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

Geography Information





Children's Work
Lesson I    

 

Lesson Plan I

________________________
Mentor Teacher's Signature
February 22, 2006______
Date

 

 Lesson I Learning With Technology About Our World  
Exploring Navajo Culture  

Lesson I Learning With Technology About Our World  
Exploring Navajo Culture  

General Information
Name:  Leigh Ann Finch
School/Mentor Teacher: 
Grade Level:
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught:  February 28, 2006
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: 2
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.

Annie is a young Navajo girl who lives with her mother, father, and grandmother in a hogan located in the desert.  To make money for her family, Annie’s mother weaves rugs on a loom.  When Annie learns that her grandmother is about to return to “mother earth”, she does everything in her power to stop it.

a. Why do you think Annie’s grandmother lives with her?  Do any of your grandmothers live with you?

b. What type of house does Annie live in?  How is it different from your home?

////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Reading the story:

Introduction to story:

1.   The title of the book I am reading is Annie and the Old One by Miksa Miles.  Illustrated by Peter Parnall.

Ask some questions or point out words or objects:

a. Vocabulary words:  Navajo, hogan, mesa, loom, Mother Earth

b. Can you find a picture of the following: mesa, hogan, and loom?

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 a Navajo family, 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 was able to draw or write words accurately that related to the story.	Student responded with accuracy to some the questions about the culture and was 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 II
Learning About Our World Through Literature and Technology   

 Exploring Navajo Culture  

 
 

________________________

  Mentor Teacher's Signature

  February 28, 2006

 

Lesson II Learning About Our World Through Literature and Technology   
Exploring Navajo Culture

General Information

Name: Leigh Ann Finch
School/Mentor Teacher: 
Grade Level:
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: 2
Technology Integration
Strand: Basic Skills
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.

B. Grade: 2
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

·        http://www.valdosta.edu/~lafinch/global.html

·        http://www.kstrom.net/isk/maps/houses/hogan.html

·        http://www.dia.org/collections/aonwc/nativeamericanart/nativeamericanart.html

·        http://inkido.indiana.edu/w310work/romac/navajo.htm

2. Multicultural children’s book:

• Miles, M. (1971).  Annie and the Old One: Boston, New York, London.  Little, Brown and Company.

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.)

6. Colored yarn for finger weaving bracelets.

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

Yesterday we read Annie and the Old One Annie is a young Navajo girl.  These people live mostly in the desert in the Southwestern United States.  How does the information we just looked at in the graphic organizer relate to this story? Click on the icons to find out.

 (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 type of artwork would Annie and her family create?

2. What does Annie’s family do to make money and have food?

3. What is Annie’s home made of?

 

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 the story

My Hub Page	Resources for Parents and  Their Students
Global Diversity Page Exploring the World through Literature	Topic  Page
Electronic Reading File
LiveText Link

      E-mail me at lafinch@valdosta.edu