EPC 3

1. TEACHING FOR UNDERSTANDING UNIT 2020
AREA: Social Studies SUBJECT: Social Studies TEACHER: Jennifer Aponte M. GRADE: 3 ABCD TERM: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES) - STANDARD
1. To recognize myself as a social and historical being, member of a country with diverse ethnics and cultures, with a legacy that generates national
identity.
2. To recognize the interaction between the human being and the landscape in different contexts as well as to identify the economic actions and the
consequences that result from this relationship.
3. To identify myself as a unique human being, member of various social and political organizations necessary for the personal welfare and communal
development; recognize that the rules are basic agreements which look for peaceful in the diversity.
UNDERSTANDING GOALS
COMPONENTS-DIMENSIONS
1. What is Colombia's location in the American continent? Content
2. What are Colombia’s political, social, economic, geographical and cultural characteristics? Content
and method.
CONTENTS
TOPICS-GUIDELINES
TOPIC 1: IT’S A PRIDE TO BE COLOMBIAN
-Colombia in the American continent and its
geographical borders (San Antonio, San José,
Punta gallinas, cabo manglares)
-Types of natural borders (rivers, mountains,
forest, deserts)

2. -Politic, economic and socio-cultural division of
Colombia. (Geography, culture, principal
problems, governmental management)
TOPI
C 1: IT’S A PRIDE TO BE COLOMBIAN
STAGE HOUR GOAL
PERFORMANCES OF UNDERSTANDING /
STATEMENT
ONGOING ASSESSMENT.
Evidences Tasks
E
X
P
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T
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Y
1 1
SOCIAL THINKING COMPETENCE
Recognition of Colombia in America, to illustrate the Colombian
geographical location in the American continent through a map.
 To identify
Colombian
geographical
position.
T1: Recognizes previously
Colombia as a country
answering 2 questions: What
country are we located? Which
continent is our country
located?
T2: Locates correctly Colombia
in the American continent.
2 1,2
INTERPRETING AND ANALYZING PERSPECTIVE COMPETENCE
Expression of different Colombian characteristics, to associate concepts
and attributes of Colombia, through a brainstorm.
 To identify some
Colombia’s
characteristics.
T1: Organizes information and
recognizes concepts of
Colombia, by answering
accurately the question: What
do I know about Colombia?
T2: Expresses well important
aspects or characteristics about

3. Colombia making a list using
his/her previous knowledge.
T3: Expresses currently his/her
likes for Colombia.
T4: Communicates clearly
results.
G
U
I
D
E
D
3 2
SOCIAL THINKING COMPETENCE.
Organization of Colombian politic map, to distinguish the departments
and capitals through a map.
 To understand
how is
composed the
Colombian
Politic map,
naming
departments
and capitals.
T1: Points out correctly the
Colombian departments in the
map, identifying the
Colombian political division
characteristics.
T2: Identifies clearly the capitals
of Colombia.
T3: Recognizes easily the
departments of Colombia by
regions.
4 2
INTERPRETING AND ANALYZING PERSPECTIVE COMPETENCE
Inquiring information about Colombian departments, to expose
relevant characteristics for each one through an exposition, using
different materials.
 To recognize the
characteristics
for each
Colombian
department.
T1: Looks for information
currently to make an exposition.
T2: Makes on time a creative
PowerPoint presentation
T3: Presents currently
information about a specific
Colombian department.
T4: Completes currently a
worksheet according to the

4. information presented by
partners.
1 2
SOCIAL THINKING COMPETENCE
Association of Colombian departments and its capitals, to identify the
Colombian political division applying concepts and vocabulary of the
subject through a quiz.
 To identify the
capital for each
Colombian
department.
T1: Marks out currently the
capitals in the corresponding
department according to the
class vocabulary seen in class.
T2: Matches currently the
Colombian departments with
the corresponding capital
presenting a quiz.
2 1 INTERPRETING AND ANALYZINGPERSPECTIVES
Location of Colombian geographical borders (San Antonio, San José,
Punta gallinas, cabo manglares) through a map.
 To identify
Colombian
geographical
borders.
T1: Names clearly the types of
natural borders we can find
(rivers, mountains, forest,
deserts).
T2: Represents adequacy the
Colombian borders in the map
(San Antonio, San José, Punta
gallinas, cabo manglares)
T3: Names and marks out the
Colombian borders (San
Antonio, San José, Punta
gallinas, cabo manglares)
3 2
SOCIAL THINKING COMPETENCE
Description of the Colombian political administration, to establish the
function of the government and how is it made up using a mind map.
 To differentiate
the bodies and
T1: Organizes properly
information about political

5. functions of the
public power.
administration of Colombia in a
concept map.
T2: Describes clearly the political
and administrative division of
Colombia through some
questions.
3 2
INTERPRETING AND ANALYZING PERSPECTIVE COMPETENCE
Distinction of the economic activities in Colombia, to illustrate the most
important products of export through a workshop.
 To classify the
economic
activities in
Colombia
according to its
geographic
characteristics.
T1: Identifies the main economic
activities in Colombia according
to a video.
T2: Locates some products in the
Colombian map.
T3: Identifies adequately the
concepts of exportation and
importation.
3 2
INTERPRETING AND ANALYZING PERSPECTIVE COMPETENCE
Comparison of the socio-cultural aspects of Colombia, to recognize the
cultural diversity in Colombia through a comparative chart.
 To characterize
those human
groups that
inhabit in
Colombia.
T1: Describes easily some
pictures that represent different
cultural aspects of Colombia
(costeños, paisas etc.)
answering: what are the
characteristics of these people?
T2: Selects adequately
information about sociocultural
aspects of Colombia to complete
the comparative chart

6. 2 2
SYSTEMATIC AND REFLEXIVE THINKING.
Comment Colombian characteristics, to elaborate a conclusion about
the importance of the geographical, political and sociocultural aspects of
Colombia.
 To report likes
or dislikes about
geographical,
political and
sociocultural
aspects of
Colombia.
T1: Predicts carefully what will
be the content of the song with
the title “Colombia is passion”.
T2: Explains adequately the
relationship between the song
and the topic of the class.
T3: Completes currently the
blanks according to the song.
T4: Gives reasonably his/her
opinion about the richness of
Colombia according to the song.
S
Y
N
T
H
E
S
I
S
4 1-2
SOCIAL THINKING, INTERPRETING AND ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE THINKING.
● Explaining important aspects about Colombia, to describe the
geographical, social, cultural and political divisions of the country
through a brochure.
● To classify
information about
geographical, social,
cultural and political
divisions of
Colombia.
T1: Classifies adequately
information about Colombia to
make a brochure by pairs.
T2: Produces creatively a
brochure using pictures and
appropriate information.
T3: Makes properly an oral
presentation about his/her
brochure.

7. Total 28
TERM PERFORMANCES:
EXCELLENT HIGH BASIC LOW
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE
THINKING.
Applies, through the analysis of the
geographical location of Colombia, its
socio-cultural, political and economic
aspects.
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE
THINKING.
Describes and relates the
geographical location of Colombia,
its socio-cultural, political and
economic aspects.
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLESIVE
THINKING.
Identifies the geographical location
of Colombia, its socio-cultural,
political and economic aspects.
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVE AND
SYSTEMATIC AND REFLEXIVE
THINKING.
Names some important aspects of
the geographical location of
Colombia, its socio-cultural, political
and economic aspects.

8. ASSESSMENT RUBRICS
ORAL AND WRITING TEXTS
GRADE: 3rd
SOCIAL STUDIES
CRITERIA SUPERIOR
4.8/5.0
HIGH
4.0/4.7
BASIC
3.6/3.9
LOW
1.0/3.5
Subject Knowledge Subject knowledge is evident
throughout the project. All
information is clear, appropriate,
and correct.
Subject knowledge is evident in
much of the project. Most
information is clear, appropriate,
and correct.
Some subject knowledge is
evident. Some Information is
confusing, incorrect, or flawed.
Subject knowledge is not
evident. Information is
confusing, incorrect, or
flawed.
Citing Sources All sources are properly cited. Most sources are properly cited. Few sources are properly cited. No sources are properly
cited.
Organization The sequence of information is
logical and intuitive. Menus and
paths to all information are clear
and direct.
The sequence of information is
logical. Menus and paths to most
information are clear and direct.
The sequence of information is
somewhat logical. Menus and
paths are confusing and
flawed.
The sequence of information
is not logical. Menus and
paths to information are not
evident.
Presentation - use of writing process
evident
- correct spelling
- correct grammar
-correct sentence, paragraph
and essay structure
- use of writing process clear
- minor spelling errors
- minor grammatical errors
- minor errors in construction
of sentences, paragraphs and
essays.
- careless use of writing
process.
- minor spelling errors
- minor grammatical errors
- written work lacks
organization
- first draft is only draft.
- major spelling errors.
- major grammatical errors.
- lacks organization, disjoint,
and lacks unity.
- some headlines included.

9. - inviting headlines -good headlines - headlines included
Supporting ideas The supporting ideas are clear and
show the knowledge about the
topic, and are presented in an
organized way.
Most of the supporting ideas are
clear and show the knowledge of
the topic are presented in an
organized way.
The supporting ideas are
presented poorly organized
and it is difficult to understand
it.
The supporting ideas are
poorly organized, it is hard to
understand.
Communication Information is presented clearly
and allows for a high level of
understanding
Information is presented clearly
and allows for a good level of
understanding
Information is presented and
some understanding can be
gained.
information is not clear, very
difficult to understand.