THIRD GRADE - Unit 6 - Session 10

We identified elements
natural and social

In this session, the goal is for students to recognize

that our community exists thanks to the resources that
it possesses and that we use in various economic activities,
social and cultural.

Prepare a document with the planning table.

Prepare papers for the "talking map."

Materials or resources to be used

Paper bags.
Markers.
Colored paper (green and yellow).

94
 Third Grade - Unit 6 - Session 10

COMPETENCY(IES), CAPACITY(IES) AND INDICATOR(S)

LET'S WORK IN THE SESSION
SOCIAL PERSONAL CURRICULUM AREA
COMPETENCIES CAPABILITIES INDICATORS
Act responsibly Explain the relationships between Differentiate the elements
in the environment. the natural elements and natural and social of the
social factors involved geographical spaces of their
in the construction of the locality and region.
geographical spaces.

Moments of the session

1.InICIo
Remember with the boys and girls what they did in the previous session.
15 You can ask them to talk about how they found the place where
minutes They live and what sources of information they used for that purpose.
Tell them that we are now going to take a tour around the school.
Let them know that on that route we will identify what we have.
in our locality or community.
Plan the activity with the help of all the students. With that
Well, use a sheet of paper with a box like the one shown at
continuation:

What What are we going to use it for? What How do you do it? Where is it
let's go to to do? will we need? let's go to let's go to
to do? to do? to do?
Let's go to To identify the pencil, notebook In groups In our
highlight a natural resources or leaves for of four 'map
route (water, air, soil, take note children and speaker
by the plants and animals) of what girls.
neighborhood.and social we observe.
(sowing, local)
of institutions,
parks, etc.

95
 Third Grade - Unit 6 - Session 10

Indicate the route we will take. Choose places in advance.

where there are natural elements (water, air, soil, plants, and animals)
and social (fields, local institutions, parks, etc.).
Communicate the purpose of the session: tell them that today we are going to identify
the natural and social elements to recognize what nature
what it provides us and what we contribute to it.
Ask the students what rules of coexistence we must follow.
so that today's learning takes place in an environment of respect.

2. Development
Problematic
65
minutes
Tell them that we are going to learn what is in our locality.
Ask the students:
How is your community?, what is in it?, where is it located?
What important places do we observe?, to what places of the
Which locality do they usually go to?

What elements do we observe in nature?, is there any

difference between them? How should we take care of them?

Information analysis

In a group of five members

When they return from the tour and are already in the classroom, ask the children and
the girls to create a 'talking map' that narrates the journey that
they continued.
Explain to them what a 'talking map' is and give an example:

The speaking map is the idea that people have of the geographical scope and
social where they live. While the same common space is shared, the way
how each student perceives and represents it is different. another aspect
highlight in the experience is that students can represent their
ideas with figures from magazines and newspapers, pasting them on the talking map.

96
 Third Grade - Unit 6 - Session 10

lagoon houses
air

trees

soil

sowings

Ask them to represent a "map" in groups of five girls and boys.

"speaker" that gives information about resources and elements
natural and social elements that they observed during the tour.
Tell them to write on green cardstock cards the
natural elements they observed and, on colored cardboard cards
yellow, the social elements. You can also describe occurrences.
during the journey: for example, environmental issues.
Remind them of the need to respect the rules of coexistence.

In group class
Once you have finished creating your 'talking map',
Gather them in a circle to collect the information.
Ask to stick the "talking maps" on the board to have a dialogue.
about what they observed.
Ask a group member to explain what their part represents.
"talking map" and that discovers the natural and social elements
some other situations they observed on their journey.

97
 Third Grade - Unit 6 - Session 10

Decision making

Lead the reflection towards the launch of love for the environment and
what is harming your community and your identity.
You can guide them with questions like: who made the square
principal, the market, the fire station, the police station, etc.?
Why did they do it?; Has everything been made by man?, what are
no?; what should we do to preserve it?, why
Should we take care of it? What will happen if we don't?
Create a scheme with the help of the students and ask them to
copy it in your notebook. It can be like this:

Tour of our locality

we saw

Elements Elements

trees irrigation ditches church market

animals park

3. CLOSURE (Assessment of Learning)

Ask the boys and girls to respond to the self-assessment form:
10
minutes
___________________________________________________
Mark YES or NO on each of the following questions, according to
correspond

Peru is a beautiful country and my neighborhood is my home.

2. Did I learn what a 'talking map' is?

Did I represent a natural element or a social one?

4. Do I take care of the green areas in my neighborhood?

98
 Third Grade - Unit 6 - Session 10

Collect the sheets to compare the answers. With the whole class,
agree and commit to what you must do to take care of your
environment.
Congratulate them for the participation and respect shown during the session.

Tell your family about our tour of the community.

Show them the 'talking map' you created and explain what it is.
they represent the highlighted points: natural resources, elements
natural and social. Ask them to tell you how they
they commit to caring for the environment.

99