This lesson was developed as part of a unit in social studies by a third grade teacher at Chicora Elementary in collaboration with two of her graduate school classmates at the University of South Carolina Master of Library Science program. In a school where students have a limited knowledge of other countries and cultures, it is our intent to expand their knowledge in these areas through this multidisciplinary mini-unit on Iceland.

Students recently completed a week-long study of the polar regions. The students were excited and interested in the entire unit. This, along with the recent return of Keiko to Iceland, led us to decide to focus our next mini-unit on Iceland. We have chosen six different topics related to Iceland that we feel will be motivating and interesting to the students. Students will be responsible for researching these topics in groups and contributing their findings to a brochure about Iceland.

This lesson is intended to be used as a social studies mini-unit for third grade students. Although we are calling this a social studies unit, students will also be using skills in reading, writing, listening, research, and computer skills. This lesson could be modified to use with a lower or higher grade level by modifying the objectives, topics, grouping, and assessment.

• History:
  - the student will be able to identify important figures or events in the history of the particular location they are studying.

• Geography:
  - read and interpret basic maps to locate a geographic location.
  - recognize basic types of environments (coastal, desert, urban, suburban).
  - recognize and describe basic landforms.
  - recognize basic climate zones.

• Economics:
  - identify goods and services necessary to the economy.

• IB
  1 - set a purpose for reading.
  4 - use pictures, diagrams, titles and headings.
  6 - categorize information using strategies such as story mapping, webbing, Venn diagrams, and T charts.

• IC
  4 - identify the main idea.
  11 - paraphrase information found in text.
  15 - organize information logically.
  16 - use information to learn about new topics.
  17 - write about what you read.

• IIA
  3 - respond to questions from teachers and other group members.
  7 - follow multi-step oral directions.
  9 - participate as a contributor to a group.

• IIIA
  1 - ask questions of the teacher and other group members.
  4 - explain what has been learned.

• IIB
  1 - speak clearly.

• IVA
  1 - develop a plan for writing.
  4 - include descriptive details.
  5 - revise for clarity.
  7 - edit final copy for grammar, capitalization, punctuation, complete sentences, and spelling.

• IVB
  2 - organize information according to the type of writing.
  3 - write in paragraphs organized into a beginning, middle and end.
  7 - use a variety of resources to correct spelling, such as a dictionary, word wall, or spell check.
  8 - use available technology.

• VA
  1 - use dictionaries, encyclopedias, and other reference books.
  2 - use observation, videos, interviews and cassette recordings.
  4 - use available technology, electronic mail and CD ROMs.

• VC
  1 - plan, investigate and present findings in written and oral form.

• I3B
  1 - water related environment.
  2 - identify changes in the environment.

Students in the third grade that will be participating in this unit already possess the necessary skills needed to complete it. They have been instructed on the computers in the classroom, the computer lab and the writing lab. They have been instructed on the writing process. All students can load a CD-ROM and use it. Students have also been on the WWW in the computer lab and know how to locate a site using the URL. Students have been working in groups throughout the year and know the rules for doing so. Any teacher should be able to use this lesson as the components of it have been taught and used by most teachers or another teacher on their grade level.

Students will be evaluated in two ways. The actual end report compiled by the group will be evaluated by the teacher using a report rubric. We will look for those items listed in the curriculum standards. Students will also be evaluated on their participation and cooperation in the group. The teacher and their group members will complete a cooperative group rubric. These will be read by the teacher only.

For those higher grade levels, those teachers experienced in the "Jigsaw" method may want to use it for this unit. Instead of having six groups with three members each, you would have three groups with six members. In this method each member of the group would be researching one of the six topics individually. Then the group would come back together and each member would "teach" their specific topic to their group. Each group would produce a travel brochure on Iceland based on their research.

This unit is valuable in that it addresses many academic and social skills. In a Title I school such as Chicora, the students are lacking in many areas. It is crucial to attempt to intertwine these areas whenever possible. While building knowledge we also attempt to focus on social issues such as responsibility, cooperation, and self-concept. Historically, the students learn much more when academics and social skills are taught in a multidisciplinary unit than when we attempt to teach the subjects in isolation.