Grade 3

Social Studies

Unit: 09 Lesson: 03

Lesson Synopsis:
Students learn about historical and current figures who made decisions and solved problems for the good of the community, including first responders who make decisions and solve problems in their work for the community. Studentsconduct a survey to find current problems and research to suggest solutions for those problems using the problem solving steps.
TEKS:
3.10 / Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
3.10A / Identify the purposes of the Declaration of Independence and the United States Constitution including the Bill of Rights.
3.11 / Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected to:
3.11B / Identify historical figures such as Helen Keller and Clara Barton, and contemporary figures such as Ruby Bridges and military and first responders who exemplify good citizenship.
3.12 / Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
3.12B / Identify examples of actions individuals and groups can take to improve the community.
3.14 / Culture. The student understands the role of heroes in shaping the culture of communities, the state, and the nation. The student is expected to:
3.14A / Identify and compare the heroic deeds of state and national heroes, including: Hector P. Garcia and James A. Lovell, and other individuals such as Harriett Tubman, Juliette Gordon Low, Todd Beamer, Ellen Ochoa, John “Danny” Olivas, and other contemporary heroes.
Social Studies Skills TEKS:
3.17 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
3.17A / Research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources.
3.18 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18C / Use standard grammar, spelling, sentence structure, and punctuation.
3.19 / Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
3.19A / Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
3.19B / Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Getting Ready for Instruction
Performance Indicator(s):
  • Create and present to the class a plan for a project that will contribute to the common good of the community. Share the decision-making process used to select the problem and then tell about the problem-solving process to explain how to solve the problem. (3.12B; 3.17A; 3.19A, 3.19B)
3E
Key Understandings and Guiding Questions:
  • Los buenos ciudadanos trabajan unidos.
—¿Quiénes son personajes históricos y contemporáneos que mostraron ejemplo de buen civismo?
—¿Cómo los buenos ciudadanos tienen un impacto en la c omunidad?
Vocabulary of Instruction:
  • contribuir
/
  • el biencomún
/
  • comunidad

Materials:
  • Refer to Notes for Teacher section for materials.

Attachments:
  • Handout: Steps in the Decision Making Process (1 per student or 1 to display)
  • Handout: Founding Fathers Make Good Decisions(1 per student)
  • Handout: Class Survey for Community Problems and Solutions
  • Handout: Person-Problem-Solution(1 per student)
  • Handout: Applying Steps in the Problem Solving Process (Blank)(1 per student)
  • Teacher Resource: Applying Steps in the Problem Solving Process (Example) KEY

Resources and References:
  1. Use local resources and references as appropriate.

Advance Preparation:
  1. Become familiar with content and procedures for the lesson, including all hand-outs and familiarity with using the Decision Making Process Chart and the Problem Solving Process Chart
  2. Refer to the Instructional Focus Document for specific content to include in the lesson.
  3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
  4. Preview materials and websites according to district guidelines.
  5. Adjust the Handout: Class Survey for Community Problems and Solutions as needed to fit the local situation and prepare to send it home with students on Day 1 to be discussed with family.
  6. Prepare materials and handouts as necessary

Background Information:
The decision-making process and the problem-solving process are critical thinking skills central to being a citizen in the United States. This lesson offers students an opportunity to practice the analysis and thinking skills using historical events as an example and then apply the skills to their lives.
Getting Ready for Instruction Supplemental Planning Document
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
Instructional Procedures
Instructional Procedures / Notes for Teacher
ENGAGE–Decision Making Process / NOTE:1 Day = 50 minutes
Suggested Day1‒ 15 minutes
  1. Read aloud a book about a person who has made a good decision and followed it through to solve a problem.
  1. Students listen and consider the decision-making process the person used.
  1. Display and distribute the Handout: Steps in theDecision Making Chart. Review the actions in the book thinking about the steps the person followed to make the decision and solve the problem.
  1. Students think of one important decision they have made in the past. (Offer ideas, suggestions and encouragement for thinking of good decisions students have made.)
  1. Return to the Handout: Steps in theDecision Making Chartas students explain the steps in making that decision and how they followed the steps to solve a problem.
/ Materials:
  • book or story about a person who makes a decision and solves a problem
Attachments:
  • Handout: Steps in theDecision Making Chart (1 per student)
TEKS: 3.19B
Instructional Note:
  • Nonfiction books are preferred. Benjamin Franklin would be an example since his inventions solved problems. Other examples include stories about first responders such as fire and police who have to make good decisions and solve problems.

EXPLORE/EXPLAIN–Making Good Decisions / Suggested Day 1 (continued)‒ 30 minutes
  1. Display the Handout: Steps in theDecision Making Chart
  1. Display and distribute the Handout:Founding Fathers Make Good Decisions.
  1. Read the handout while students follow along.
  1. Choose one problem to model. Use chart paper to create a chart tracing the decision-making process that may have been used by the Founding Fathers. Model thinking and encourage students to contribute to the analysis ofthe decision by the Founding Fathers.
  1. Continue the discussion of other problems on the handout.
  1. Students, in pairs or small groups, choose or are assigned one of the problems to consider more closely.
  1. Students use the Handout: Steps in theDecision Making Chartto guide their discussion and create a chart that traces the steps in the decision-making process the Founding Fathers may have used to solve the problem.
  1. Groups share their charts and the thinking process.
  1. Facilitate a discussion where students use what they have learned and expand on the knowledge to:
  • Explain why the decisions the Founding Fathers made were the best possible decisions for that time.
  • Explain how the Founding Fathers’ decisions affect the citizens of the United States of America today?
/ Materials
  • Handout: Steps in theDecision Making Chart from the Engage section
  • chart/butcher paper
Attachments:
  • Handout: Founding Fathers Make Good Decisions (1 per student and 1 to display)
TEKS: 3.10A; 3.19B
ELABORATE–Survey of Community Problems and Solutions / Suggested Day 1 (continued) 5 minutes
Suggested Day 2‒ 10 minutes
  1. Continue discussion of the problem-solving process to help students understand how identifying a problem is an important step in finding a solution to the problem.
  1. Encourage students identify local citizens who have taken steps to solve a problem in the community for the good of the community.
  1. Students consider if there are still problems in the local community today that might need solving for the good of the community.
  1. Distribute the Handout: Class Survey for Community Problems and Solutions and review it.
  1. Students take the survey home and discuss the local community with family members and friends and then bring the information they find back on Day 2.
  1. On Day 2, students share their discussions about local problems and possible solutions.
  1. Create a list of problems in the community. Where the problem has been solved, or where a solution is in process, add that information to the list as well. (If needed, lead the discussion to include other local citizens who have taken actions to improve the community, first responders, non-profit organizations working to improve the community, and other local news and current events.)
/ Materials:
  • Handout: Class Survey for Community Problems and Solutions (1 copy per student)
TEKS: 3.12B; 3.17A;
EXPLORE–Solving Problems / Suggested Day 2 (continued)‒ 15 minutes
  1. Distribute the Handout: Person-Problem-Solution.
  1. Students read the left side and recall the individuals they have studied this year.
  1. Students match the left side with the right side on the Handout: Person-Problem-Solution, to match people who identified the problem with the solution they found for the problem.
  1. Students choose one person and solution from the chart and fill out a problem solving chart for that person (see the Handout: Steps in the Problem Solving Processand the Handout: Applying the Steps in the Problem Solving Process Blank. The Teacher Resource: Applying the Steps in the Problem Solving ProcessExample KEYprovides a possible example.)
  1. Brainstorm and research together to find names of other people who have made decisions that have improved the community.
/ Attachments:
  • Handout: Person-Problem-Solution (1 per student)
  • Handout: Steps in the Problem Solving Process (1 per student)
  • Handout: Applying the Steps in the Problem Solving ProcessBlank (1 per student)
  • Teacher Resource: Applying the Steps in the Problem Solving ProcessExample KEY
TEKS: 3.11B; 3.14A; 3.17A
EXPLAIN–Problems that Need Solving / Suggested Day 2 (continued)‒ 10 minutes
  1. Students explain to a partner their completed Problem Solving Chart.
  1. With their partner, using their survey as well as their own thoughts about community problems that need solving, students discuss any problems they believe need solving in their community today.
/ TEKS: 3.12B; 3.17A
EXPLORE–Problems that Need Solving / Suggested Day 2 (continued)‒ 15 minutes
  1. Students come together as a class and brainstorm a list of possible community needs or problems. (Include appropriate entries from the list compiled from the surveys.)
  1. Divide class into groups of four.
  1. Distribute to each group one copy of the Handout: Applying the Steps in the Problem Solving ProcessBlank.
  1. Students work together to choose one community problem, decide on a possible solution, and fill the chart out to follow the steps from a problem to a proposed solution.
/ Attachments:
  • Handout: Applying the Steps in the Problem Solving ProcessBlank (1 copy per student)
TEKS: 3.17A; 3.19A
EXPLAIN–Gallery Walk / Suggested Day 3‒ 5 minutes
  1. Gallery Walk: Students display their Problem Solving Chart and explain it as other students walk by in a Gallery Walk.
  1. Display the final products on a bulletin board.
/ TEKS: 3.11B; 3.12B; 3.14A; 3.18A; 3.18C
EVALUATE / Suggested Day 3 ‒ 45 minutes
  • Create and present to the class a plan for a project that will contribute to the common good of the community. Share the decision-making process used to select the problem and then tell about the problem-solving process to explain how to solve the problem. (3.12B; 3.17A; 3.19A, 3.19B)
  • 3E
  1. Allow students to use Handout: Steps in the Decision Making Process andHandout: Steps in the Problem Solving Processto design their final project.
/ Attachments:
  • Handout: Steps in the Decision Making Process( 1 per student)
  • Handout: Steps in the Problem Solving Process(1 per student)
TEKS: 3.12B; 3.17A; 3.19A, 3.19B

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