Social Studies Final Unit Plan-Pirates of The Caribbean Final

Teacher(s) Name: Jeanne Paxson, Sloane Mosrie, Anita Tharayil
Thematic Unit Theme/Title/Grade Level: Carribean Islands/ Pirates of the Caribbean/ 3rd grade
Wiki space address: http://becomepiratesofthecaribbean.weebly.com/
Daily Lesson Plan Day/Title: Day 1/ Introduction

Learning Goals/Objectives
What will students
accomplish be able to do at
the end of this lesson? Be
sure to set significant
(related to SSS/CCSS),
challenging and appropriate
learning goals!
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each
standard. Cutting and
pasting from the website is
allowed.
http://flstandards.org.
Assessment
How will student learning
be assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment
(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes, etc.
Learning Goal:
Students will be able to recognize the culture and location of different
Caribbean countries.
Learning Objectives:
1. The students will be able to identify modern lifestyle of Caribbean
compared to the United States and identify differences
2. The students will be able to locate the location of the Caribbean islands on
a map and globe.
SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and
intermediate directions, title,
SS.3.G.1.5: Compare maps and globes to develop an understanding of the
concept of distortion.
SS.3.G.4.2: Identify the cultures that have settled the United States,
Canada, Mexico, and the Caribbean.
SS.3.G.4.: Compare the cultural characteristics of diverse populations in
one of the five regions of the United States with Canada, Mexico, or the
Caribbean.
MAFS.3.OA.1.3: Use multiplication and division within 100 to solve word
problems in situations involving equal groups, arrays, and measurement
quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.
LAFS.K12.W.1.3: Write narratives to develop real or imagined experiences
or events using effective technique, well-chosen details, and well-structured
event sequences.
Unit Pre-Assessment:
Kahoot- https://play.kahoot.it/#/k/66d3d4f5-6654-4024-a04a-bdcffef116ec
Unit Post-Assessment:
Scale:
4 I could teach recognizing the culture and location of different Caribbean
countries
3 I have mastered recognizing the culture and location of different Caribbean
countries
2 I kind of get how to recognize the culture and location of different
Caribbean countries
1 I dont get it I need help
Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you communicate
student expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment/learning
styles) that may be in place
in your future classroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL, Gifted/Talented
students, Learning/Reading
disabilities (SLD), etc.
1. Teacher asks class if anyone has ever heard of or been to the Caribbean
Islands. After students answer teacher announces that we will be sailing
to the Caribbean Islands as pirates.
2. Teacher will pull up google earth on IWB and show the class where the
Caribbean Islands are located and where we will be sailing to: Cuba,
Jamaica, Haiti.Then, show a short video about the Caribbean Islands.
3. Teacher will ask class what are some similarities and difference they see in
the video compared to where we live.
4. Teacher will tell students as pirates they will need their own pirate hat to
sail with and treasure chest to keep all their treasures they get while they
are sailing.
5. Teacher will show the students an example of what their pirate hat and
treasure chest will look like and then hand out materials for the children to
make their own.
6. Students will make their own pirate hat and treasure chest.
7. Teacher will hand out a blank map of the Caribbean and students will label
the map.
8. Students will color in the three places they are sailing to this week Cuba,
Jamaica, Haiti and then put it in their treasure chest.
9. Teacher will then read class Caribbean Dream By: Rachel Isadora.
When making groups for centers for the following days ESOL students
will be paired with students who can be of aid to them if they do not
understand something along the way.
Resources/Materials
Shoe box
brown construction paper
map print out
newspaper for pirate hat
brown paper for pirate hat
Caribbean introduction video link:
http://safeshare.tv/v/ss565392684c1b3
Book:
Caribbean Dream
by Rachel Isadora
Discussion Notes: Make comments here related to ideas for assessment measures, parent involvement, field
trips, or extension to the unit plan ideas.

Daily Lesson Plan Day/Title: Day 2/ Cuba

What will students
learning goals!
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
(NGSSS) List each
allowed.
Assessment
be assessed?
assessments?
Informal assessment
(multiple modes):
journal entries,
collaborative
Learning Goal:
1. Students will be able to identify and summarize the most important facts
about Cuba
2. Students will be able to convert Cuban Pesos into American dollars
3. Students will learn about important events in Cuba and place them in order
4. Students will be able to make a yarn doll by hand and become familiar with
the tradition behind it.
Caribbean.
LAFS.K12.W.1.3: Write narratives to develop real or imagined experiences
event sequences.
Scale:
countries
countries
Caribbean countries
notes, etc.

1. Teacher will announce we are sailing to Cuba
2. Teacher will pull up Google Earth and students will put on their pirate hats
and sail to Cuba.
Procedures
3. Teacher will walk students through the four centers and supply examples
What best practice
for each. The teacher will be in charge of the currency center working one
strategies will be
on one with groups. Each center consists of 10 minutes. There will be
implemented?
about 5 students in each group.
Center 1-Culture: At this center, students will use the computer center
to read about Cuba on National Geographic.
Center 2- Currency: The teacher will be present at this location.
students?
Teacher will be at this center, showing students what a Cuban
Consider Contextual
peso looks like and that it equals one U.S. dollar. The teacher will go
Factors (learning
over how the majority of how Cubans spend their money. There will be
a worksheet on traveling to Cuba calculating the costs that involves
students solving mathematical equations
Center 3: History: Each student will explore and choose one event to
write about and draw a picture of. At the end of class, they will place
Exceptionalities
the events in order. Students may use their ipads or books as resources.
https://www.timetoast.com/timelines/important-events-in-cuban-history
Center 4: Crafts: Students will read page 16 in the Caribbean crafts
resource. One student will read aloud the page to the others and then
students will create their own Cuban yarn doll.
4. The lesson will end when the class posts the timeline events in order on the
wall.
Resources/Materials
5.
The teacher will tie up the lesson by introducing Jamaica.
Traditional Crafts from the Caribbean by Florence Temko

Cuba in Pictures by Kumari Campbell
Q&A Cuba: A Question and Answer Book
Cultures of the World: Cuba
http://kids.nationalgeographic.com/explore/countries/cuba/#cubamatanzas.jpg
https://www.timetoast.com/timelines/important-events-in-cuban-history
Cuban Flag
Google Earth
trips, or extension to the unit plan ideas

Daily Lesson Plan Day/Title: Day 3/ Jamaica

What will students
learning goals!
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
(NGSSS) List each
allowed.
Assessment
be assessed?
assessments?
Informal assessment
(multiple modes):
journal entries,
collaborative
Learning Goal:
1. Students will gain overall idea of Jamaican everyday life.
2. Students will understand the value of the Jamaican dollar compared to a
U.S. dollar.
3. Students will learn about Jamaican lifestyle and budget.
4. Students will understand Jamaican culture, traditions and food.
Caribbean.
MAFS.3.OA.1.3 Use multiplication and division within 100 to solve word
LAFS.K12.W.1.3:Write narratives to develop real or imagined experiences
event sequences
Scale:
countries
countries
Caribbean countries
notes, etc.

Procedures
What best practice
strategies will be
implemented?
students?
Consider Contextual
Factors (learning
Exceptionalities
1. We will review what we went over the day before.

2. Teacher will pull up Google Earth and tell the class we are sailing to
Jamaicas capital Kingston.
3. We will then put on our pirate hats and sail to Kingston, Jamaica
4. Teacher will walk students through the four centers and supply examples
for each. Each center consists of 10 minutes. There will be about 5 students
in each group.
Center 1 Jamacian Lifestyle: Students will independently read Jamaica

City and Village Life By: Alison Brownlie to get an idea of what life is
like in Jamaica. Since we are not able to get through the whole book
students will go to the index before reading and choose three sections
they want to read about writing down one thing they learned in each
section after they have read it that they did know before. (For ESOL
students they can read with a partner and if needed the partner can
help them write their facts)
Center 2 Currency: Teacher will explain to class that $1 in the U.S

equals 119.56 in Jamaican Dollars. Teacher will have examples of
Jamaican money and we will discuss the similarities and differences
between U.S money and Jamaican Dollars. Then there will be a list of
different activities to do in Jamaica with costs next to it. Each student
will have 450 in Jamaican Dollars. They will decide what they want to
use their money on without going over their 450 Jamaican dollars
listing their activities.
Center 3 Culture: Teaching assistant/aid will be at this center and will

have artifacts for the students to look at and explore. Teaching
assistant/ aid will show a traditional Jamaican Rasta bracelet to the
students and explain the meaning of the three colors of these bracelets
how they are chosen because of what they symbolize. Those three
colors are red, yellow (gold) and green, and each is important for its
own meaning. Red is used to symbolize the blood of all people of the
world and all living things that walk on the planet. Yellow or gold
represents the treasures or riches that people cherish whether they are
material or spiritual in nature. Green symbolizes the color of the earth
that all living creatures walk on and that the Rasta people hold dear.
Then students will then make their own Rasta bracelet. While students
are making their bracelets the teaching assistant/aid will play
traditional Jamaican reggae music on the Ipad
(http://safeshare.tv/v/ss565b77dd91f5f) for the students to hear telling
the students about reggae music and how it originated in Jamaica.
Center 4 Food: Students will be given a Jamaican food glossary at this

center to read on the computer and see traditional Jamaican food.
Each student will then make a breakfast, lunch, and dinner menu on
Microsoft word of what they would eat for a day in Jamaica.
5. When all the groups are done with the centers the class will all meet up and
each group will briefly share one thing they learned and show their favorite
thing they made/ did during their centers.
6. Tell class that tomorrow we will sail to Haiti.
http://safeshare.tv/v/ss565b77dd91f5f
Activity list with cost for currency activity
Shell
Jamaican Flag Picture
Rasta Bracelet
http://jamaicans.com/foodglossary/
Jamaican Money
Jamaica City and Village Life By: Alison Brownlie
Google Earth
Resources/Materials

Daily Lesson Plan Day/Title: Day 4/ Haiti

What will students
learning goals!
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
(NGSSS) List each
allowed.
Learning Goal:
1. Students will be able to identify and summarize the most important
facts about Haiti
2. Students will able to learn and decorate their own Tap Tap
3. Students will be able to convert Haitian Gourdes into American dollars
4. Students will learn about the earthquake that hit Haiti on January 12,
2010
5. Students will learn and say phrases in Creole
NCSS theme(s):
SS.3.G.4.2: Identify the cultures that have settled the United States, Canada,
Mexico, and the Caribbean.
Caribbean.
LAFS.3.W.3.8: Recall information from experiences or gather information
from print and digital sources; take brief notes on sources and sort
evidence into provided categories.
Assessment
be assessed?
assessments?
Informal assessment
(multiple modes):
journal entries,
collaborative
notes, etc.
Procedures
What best practice
strategies will be
implemented?
students?
Consider Contextual
Factors (learning
Exceptionalities
Scale:
countries
countries
Caribbean countries
1. We will review what we went over the day before.

2. Teacher will pull up Google Earth and tell the class we are sailing to
Haitis capital, Port-au-Prince.
3. Show Haiti video: http://safeshare.tv/v/ss565d9e1bea618
4. We will then put on our pirate hats and sail to Port-au-Prince, Haiti
5. Teacher will walk students through the four centers and supply directions
for each. There will also be a list of basic instructions at each center. Each
center consists of 12 minutes. There will be about 5 students in each group.
Center 1: Culture- At this center, students will learn about Haitian

taptaps. Each student must pick a packet which information about
Haitian taptaps and an outline of a taptap. Each student must read the
facts to themselves. Once they are finished, they must color their own
taptaps, representing who they are and things that are important to
them. After the student finishes, they store it in their treasure chest.
Center 2: Currency- At this center, students will learn about Haitian

money. Teacher will start off the center by telling the students they will
be shopping today. Then he/she will show students what a Haitian
gourde is and then explaining to them that one United States dollar
equals 55.2 Haitian gourde. Next, teacher will show them a visual of 1
dollar equaling roughly around 55.2 Haitian gourdes. Teacher will
distribute worksheet with pictures of food, drinks, earrings, necklace,
and multiple souvenirs for purchase. But each student only has 3 U.S
dollars. As a group the students and teach figure out it is roughly 166
gourdes. This would help students practice their math skills and learn
to budget. Students must only buy what they can afford and must
choose wisely. If student does not finish, they must complete assignment
for homework since it is going in their treasure chest.
Visuals will help EL students understand and comprehend conversions
Center 3: History- At this center, students will learn about the

earthquake that hit Haiti. Each student will watch Haiti Earthquake
Overview found on TeacherTube. The video will be ready for them to
watch on their assigned IPads with headphones. The video is about 4
mins so that leaves the students 8 mins to write about one thing they
learned and about something they are grateful for and why. Once they
finish, they store it in their treasure chest
Center 4: Language- At this center, students will learn and practice

basic greetings in Creole. Each student will watch Creole Lesson
created by the teacher on https://www.powtoon.com. The video will be
ready for them to watch on their assigned IPads with headphones. As
they watch the video, they must fill out the Creole chart. They must fill
each blank next to the picture with the appropriate phrase in Creole.
Students can re-watch the video as many times as they would like to
complete the chart Once the student completes the chart, they store it in
their treasure box. https://www.powtoon.com/onlinepresentation/goa9reeqZ06/creole-lesson/
EL student will be able to easily do this assignment due to the pictures.
6. When all the groups are done with the centers the class will all meet up and
each group will briefly share one thing they learned and show their favorite
thing they made/ did during their centers.
7. Tell class that tomorrow we will sail back home
Resources/Materials
Google Earth
Taptap information packet with coloring page
Creole chart
Haitian gourdes
U.S dollar
Haitian Flag Picture
Haiti Bracelet
Haiti Earthquake Video: https://www.teachertube.com/video/haitiearthquake-overview-308936
PowToon vide:
Countries of the World: HAITI by Suzanne Paul Dell-Oro
Hope for Haiti by Jesse Joshua Watson
Cultures of the World: Haiti
Haiti: A Question and Answer Book by June Preszler

Daily Lesson Plan Day/Title: Day 5/ Conclusion

What will students
learning goals!
Learning Goal:
1. The students will identify major Caribbean countries and know a basic
idea of culture and lifestyle.
2. Students will be able to identify and convert Cuban, Jamaican, and Haitian
currency into American currency.
3. Students will know the location of Caribbean countries in relation to one
another.
NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
(NGSSS) List each
allowed.

Caribbean.
Assessment
be assessed?
assessments?
Informal assessment
(multiple modes):
journal entries,
collaborative
notes, etc.
Procedures
What best practice
strategies will be
implemented?
students?
Consider Contextual
Factors (learning
Exceptionalities
Scale:
countries
countries
Caribbean countries
1. The class will put on their pirate hats and sail with Google Earth back
home.
2. We will then have a class discussion about our adventure
Discussion Questions:
3.
What was your favorite part about your trip to the Caribbean Islands?
What was something that you learned that you want to share with the
class?
As pirates, we sailed to three different countries and learned all about

the culture and lifestyle, which country was your favorite to visit and
why?
The students will create a message in a bottle and write a three

paragraph letter to their parent/guardian about their adventure telling
them what they learned and did during their time sailing around the
Caribbean. Teacher will put a list of difficult or unfamiliar words on the
board for ESOL students while writing their letters.
4. The teacher will monitor students while writing their letter and once the
teacher gives them the approval they will roll their letter up and put it in a
bottle like a pirate and bring it home.
5. Teacher ends lesson by introducing what students will be doing next week,
sailing to more countries in the Caribbean.
Resources/Materials
Plastic bottles
Paper for writing letters

Pencils

Social Studies Final Unit Plan-Pirates of The Caribbean Final

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Teacher(s) Name: Jeanne Paxson, Sloane Mosrie, Anita Tharayil

Daily Lesson Plan Day/Title: Day 1/ Introduction

Design for Instruction

Teacher(s) Name: Jeanne Paxson, Sloane Mosrie, Anita Tharayil

Daily Lesson Plan Day/Title: Day 2/ Cuba

Design for Instruction

The teacher will tie up the lesson by introducing Jamaica.

Traditional Crafts from the Caribbean by Florence Temko

Teacher(s) Name: Jeanne Paxson, Sloane Mosrie, Anita Tharayil

Daily Lesson Plan Day/Title: Day 3/ Jamaica

Design for Instruction

1. We will review what we went over the day before.

Center 1 Jamacian Lifestyle: Students will independently read Jamaica

Center 2 Currency: Teacher will explain to class that $1 in the U.S

Center 3 Culture: Teaching assistant/aid will be at this center and will

Center 4 Food: Students will be given a Jamaican food glossary at this

Teacher(s) Name: Jeanne Paxson, Sloane Mosrie, Anita Tharayil

Daily Lesson Plan Day/Title: Day 4/ Haiti

1. We will review what we went over the day before.

Center 1: Culture- At this center, students will learn about Haitian

Center 2: Currency- At this center, students will learn about Haitian

Center 3: History- At this center, students will learn about the

Center 4: Language- At this center, students will learn and practice

Teacher(s) Name: Jeanne Paxson, Sloane Mosrie, Anita Tharayil

Daily Lesson Plan Day/Title: Day 5/ Conclusion

SS.3.G.1.2: Review basic map elements (coordinate grid, cardinal and

unknown number to represent the problem.

As pirates, we sailed to three different countries and learned all about

The students will create a message in a bottle and write a three

Paper for writing letters

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