Map
This is a map that highlights the areas where the Northwest Pacific tribes lived along the north-western coast of North America.

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

This is a graph that shows us what the weather is like in the area where the Pacific Northwest Native Americans lived.  We can tell about patterns in the weather and climate of their land.


Children's Work


This is the chart I made with the students.


This is the small group that I did the lessons with.







Lesson Plan 1

Learning About Our World Through Literature and  Technology 
Raven: All Around the World for Light

 Lesson I  Learning With Technology About Our World  
Title of Lesson  

General Information
Name: Jennifer Goble
School/Mentor Teacher: Clyattville Elementary/ M. Chavarria
Grade Level: Kindergarten
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.

a. What do you notice that is common about the bird and the boy?

b. What do you think that the Indian boy and his family wear to keep warm where they live?

The bird and the boy in this picture have the same colors and patterns to them.  They are the same because the bird becomes the boy in the story and then the boy eventually turns back into a bird.  When the Indians are cold in the winter time they wear animal skins to keep warm.  The hide of the animals is thick and keeps the Indians safe in the harshly cold winters.

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Reading the story:

Introduction to story:

1   Read the Title: Raven: A Trickster Tale from the Pacific Northwest/Gerald McDermott, and do a picture walk with the students

Ask some questions or point out words or objects:

a. What do you notice about the skin and the hair of the people in the book?

b. Point out the fact that the bird is colorful and ask for explanations why.

c. Explain any new and unknown vocabulary.

            Perched

            Emerge

            Elders

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 another a bird and a boy that try to get light for their tribe, 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 II  Learning About Our World Through Literature and  Technology   
Title of Lesson  

General Information

Name: Jennifer Goble
School/Mentor Teacher: Clyattville Elementary/M. Chavarria
Grade Level: Kindergarten
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: list title of book and author in APA style
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
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 the Pacific Northwest and also how it relates to Raven.

The food of the country is different from the food where we live.  Potlatch is different from how we eat.  Describe potlatch and have the children compare it to how we eat.

The Inuit Indians wear different clothes from us. Why are they different and how are they made and why do you think that they are made that way?

The tribes make totem poles. Explain them and describe what importance they have.

(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. Why was it important that the Raven brought light to his tribe?

2. How did the Raven actually get the light?

3. What makes this tribe different or the same to your family?

Step Three: Assessment
a. 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.

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.
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