Lesson Plan for Global Diversity Activity by Katie Dodgen

General Information
Name: Katie Dodgen
School/Mentor Teacher Echols County Schools/Debbie Holt
Grade Level: K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson: About 45 minutes

Title of Lesson
Learning About Southwest US Indian Reservations With Technology & Literature

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 diverse cultures and languages other than English.

Related QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

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 that are enrolled in our schools, whose native language is other than English)

1. Computer with Internet connection
2. Multicultural children’s book: McDermott, Gerald. (1974). Arrow to the Sun. New York: The Viking Press.
3. Colored markers, crayons, and chart paper
4. Pencil and paper (to make notes for lesson plan assessment and reflections)
5. Modification of lesson developed by Dr. Diane L. Judd
URL: http://www.valdosta.edu/~djudd/globallesson.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 of 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 Activity and URL: http://www.valdosta.edu/~kedodgen/global.html

Procedures
Step One: Introduction
Work with a small group of students (2-5). Tell students that today you are going to read them a special book that takes place in Southwest US Indian Reservations.

Ask students your two introduction questions. (Introduce questions are for you, the teacher, to find out your students' previous knowledge of the subject content.)
1. Today we are going to learn about Southwest US Indian Reservations. Can you tell me something about Southwest US Indian Reservations?
2. Would you want to be an Indian in the Southwest US Indian Reservations? Why or why not?

After we read our book and visit the website links, we are going to write (or dictate) and draw pictures about the people and their culture (food, clothing, etc.) in Southwest US Indian Reservations. We are going to see how the people and culture in Southwest US Indian Reservations are like you and how they are different than you.

Estimated Time:
About 10 minutes

Have students take turns and control the computer on your Global Diversity Activity website. (Have students sit at the computer where they can control the mouse and computer. Assist students, if needed, to scroll up and down on websites.) Give students a brief overall view of you Global Diversity Activity page.

As the students go through each website, discuss the information and allow the students to make comments or talk about what they see.
List the three cultural areas on your Global Diversity Activity website with the critical thinking questions for the cultural areas.
1. Songs of the Pueblo Indians
2. Language, Life, Location and History of Pueblo Indians - If you could be a Native American Indian, would you want to be a Pueblo Indian? Why or why not?
3. Legends- What legend did you find most interesting? Why?

Introduce your multicultural book; tell students, Arrow to the Sun was written by Gerald McDermott. First, do a “picture walk” of book (hold up book and show pages, allow students to tell what they think is happening on each page). Then read Arrow to the Sun to students. While reading book to students, ask students “questions for understanding.”
List of Check for understanding before going on: (List four or more questions to ask students while reading your story.)
1. Can you find the spark?
2. Do you see the baby in the picture?
3. Where is the boy going?
4. Can you find the boy in the picture?

(Have ready before lesson, the two critical thinking questions written on a large sheet of chart paper, allowing space to record each student’s response.) To provide practice and feedback related to the primary learning outcomes: Teacher will ask at least two critical thinking questions to each student using a “language experience strategy” (As children tell you their responses, write each response exactly as they speak). Teacher will write the responses on a large sheet of chart paper and let each child write their name next to their response. Students answers to critical thinking questions can come from the websites or the book about the country.

Provide students with paper, crayons, and/or markers to make illustrations of their answers to the critical thinking questions by drawing pictures on their papers. (Later you can add their answers to the critical thinking questions on their papers with their illustrations.)

Step Three: Closure
Students will discuss their pictures and the cultural of Southwest US Indian Reservations. Have student explain how the American culture is different and similar to the culture of the country they are studying. 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.)

(You will need to save the students’ pictures and answers as evidence for your lesson plan learning goals. You will also share in class your chart paper with students’ answers to critical thinking questions and pictures. Later you will need to scan the students’ papers to place in your ECE Portfolio. You will also add reflection comments in your ECE Portfolio.)

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.

1. Comment on your teaching of how your Global Diversity lesson created learning experiences and activities that implemented the use a variety of resources and technologies.
For this lesson, I used the computer with my webpage to show the students in order for them to learn about Indians. I also used Arrow to the Sun by Gerald
McDermott to introduceIndians to my students and the paint picture I made to visualize something that I got from the book.

2. State evidence in two or more sentences to show that your students gained knowledge during your Global Diversity lesson.
Through this lesson, my students gained knowledge about Indians that they did not know prior to this lesson. They learned what Indians ate, how they lived, some
myths the Indians had, and much more information they did not know previously.

3. Give at least one suggestion that would lead to improving your teaching practices and student achievement.
If I did this lesson again, I would talk more with the students about what they knew about Indians prior to reading the book because my students did not have
any background knowledge of Indians.

Scanned Pictures of Southwest US Indian Reservations
by Elementary Students
Global Diversity Lesson developed by Katie Dodgen
for Kindergartners at Echols County Elementary School

Arrow To The Sun Picture

1. Can you tell me something about Indains? They shoot arrows
2. Would you want to be an Indian? Why or why not? No, because I would be dead

There was a sun and the arrow was shot to the sun. The boy was the
arrow and he went to the sun. He was trying to find his dad.

Arrow To The Sun Picture

1. Can you tell me something about Indians? They have black eyes
2. Would you want to be an Indian? Why or why not? Yes, because I like corn

The boy had to climb ladders to get to the sun. Before he could get there, he had to go through snakes.

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 cultural diversity.	Student responded with accuracy to one of the critical thinking questions about cultural diversity.	Student responded with accuracy to none of the critical thinking questions about cultural diversity.

Student	Performance Level	Describe the Students' Evidence that Illustrate the Performance Level of their Use of Technology PLO
1	Level 2	Student 1 was able to use the mouse, but had to have some assistance from the teacher to use the mouse correctly and efficiently.
2	Level 2	Student 2 was able to use the mouse easier than Student 1, but still needed teacher assistance with some things.
		Describe the Students' Evidence that Illustrate the Performance Level of their Social Studies PLO
1	Level 3	Student 1 responded accurately to both critical thinking questions that were directed to them, and paid very good attention to the lesson.
2	Level 3	Student 2 responded accurately to both critical thinking questions about cultural diversity and got alot of information from this lesson.