Language  




Clothes
  


Food  

1. What language do Wabanki people speak?
2.  How did the men dress in the summer?  In the winter?
3.  What kind of crops did the women grow?  What did the men hunt for?

Cultural Diversity Activity for Grades 3-5
Integrating Math and Science
Getting Information from Graphs



1.  Out of the two months, which has the highest temperature?
2.  Out of the two months, which has the lowest temperature?
 3.  Judging by the chart, what was January's lowest temperature?  Highest?
4.  Did January or July's rainfall get above 20 inches?
5.  Which month had the greatest rainfall, precipitation?

Vermont's weather is drastically different from winter to summer.  In January, the temperature dropped to -34 degrees Farenheight.  That is cold enough to play in snow two feet high.  In July the temperature reached 97 degrees Farenheight.  That is hot enough to go swimming.  Rainfall in Vermont is normal.  This means, it does not rain too much, but it does rain enough for the crops to survive.











Children's Work

___________________________

                                                                                            Mentor Teacher’s Signature

 

___________________________

                                                                         Date Approved

 

General Information                                                                         

Name: Brooke Permenter                                                                               

School/Mentor Teacher:  Moody A.F.B Child Development Center/Mrs. Diane Miller

Grade Level:  Pre-K                                                                         

Subject Area(s):  Technology Integration, Social Studies (Multicultural Understanding)

Date Taught:  3-30-2006                                                      

Total Duration of Lesson:  55 Minutes

 

 

Title of Lesson:  Lesson I:  Learning with Technology about Our World:

                                    Gluskabe and the Four Wishes

                                               

Primary Learning Outcome(s)

The primary learning outcomes to be achieved with this lesson include:

A.  Student will be able to use the mouse while operating the computer to find information related to a multicultural children’s story.

B.  Students will listen to a story about another culture.

C.  Students will work cooperatively in small group to make a story picture about things they learned from the story.

 

Related QCC Standard(s) or Georgia Performance Standard(s)

A.  Grade K

·     Technology Integration

·     Strand:  Basic Skills Technology Connection

·     Technologies that will be used in this lesson include: computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.  Elementary students will use computers to view website developed for multicultural literature book.

 

Materials and Equipment

1.  Computer with internet connection

2.  Chart Paper

3.  Markers

4.  Book Gluskabe and the Four Wishes, by Joseph Bruchac, Illustrated by Christine Nyburg Shrader.

 

Technology Connection (Must be included when appropriate for the lesson and/or required by the course instructor.)

 

Procedures

Step One: Introduction

Teacher will introduce Gluskabe and the Four Wishes by using a paint picture activity.

Part One: PAINT PICTURE ACTIVITY
1. Work with a small group of students (2-5).  Show students the PAINT picture on your page.

http://www.valdosta.edu/~abpermenter/global.html

2. Ask the children to use the mouse to point to various objects in the picture and tell them to describe them or name them.

3. Read the text under the picture then read the questions.  

Gluskabe, a great Indian legend, is known for doing the impossible.  He is also able to grant any person one wish.  When he moves to an island far, far away, four men each have a wish they want to be granted by Gluskabe.  Through horrible journeys to get to Gluskabe, have the men made a journey for nothing?  Greed may get in the way or it may make these mens wishes come true.  It is all up to the great Gluskabe.

1.  What is greed?  It is good or bad?

2.  If you had one wish, what would it be?

3.  What are some things that can go wrong on a  trip through the sea?

4.  Write their responses individually on a large sheet of chart paper that also has the questions on it.

Estimated Time: 20 minutes

Step Two: Teaching the Primary Learning Outcome(s)

Teach the content relevant to the primary learning outcome(s).

Teacher will then:

1.  Show the students the book, Gluskabe and the Four Wishes, by Joseph Bruchac, Illustrated by Christine Nyburg Shrader.

 

2.  Ask some questions or point out words or objects:

            a.  What do you think this book is going to be about?

b.  Vocabulary Words:

ü        fog

ü        journey

ü        vain

ü        canoe

ü        moccasins

ü        boulder

ü        greed

ü        wish vs. need

ü        Native American

3.  Read the story to the children.

 

Check for understanding before going on.

Teacher and students will review book retelling each wish asked for and granted.

 

Provide practice and feedback related the primary learning outcome(s)

Ask students to decorate or enhance the chart with picture with their own words or pictures related to the story.

 

Estimated Time:  20 minutes

 

Step Three: Closure

Teacher will ask students to explain drawing or writing from chart paper.  Each will figure out how the pictures or words tie in with the book.

 

Estimated Time:  15 minutes

 

Assessing the Primary Learning Outcome(s)

A.   Teacher will use rubric to assess for understanding of computer usage.

B.  Teacher will mentally note during reading of those who listen and pay attention.

 

Rubric:

Level 3	Level 2	Level 1
Student is able to use the mouse to control the computer with no or little assistance.	Student is able to use the mouse to control the computer with much assistance.	Student is not able to use the mouse to control the computer.

 

C.  Teacher will mentally note during reading of those who listen and pay attention

 

Level 3	Level 2	Level 1
Student responded with accuracy to all the questions about the culture.	Student responded with accuracy to some the questions about the culture.	Student was unable to respond with accuracy to questions about the culture.

 

 

 

 

Level 3	Level 2	Level 1
Students were able to draw or write words accurately that related to the story.	Student was able to draw or write that had a little tie in with the story.	Student did not draw pictures that accurately represented the story.

 

 

 

___________________________

                                                                                            Mentor Teacher’s Signature

 

___________________________

                                                                         Date Approved

 

General Information                                                                         

Name: Brooke Permenter                                                                               

School/Mentor Teacher:  Moody A.F.B Child Development Center/Mrs. Diane Miller

Grade Level:  Pre-K                                                                         

Subject Area(s):  Technology Integration, Social Studies (Multicultural Understanding)

Date Taught:  3-31-2006                                                      

Total Duration of Lesson:  55 Minutes:

 

 

Title of Lesson:  Lesson II:  Learning with Technology about Our World

                                               Gluskabe and the Four Wishes

 

Primary Learning Outcome(s):

The primary learning outcomes to be achieved with this lesson include:

A.  Student will be able to use the mouse while operation the computer.

B.  Student will be able to respond to questions about Native American culture.

 

Related QCC Standard(s) or Georgia Performance Standard(s):

A.  Grade: K

·     Technology Integration

·     Strand: Basic Skills

·     5 Topic: Basic Skills

·     Standard: Operates basic technology tools and applications.

 

B.  Grade: K

·     Social Studies Georgia Performance Standard

·     Geographic Understandings

·     SSKG1: The student will describe American culture by explaining diverse community and family celebrations and customs (this also includes the cultures represented by children from other countries who are enrolled in our schools, whose native language is other than English)

 

Materials and Equipment

1. Computer with Internet connection set to http://www.valdosta.edu/~abpermenter/global.html
2. Book Gluskabe and the Four Wishes, retold By Joseph Bruchac and illustrated by Christine Nyburg Shrader.

3. Colored markers, crayons, and chart paper
4. Paper or props related to the multicultural story that you read in lesson I 
5.  Markers, crayons, points, etc.  You can also use the PAINT program if there is time for each student to create a PAINT picture. (Students’ work will be scanned or saved and will be posted on your Global Diversity page.)

 

Technology Connection

Computer with Internet connection, a picture developed using a computer drawing program, and a designed website that includes computer painted picture and links to cultural websites that represent the country in multicultural literature book.  Elementary students will use computers to view website developed for multicultural literature book.

 

Procedures

Step One: Introduction

Teacher will show student the graphic organizer at http://www.valdosta.edu/~abpermenter/global.html and introduce the Abenaki people and how they relate to the story that was read to them in Lesson I.  The teacher will then give a brief outline of what the topics will be for the lesson all the while using the mouse to point to the topics:

1.      Language

2.      Clothes

3.      Food

 

She will then ask the following critical thinking questions before clicking on the links to the web pages and write on chart paper student responses:

1.      What language do Aabanki people speak?

2.      How did the men dress in the summer?  In the winter?

3.      What kind of crops did the women grow?  What did the men hunt for?

 

 

Estimated Time:  15 minutes

 

Step Two: Teaching the Primary Learning Outcome(s)

Teach the content relevant to the primary learning outcome(s).

Teacher will click on links leading to:

• Question for website http://www.cowasuck.org/language/language.htm.  Click on the icon of two people talking and answer the following question:  What language do Abanki people speak?
• Question for website http://www.govwentworth.k12.nh.us/. Click on the icon of the Native American with feathers down his back and answer the following questions: How did the men dress in the summer?  In the winter?
• Question for website  http://www.cowasuck.org/lifestyle/food.cfm.  Click on the icon of the man with corn and answer the following questions:  What kind of crops did the women grow?  What did the men hunt for?

 

 

Check for understanding before going on.

Once web pages have been viewed and discussed, teacher will review information found on the pages.

 

Provide practice and feedback related the primary learning outcome(s)

Teacher will give students props or paper, and ask them to write words or draw pictures that relate to what they learned from going through the web sites.  They may replicate pictures seen on the websites.  She will also ask them to describe and tell what they drew or wrote. 

 

Estimated Time: 20 minutes

 

Step Three: Closure

Read student responses together, or ask each student to read or tell what they drew on the chart.
You will need to save the students’ pictures and answers as evidence for your lesson plan learning goals.  Later you will scan the students’ papers to place in your ECE Portfolio.  You will also share your chart in class when you present your activity.

 

Estimated Time: 15 minutes

 

Assessing the Primary Learning Outcome(s):

A.  Technology Integration
Student will be assessed through observation while using the mouse to control the computer.

Level 3	Level 2	Level 1
Student is able to use the mouse to control the computer with no or little assistance.	Student is able to use the mouse to control the computer with much assistance.	Student is not able to use the mouse to control the computer.

 

B.  Social Studies
Student will be assessed through answers to questions and discussions about Wabenaki culture.

 

Level 3	Level 2	Level 1
Student responded with accuracy to all the questions about the culture.	Student responded with accuracy to some the questions about the culture.	Student was unable to respond with accuracy to questions about the culture.

 

C.  Student will be assessed through drawings or written words that related to the given

topic.

Level 3	Level 2	Level 1
Student was able to draw or write words accurately that related to the story	Student was able to draw or write words that related to the story very little.	Student was not able to draw or write words that accurately related to the story.

 

 

 

 

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