What types of food did                                How was  the Indian's clothing                       What were the jobs of men and
           the Plains Indians eat?                                 different from what we wear?                                women in a tribe?
 

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





Children's Work










Lesson Plan 1

Lesson Plan I

________________________
Mentor Teacher's Signature
____________________
Date

  Learning About Our World Through Literature and  Technology 
Plains Indians

 Lesson I  Learning With Technology About Our World  

General Information
Name: Amy D. Gibbs
School/Mentor Teacher: Clyattville Elementary/ Mrs. Glennon
Grade Level: K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  55 minutes. (This lesson can be presented in 2 sessions)

Primary Learning Outcomes (PLO)
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 & GPS Standards
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.

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

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

Read the text under the picture, then read the questions.  Write their responses individually on a large sheet of chart paper that also has the questions on it.

This is a story of a young indian girl who, by accident, ends up living with the wild horses high in the plains beyond her village. When she is eventually found by her tribe, she is brought back to live in the village. She can not find happiness and no one knew how to help her.

A How do you think that the buffalo helped the Plains Indians?

B What types of weapons did the Indians use?

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Reading the story:

Introduction to story:

1   We will read the book The Girl Who Loved Wild Horses, written and illustrated by Paul Goble and do a picture walk with the students

Ask some questions or point out words or objects:

A  Ask children what they think this book may be about by looking at the pictures.

B Ask children if they have ever had any experiences with horses.

Vocabulary Words: tipi, spear, buffalo

Read the story to the children

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

Assessment of the Primary Learning Outcomes
Now that we have visited my website, and listened to a story about the American Plains Indians, tell us what you wrote or drew on the chart paper from the story and why you  chose to put it on the page.

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.
Student responded with accuracy to all the questions about the culture and were able to draw or write words accurately that related to the story.	Student responded with accuracy to some the questions about the culture and were able to draw or write words accurately that related to the story.	Student was unable to respond with accuracy to questions about the culture, and did not draw pictures that accurately represented the story.

Lesson Plan 2

Lesson Plan II

 

 Learning About Our World Through Literature and Technology   
Plains Indians  

__________________________________________

 

 

  Mentor Teacher's Signature

  ____________________  

            Date

  _____________________

 

Lesson II  Learning About Our World Through Literature and  Technology   
Title of Lesson  

General Information

Name: Amy Gibbs
School/Mentor Teacher: Clyattville Elementary/ Mrs. Pat Glennon
Grade Level: K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  55 minutes. (This lesson can be presented in 2 sessions)

Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:
A. Student will be able to use the mouse while operating the computer
B. Student will be able to respond to questions about a diverse cultures and languages other than English from the cultures.

Related QCC & GPS Standards
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 your Global Diversity Graphic Organizer
2. Multicultural children’s book: The Girl Who Loved Wild Horses, written by Paul     Goble.
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.)

URL’s from my website for information on…

Types of Indian food: http://collections.ic.gc.ca/luxton/sect_3/3b.htm

Types of Indian Dress: http://www.saskschools.ca/%7Egregory/firstnations/

Indian Families: http://www.peabody.harvard.edu/maria/Cwoman.html

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.

Step One Introduction
Show students the graphic organizer and talk about your country and also how it relates to the story you read them earlier. Discuss and ask questions about locations where Indians can be found in America.

(Estimated Time 15 minutes)
 

Step Two: Teaching the Primary Learning Outcome
Ask the students to take turns reading the questions for each web site and ask them to tell you what they see or to provide the information from the questions:

1 What types of foods did the Plains Indians eat.

http://collections.ic.gc.ca/luxton/sect_3/3b.htm

2  How was the Indian’s clothing different from what we wear?

http://www.saskschools.ca/%7Egregory/firstnations/

3 What were the jobs of men and women in the tribe?

http://www.peabody.harvard.edu/maria/Cwoman.html

 
Step Three: Assessment
a. Allow children to use the PAINT program to draw pictures that relate to what they learned from going through the web sites.

b. Ask them to describe and tell what they drew or wrote.

(Estimated Time: 15 minutes)
 
Assessment the Primary Learning Outcomes
A. Technology Integration
Student will be assessed through observation while using the mouse to control the computer and using the drawing program.
B. Social Studies
Student will be assessed through answers to questions, illustrations, and discussions about diverse cultures.

(Estimated Time:  15 minutes)

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

 

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.
Student responded with accuracy to two of the critical thinking questions about the story	Student responded with accuracy to one of the critical thinking questions about the story	Student responded with accuracy to none of the critical thinking questions about cthe story