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                                                                         Mentor Teacher's Signature
                                                                         ____________________________                                                                           Date

5   Lesson I Learning With Technology About Our World  
Getting to Know You:
Meet the Plains Indians  

General Information
Name:  Nicki Underwood
School/Mentor Teacher:  Lanier Elementary School/Christi Register
Grade Level: Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  55 minutes

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

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
2. Colored markers, crayons, and chart paper
3. Plain white paper for individual drawings
4. Pencil and paper (to make notes for lesson plan assessment and reflections)

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.  Copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity Through Literature.

StepOne: Introduction
1. Work with a small group of students (2-5).  Tell students that today we are going talk about Native Americans. There were many tribes of Native Americans, but the tribes that lived in the very center of the United States of America were called the Plains Indians.  The Plains Indians got their name because they lived on the Great Plains.   
2. Ask students an introduction questions. (Introduction questions are for the teacher, to find out about students' previous knowledge of the subject content.)
Example:

• Can anyone tell me something that you know about Native Americans, how they dress, or what kinds of homes they live in?

3.  List the responses on the board or on a sheet of paper so they can see them.
(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes
List the 4-5 question that relate to web sites about the culture that will be presented to the students (These questions are at the top of the Global Diversity Through Literature website and each corresponds to a link)  

a. What role do the horses for the Plains Indians?

b. What kinds of homes do the Plains Indians live in?
c. What kind of clothing do the Plains Indians wear?

d. What role do the buffalo, or bison, play for the Plains Indians?

1. Have students go to Global Diversity Through Literature website at http://www.valdosta.edu/~jnunderwood/global.html.  Students should be grouped around the computer so they can see the questions on the screen, and have access to using the mouse.
2. Read each question out loud and ask them to predict the answer. Then ask a student to click on the link to get information and discuss the information with the students.
3. Allow students to take turns using the mouse to click on the links on Global Diversity Through Literature website.
4. After each question, relate the information from websites to students' lives past, present, or future.
5. Assist students, if needed, to scroll up and down on websites. Give students a brief overall view of you Global Diversity Activity page.

Step Three: Assessment

Tell the students, “Now that we have visited the website links, and learned a little about the culture, I am giving you each a piece of paper to draw pictures about the things you learned about from the web sites about the people, customs, and culture of the Native Americans (food, clothing, etc.).  When you are done drawing your pictures, I will come see what you have drawn.  Then you will tell me about your picture and I will write your description of your picture.”

Closure

Students will discuss their work that relates to the culture of the Plains Indians.  Ask students to describe things that are different, or may be done in ways that are different from the way they do things. 

Assessing 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)

Rubric:

                                                                        ____________________________                                                                         Mentor Teacher's Signature
                                                                        _______________________  
                                                                        Date

6  Lesson II Learning About Our World Through Literature and Technology
Getting to Know You:
Meet The Girl Who Loved Wild Horses

General Information
Name:  Nicki Underwood
School/Mentor Teacher: Lanier Elementary School/Christi Register
Grade Level: Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson:  55 minutes


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. Listening to a children’s story about another culture, and working cooperatively in small group to make a multicultural story picture map about the story and culture represented.

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
2. Multicultural children’s book:

·        Goble, P. (1978).  The girl who loved wild horses. New York: Simon & Schuster Children’s Publishing.

3. Colored markers, crayons, and chart paper
4. Large sheet of chart paper lined for writing sentences and student responses
5. Pencil and paper (to make notes for lesson plan assessment and reflections)

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.  Copy of my Global Diversity Activity website is included with this lesson plan.  Website Title: Global Diversity Through Literature

Step One Introduction
1. Introduce The Girl Who Loved Wild Horses; tell students, title, and that the author and illustrator of the book is the same person, Paul Goble. 

2. First, do a “picture walk” of the book (hold up book and show pages, allow students to tell what they think is happening on each page).  Then read The Girl Who Loved Wild Horses to students.  While reading the book to students, ask questions to “check for understanding.” 

a. What did the girl do for the tribe’s horses?

·        She led the horses to the water.

·        She spoke softly to them.

·        She found them shelter from winter blizzards/

b. What frightened the girl and made the horses run away?

·        a thunderstorm

c. When the men from the tribe finally found the girl, why couldn’t they get to her?

·        The stallion blocked them from getting to her.

d. What did the girl give to her family everytime she came for a visit?

·        a young colt

(Estimated Time 15 minutes)
 

Step Two: Teaching the Primary Learning Outcome
1.  Show the students PAINT drawing on http://www.valdosta.edu/~jnunderwood/global.html, and talk about what they see in the picture, or what it reminds them about in the story they just read.
2. Read the 2 assessment questions under the picture. These 2 questions should also be copied on a large sheet of chart paper, leaving space between questions to write students’ responses.

Questions:

1.  What kind of animal would you like to live with and why?

2.  What do you think happens to the girl after the end of the story? Where do you think she goes and what do you think she does?

Step Three: Assessment
1.  As students answer the question, write their responses exactly as they speak on the chart, and write the child’s name with the response: i.e. Amanda says, …
2.  Let the children work as a group using markers and crayons to decorate the chart paper.
3. Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family.  (If possible teacher should take notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later)
(Estimated Time: 15 minutes)
 

Assessing 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.

Rubric: