Exploring the World through Literature
1 Paint Activity
2 Learning About The Culture
3 Getting Information from Graphs
4 Children's Work
5 Lesson Plan 1
6 Lesson Plan 2
Kenya, East Africa
Bimwili & The Zimwi
by Verna Aardema
pictures by Susan Meddaugh
This story is about a little girl named Bimwili and her two older sisters who went on a journey to the sea. They had to travel through jungles and swamps to get there. When they got there they had fun playing in the water and then Bimwili met a weird person and things turned out for the worst.
Question #1 What type of instruments do you like to listen to and why?
Question #2 Have you ever been lost anywhere? (park, mall etc.)
Learning About The Culture (Lesson II)
Music
Use the Web to Discover
How do they greet people in the story of Bimwili & The Zimwi?
What else did you notice about the African culture in this book?
Weather Information
Cultural Diversity Activity for Grades 3-5
Integrating Math and Science
Getting Information from Graphs
1. In what month is the temperature the highest?
2. Is the city of Kitale usually warm?
3. Which month has the most rain?
4. In what month is the temperature the lowest?
5. Would you wear a heavy coat during January's high temperature?
6. Would you need an umbrella everyday in the month of January?
Geography Information
Kenya is a beautiful place. It
sits
right along the equator on the eastern coast of Africa. Kenya is most
famous for their safari destination which is one of the best in the
world. Kenya's geography
consist of a variety of landforms: lakes,
beaches, plains, The Great Rift Valley and other attractions. The
temperature remains comfortably warm all year around. Kenya experiences
heavy rainfall from March through May and lesser rainfall from
October through December. The July high temperature is usually the same
in January which is uncommon in other parts of the world.
Children's Work
Child A and Child B are busy decorating the chart.
Child C and Child B
pictures and mask.
Child C and Child B are in their African Kente Cloths
________________________
____________________
Date
Title of Lesson
A Visit to
Lesson
I Learning With Technology About Our World
Title of Lesson: A
Visit to
General
Information
Name: Rukiya Mathis
School/Mentor Teacher: Cook Primary/Mrs. Griffin
Grade Level: Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural
Understanding)
Date Taught: 3/26/06
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. Students 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 groups 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. Name some musical instruments and how they sound.
b Have you ever been lost anywhere? (mall, park etc.)
////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
Reading the story:
Introduction to story:
1 Read the title of the book, author, illustrator, and do a picture walk with the students
The title of the book is Bimwili & The Zimwi. The author is Verna Aardema and the pictures are by Susan Meddaugh.
Do a picture walk to view the many types of animals, houses, and clothing throughout the story.
Ask
some questions or point out words or objects: Swahili, village, Zimwi
a How do you think the language Swahili sounds?
b What do you think a Zimwi is in the story?
Read the story to the children
Ask the children to decorate or enhance the chart paper 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
Bimwili
and the African culture, 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. |
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Lesson Plan
II
Learning About Our World Through Literature
and
Technology
Title of Lesson
The
Culture of
________________________
____________________
Date
Lesson
II Learning About Our World Through Literature and
Technology
Title of Lesson: The
Culture of
General Information
Name:
Rukiya Mathis
School/Mentor Teacher: Cook Primary/ Mrs. Griffin
Grade Level: Kindergarten
Subject Areas: Technology Integration, Social Studies (Multicultural
Understanding)
Date Taught: 3/27/06
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. Students will be able to use the mouse while operating the computer
B. Students will be able to respond to questions about a diverse
culture and
languages other than English from the culture.
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 Websites: PBS Kids http://pbskids.org/africa/tale/;
Kids Africa http://www.pbs.org/wonders/Kids/quest/pre_sc.htm;
Africa http://teachers.westport.k12.ct.us/resource/africa.htm;
2. Multicultural children’s book: list title of book and author in APA
style : Bimwili and the Zimwi, Verna Aardema
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 books.
Step One Introduction
Show students the graphic organizer and talk about your country and
also how it
relates to the story you read to them earlier.
What
type of instrument was important in the story as well as in
How do they greet people in the story of Bimwili & The Zimwi?
What else did you notice about the African culture in this book?
(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 clothing do the people in
2.How
do you say “I am from the
3
What is the names of the piano played in
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 |
