using a world map and world globe, discuss how the equator divides the world into to halves called the North and South Hemispheres. Review where Canada is located. Locate the Indian Ocean, Arabian Sea, and Bay of Bengal Locate the Himalayan Mountains STEP THREE: Visit: http://sf.factmonster.com/atlas/index.html This site has a map of the world. Students can click on the continent of Asia and then on India to see the neighbouring countries and bodies of water around India. Discuss the height of the Himalayan Mountains and their importance to India for blocking the cold Tibetan winds. STEP FOUR Visit : http://home.freeuk.net/elloughton13/eday.htm This site shows a view of India from space and identifies the Ganges River and tells of its importance to people in India. Scrolling down you can read a story about the Ganges or answer questions in the “ Today ’ s Diary ” . The following site provides an introduction to India for students to explore with a friend. 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Specific Outcomes 1.1 develop questions that reflect a personal information need 1.2 summarize data by picking key words from gathered information and by using jottings, point form or retelling 1.3 draw conclusions from organized information Specific Outcomes 3.1.3 Student will examine the geographical characteristics that shape India by exploring and reflecting upon the following questions of inquiry: How does physical geography influence the human activities in India (e.g. availability of water, climate)? Activity Three Climate of India STEP ONE Review: the difference between the words climate and weather. Discuss:  What might all this water around India mean to India ’ s climate and weather?  What might being close to the equator mean to India ’ s climate and weather?  What might high mountains mean to India ’ s climate and weather?  What does the term Monsoon mean? STEP TWO Discuss the importance of water to all people. Which of the quality of life feelings (identified in Activity One) does clean water relate to and/or affect? (safe, secure, comfortable, healthy, happy) STEP THREE View the photo story project Living and Working in India . This multimedia project tells how people in India adapt to and depend on the climate and physical geography. It describes employment in India and services. Students should think about what this information tells us about India ’ s water supply. STEP FOUR Students will use the following online tool to create a Flip Book on the topic of “ The Importance of Water to Quality of Life ” : http://www.readwritethink.org/materials/flipbook/ For this project, use page labels such as: Importance of Water, Availability of water in India, Drinking Water in India, Water and Quality of Life. The student will type a couple sentences to explain what they know about the topics. After printing it off, students can draw an appropriate picture. 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Specific Outcomes 1.1 develop questions that reflect a personal information need 1.2 summarize data by picking key words from gathered information and by using jottings, point form or retelling 1.3 draw conclusions from organized information 3.1.2 Students will examine the social, cultural, linguistic factors affect Quality of Life in India by exploring the following questions of inquiry. How does daily life reflect quality of life in India? ( e.g.. employment, transportation, roles of family members) Activity Four Roles in Indian Society STEP ONE: With the students , develop questions that address quality of life in India and daily life. Write these on the board, on chart paper or hand out a worksheet with the questions listed. Examples:  What is employment like in India?  How does being employed or unemployed affect one ’ s Quality of Life ?  What is transportation like In India?  How does having transportation or not affect quality of life in India?  What are the roles of parents in India?  What are the roles of children in India?  How do family roles affect quality of life in India? STEP TWO View photo story project Life in India . This multimedia project explains about Indian life in general, about the need to work hard in India, the role of family and the need for water. Optional: As students watch, they can make short notes on paper or on the computer. STEP THREE View http://home.freeuk.net/elloughton13/cday.htm This story compares the rich to the poor in Mumbia, India. Students can add to their notes from here. STEP FIVE Activity: Create a Callout Photo (See an example in unit resources below) to answer one of the questions above. Choose a suitable picture from the picture file at http://www.onlineguide.learnalberta.ca/content- og/ssiic/html/indiaimagescollection.html . Save the picture to a file. Insert the picture file into a Word document. Use the tool menu and choose Auto Shapes/ Callout. Choose a voice bubble and insert it on the picture. 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How does access to public services affect India (e.g.. schools, hospitals, Libraries, transportation systems Activity Five: Services In India STEP ONE Develop questions for Inquiry with the students. Post on the board, poster paper or on a worksheet for each student.  What services are available in India?  Who has access to schools?  How does access to schools affect quality of life?  Who has access to hospitals?  How does access to hospitals affect quality of life?  Who has access to libraries?  How does access to libraries affect quality of life?  Who has access to transportation systems?  How does access to transportation services affect quality of life? STEP TWO Provide students with information about services in India (using the textbook and web sites) and connect services to quality of life ). Students will make short notes under the questions above. STEP THREE To prepare students for this activity have them revisit the photo story project, Life in India . STEP FOUR Review the site: http://home.freeuk.net/elloughton13/cday.htm This web story compares the rich to the poor in Mumbia, India. Scrolling down you can also read a story about the Rich and Poor or answer questions in the Today ’ s Diary. Optional: Students can make brief notes under the questions above. STEP FIVE Create a Venn diagram comparing Rich in Mumbai and Poor in Mumbai (project Labels), Use key words to enter as concept labels. 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Information In Call Out Organized, detailed, and clear information presented. Information has some detail not always clear and organized Very little information, not organized well, doesn ’ t make sense Picture in Call Out Picture strongly supports the information Picture provides some support for the information Lack of picture, or irrelevant picture, Presentation Design Elements Contains more than the required number of call outs and is presented in a clear, attractive manner. Contains the required number of call outs and is presented in a clear, attractive manner. Has less than the required number of call outs. Presentation is confusing and lacks organization. Mechanics No grammar, spelling errors, information is written in own words. Few grammar and spelling errors and/or information is not written in students own words. 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Project was Organized under the 5 feeling for Quality of Life. Picture Chosen added to the project clarity. Statement about Quality of Life was supported with 3 clear supporting facts. 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Project Organization The project was well organized and flowed from one frame to the next. The project was well organized but lacked the flow. The project wasn ’ t organized and lacked flow. Picture Choice All pictures chosen were well chosen and added clarity to the project. Most pictures were well chosen and added to the clarity of the project. Pictures chosen usually didn ’ t add to the project. Statement Quality Statements made answered very well all 3 of the questions asked. Statements made answered most of the 3 questions asked. Statements made didn ’ t answer very well the questions asked. Uses of the Computer Program Project made great uses of the Computer Program Project made satisfactory uses of the Computer Program Project didn ’ t made satisfactory uses of the Computer Program or wasn ’ t completed. Language, spelling, and Punctuation Language, spelling, and Punctuation were carefully done. Language, spelling, and Punctuation were satisfactorily done. 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