Flat Stanley’s Vacation

A Problem-Based Learning UnitCourtney Fuson

Unit Introduction

Unit IntroductionUnit Topic: Social Studies

Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

Grade Level: Third Grade

GoalsUnderstand the diversity of human culturesDiscuss the cultures and human patterns of places and regions of the world.Understand how to use maps, globes and other geographic representations, tools and technologies to acquire process and report information from a spatial perspective.Recognize the interaction between human and physical systems around the world.

Objectives: CultureCompare cultural differences in various regions of the United States and the world.Describe similarities and differences in the way groups, societies and cultures address similar human needs and concerns.Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

Objectives: CultureRecognize some of the major components of a culture.Determine similarities and differences in the ways different cultural groups address basic human needs.Recognize that the world is made up of many people, and their history may differ from the student’s own by examining artifacts such as a cultural time capsule or a cultural suitcase.Compare a different community in the world with their own by examining generalizations, subcultures, similarities and differences

Objectives: GeographyLocate places on a map using cardinal and intermediate direction.List similarities and differences of local places and regions with other places and regions.List the basic components of earth’s physical systems.Describe how environments and regions differ around the world.

Objectives: GeographyFind a specific location on a school or community map.Determine the climate of a specific region of the world using a map.

NETS-S StandardsStudents apply digital tools to gather, evaluate and use information.Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Problem Statement/Question

What does Flat Stanley need to know about where he’s going in order to better fit in with the new culture? What does Flat Stanley need to take with him in order to be dressed appropriately for his new environment?

Data SourcesCIA FactbookWorld Book EncyclopediaFlat Stanley websiteU.S. Department of StateUnited NationsLibrary of CongressLibrary resources

ProceduresStudents will be assigned to groups to create their Flat Stanley. They will be asked to create an autobiography of their Stanley to send with him on his travels.Students will introduce their group’s Flat Stanley to the class, using the Stanley and autobiography created previously.

ProceduresStudents will take Stanley on outings in the community and write about those activities to start the journal that Stanley will keep on his travels and to give them journaling practice.The teacher will use the Flat Stanley website to provide a list of possible destinations for Stanley. Each group will choose a destination and research it to find out what Stanley should take with him and what he should expect.

ProceduresStudents will create a flat suitcase to go with Stanley on his trip using their research. Students will present their research to the class using the flat suitcase. Students will also present photographs or images of the things Stanley can expect to see.

ProceduresStudents will also use their research to create a list of questions to send with Stanley to find out more about the culture of the selected location.Stanley will be sent to the locations that were selected.Students will compare the information they research with the information that is sent back with Stanley.

Cooperative LearningStudents will be assigned to work in groups of 4.Groups will be diversified by the teacher to ensure a mix of ability levels.Students will be responsible for dividing the labor in their groups. Students will need to determine who is responsible for creating the suitcase, who would be the record keeper of the group, who will run the computer, etc.

Presentation of FindingsStudents will present their findings before the class, using suitcases that they have created for Flat Stanley to explain the items he would need and using appropriate images to explain the cultural differences he would encounter.

Final ProductStudents will present the differences between the information they found before Stanley’s trip and the information that was returned with Stanley. Students will discuss whether or not they packed appropriately for Stanley’s trip.

Student TechnologyStudents will use computers for research and writing. Students may also use computers, printers and scanners when creating their suitcase or images for their presentations.Students will be able to use PowerPoint for their presentations.Students will also be allowed to create short videos instead of written journals if they prefer.

Teacher TechnologyThe teacher will use a computer and projector for some of the direct instruction.The teacher will help students in their use of the computer, for both word processing and their presentations.The teacher will assist students in their use of video equipment and provide students with the equipment and hosting necessary to complete their assignment.