Social Studies 2° Term I 2018

1. TEACHING FOR UNDERSTANDING UNIT 2018
AREA: SOCIAL STUDIES SUBJET: SOCIALSTUDIES TEACHER: DANIELA PARIS GRADE: SECOND TERM: I
OVERARCHING UNDERSTANDING GOALS(THROUGHLINES): The studentrecognizes her/himself asasocial and historical being,memberof acountrywith
diverse ethnicitiesandcultures,withalegacythatgeneratesnational identity.
UNDERSTANDING GOALS:
1. What are cartographic representations for? (Content).
2. What are the instruments used for orientation, location and geographic
location? (Content and Content)
3. How do I use the map to locate myself? (Method).
TOPICS:
1. Cardinal directions.(Up,down,inside,andoutside,north,
south,eastand west).
2. Toolsfor spatial data (map,diagrams,compass,astrolabe,
telescope,hourglass,landmarks)
3. Cartographicrepresentations(map,planeandstreets).
4. Landformsandtheirgraphical representation(volcano,
plateau,mountainrange,lake).
5. Territorial organizationof Colombia(departments,citiesand
municipalities)
6. PLEA´s readingworksheetapplications
TOPIC 1 MY LOCATION
STAGE HOUR GOAL PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
E 4
1 - 2
COGNITIVE, INTERPERSONAL AND PROCESS
COMPETENCE
Identification of cardinal direction
The students will watch a video
https://www.youtube.com/watch?v=f2I81_BFb-s. The
teacher will ask them: what they have seen? If they
have seen it before? Which is the importance of
cardinal direction? So on. The students will describe
howtoarrive toa specificplace of the school,following
- Identifiesthe vocabularyof cardinal direction.
- Recognize the directionsof north,south,eastandwest.

2. 1-3
the instructionsgiven. Studentswill workingroupsand
give directionstotheirpartnerstoarrive tothe library,
restaurant, park, and other places in the school.
COGNITIVE, INTERPERSONAL COMPETENCE
Creation of classroom map
The students will give cardinal directions to help the
teachertolocate the differentobjectsinthe classroom
(door,window,table,desk,chairsandboard) onamap.
Locate on the map where the sun rises, north, south,
east and west.
- Transfersthe physical positiontoapositiononthe map.
- Uses cardinal directiontolocate anobjectonthe map.
- Identifieswhere the sunrise.
G 8
2
1
1
COGNITIVE AND INTERPERSONAL COMPETENCE
Comparison of tool for geospatial data
Studentswillcompare thedifferentusesof eachtoolto
determine in which situations each of these tools is
best. Through a video where someone looks for the
way and making comparisons with the different
destinations and the video.
The students will draw the different tools and write
each description.
PROCESS COMPETENCE
Recognition of landforms
Studentswill recognize the differentsilhouettesof the
surface.Toassociate the different landformswiththeir
geographical expressions through a worksheet and
socialization with their partners.
COGNITIVE COMPETENCE
Illustration of cartographic representation
Students will contrast the different cartographic
representations to create a mind map through
socialization.
- Uses previousknowledge (cardinal directionsandmaps) to
describe toolsforgeospatial data.
- Identifiesthe compass,GPSandclockas toolsfor spatial
- Describe howtouse the correct tool.
- Matches the picturesof landformstothe correct word.
- Synthesizesthe functionof mapsandlandmarksasa graphical
representationof aplace.

3. 1-2-3 COGNITIVE AND INTERPERSONAL COMPETENCE
Design the best way
In groups, students will recognize the best way to get
from one point to another on the map to practice the
cardinal directionsthrough the use of the map and the
best guide tool.
- Proposesdifferentwaystoarrive to one place to another.
- Uses the cardinal direction.
S 2
1-2-3
COGNITIVE COMPETENCE - PROCESS COMPETENCE –
INTERPERSONAL COMPETENCE
Creation of a Map
The students will create and present a map with
landforms. The students will be divided in groups and
each group is going to model a landform.
- Combines the different landforms in a logical way.
- Recognizes and uses properly vocabulary related to cardinal
direction, tools for spatial data, cartographic representationand
landforms.
TOPIC 2: HOW IS THE PLACE WHERE I LIVE?
E 6
1
1
3
COGNITIVE COMPETENCE
Identification of a landform
The students will watch a video about landforms
identifyingeachone.Then,theymatchseveral pictures
about landformsthatthe teachergivesthem,withthe
appropriate word. Finally, they will colored the
pictures.
COGNITIVE COMPETENCE
Classification of landforms and bodies of water
The students will classify the differences between
landforms and bodies of water, to establish their
characteristics through a chart.
INTRAPERSONAL AND PROCESS COMPETENCE
Identification of the Colombian map
The students will be divided in groups to find out the
location of Colombia on the map using a text where
they are given hints related to the vocabulary seen in
class.
Distinguishes specific characteristics of landforms.
Explains: what is a landform?
Classifies properly landforms and bodies of water.
Recognizes Colombia on the map.
Uses properly vocabulary related to cardinal directions and tools for
spatial data.

4. 1-3
INTRAPERSONAL COMPETENCE
Socialization of different places they have visited in
Colombia
The students will share with their partners the places
theyknowor have heard inColombia,sharingalsothe
landforms, landscapes, temperatures, activities in
everyplace.Teacherhas to guide themwithquestions
like,Canyouski there?DoyouthinkthatColombiahas
deserts? In order to recognize the diversity of the
country.Finally,the studentswill drawthree examples
of landscapes that we can find in Colombia.
Identifies the landforms in places they have been.
Relatesthe landformswiththe commonactivitiesdevelopedinthere.
G 10
1
3
1-3
CONGNITIVE AND PROCESS COMPETENCE
1. Description of how a landforms is created
The studentswillrecognizethe differentlandformsand
comprehend how they are formed through a video.
https://youtu.be/G5Rp9MJJGCU
CONGNITIVE AND INTRAPERSONAL COMPETENCE
2. Recognition of Landforms in Colombia
The students will recognize where the different types
of landforms are locate in Colombian map through a
puzzle using the draws of landforms made in the
socialization activity.
INTRAPERSONAL AND COGNITIVE COMPETENCE
3. Identification of the 32 departments
The students will locate the departments through a
giant puzzle on the board that they have to solve with
the teacher guide.
https://mapasinteractivos.didactalia.net/comunidad/
mapasflashinteractivos/recurso/departamentos-de-
colombia/fd16194c-8dbd-4dc2-8a48-fa8e64ea9c00
HOMEWORK
- Discoversthe difference betweenalandformand a humanmade
form (buildings, machines, landscapes)
- Classifies in order the erosion process.
- Identifiestheelements(water,wind,ice)of nature involvedinthe
creation of landforms.
- Recalls information given in previous classes about landforms in
Colombia.
- Recognizes the different location of landforms in Colombia.
- Recognizes most departments of Colombia.

5. Type of homework: Comprehension
Goal: Use the vocabulary learned to talk about a
department chosen at random.
Instructions: Prepare a short presentation about one
departmentthe departmentthatwasassignedtoeach
student.
Assessment criteria: Oral presentation prepared in
advance (no reading) and punctuality.
S 4
1
1-2-3
COGNITIVE AND INTERPERSONAL COMPETENCE
Completing a Colombia map with departments
The students will build a puzzle of Colombia to relate
the departments and the location.
Organizes the map of Colombia properly.
Matches the departments with their location.
Relates each department with its respective city.
TOTAL 32
DESCRIPTORES TRIMESTRE:
SUPERIOR ALTO BÁSICO BAJO
The students applies the concepts
worked to recognize him/her as a
member of a regional group and
nation. Furthermore, explains and
contrasts the origin of the different
landforms and their graphic
representation.
The studentdescribeswithdetail the
concepts worked to recognize
him/her as a member of a regional
group and nation. Furthermore,
comparesandidentifiesthedifferent
landforms, their origin, and their
graphic representation.
The students mentions some
characteristics of the concepts
worked to recognize him/her as a
member of a regional group and
nation. Also, recognizes the some
landforms their origin, and their
graphic representation.
The student has trouble identifying
the concepts worked, such as the
elements as member of regional
group and a nation, the different
landforms, their origin, and their
graphic representation.

6. CRITERIA
LEVELS
Superior High Basic Low
Oral presentations
(Synthesis stage)
The studentalwaysusesthe
target language to talk
about the different topics
worked in class.
The student uses very often
the target language to talk
about the different topics
worked in class.
The studentsometimesuses
the target language to talk
about the different topics
worked in class.
The student rarely uses the
target language to talk
about the different topics
worked in class.
Written activities
The studentworksinan
excellentwaythe activities
inand out of the class,
usingthe targetlanguage,
showsresponsibilityfor
givingcompromisesand
homeworkinthe assigned
time,andworksshow
qualityandeffort.
The studentdoesthe
activitiesinside andoutside
the class,usingthe target
language andshowing
responsibilityandtriesto
give the workson time.
The studentsolvesthe
activitiesinandoutthe
class;givesthe works,but
sometimesafterthe
establisheddate.
The studentworksinclass
but needsmore effortin
the activitiesdone.He/she
mustpay more attentionto
the instructionsanddates
for work’spresentation.

7. PERFORMANCE RIBRIC:
CRITERIA
LEVELS
Superior High Basic Low
Preparation and Presentation
The student always willing
and focused during group
work and presentation.
The student usually willing
and focused during group
work and presentation.
The student sometimes
willing and focused during
group work and
presentation.
The student rarely willing
and focused during group
work and presentation.
Use of Non-Verbal Cues
(voice, gestures, costumes)
The studentusesimpressive
varietyof non-verbalcuesin
an exemplary way.
The student uses good
variety of non-verbal cues in
a competent way.
The student uses
satisfactory variety of non-
verbal cuesinan acceptable
way.
The studentused limited
varietyof non-verbal cues
ina developingway.
Use of language
The studenttalksaboutthe
differentfestivalsworked,
explainingrepresentative
characters,food,musicand
instruments,withno
assistance fromthe
teacher.
The student talks about
some festivals worked,
explaining representative
characters, food, music and
instruments with minimal
assistance fromthe teacher.
The studenttalksaboutfew
festivalsworked,explaining
representative characters,
food,musicand
instrumentswithcontinued
assistance fromthe
teacher.
The studenthas difficulties
to expresshim/herselfor
answersome questions
usingthe vocabulary
studiedduringthe term.