Global Diversity Page

                    Zebra pictures drawn by students.                Students drew their own version of a zebra             A student drawing his zebra picture.
                                                                                            after listening to the story about zebra stripes.

Lesson Title: Global Diversity Through Literature and Technology

General Information
Name: Stephanie Burnham
School/Mentor Teacher: Lake Park Elementary/Ms. Jacquie Thigpen
Grade Level: Pre-K
Subject Areas: Technology Integration, Social Studies (Multicultural Understanding)
Date Taught: March 22, 2007
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 diverse cultures.
C. Student will listen to a children’s story to learn about another culture
D. Student will work cooperatively in small group to make a story picture account of events in the story.
E. Building relationships with peers
F. Exploring building and art materials
G. Responding to and identifying pictures and photographs
H. Listening and responding
I. Communicating nonverbally
J. Participating in two-way communication
K. Speaking
L. Exploring picture books and magazines
M. Enjoying stories, rhymes, and songs

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

B, C, D 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 represented in children’s literature and those who are enrolled in our schools.

Materials and Equipment
1. Computer with Internet connection
2. My Global Diversity Web Page http://www.valdosta.edu/~skzeigle/global.html
3. Map or globe
4. Drawing paper
5. Crayons
6. Book—How the Zebra Got Its Stripes

Teacher will also need:
1. Pencil and paper (to make notes for assessment and reflections
2. Copy of lesson rubric 1 for each group member. (See rubric below)

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 a computer painted picture related to the book How the Zebra Got Its Stripes.

Procedure:
Part I Step One: Introduction
** Work with a small group of students (3-5). NO LESS THAN 3 STUDENTS
1. Show the children the globe or the map. Ask them questions such as:

What is this called?
What colors do you see on it?
What does the blue represent?
What do these many colors represent?
What country do we live in?

Today we are going to learn about a zebra that lived in Africa. Does anyone know where Africa is?
The teacher points to Africa on the map and then asks a child to point to Georgia.
Do you think Africa is far away or near from us in Georgia?
Do you have go over water to get to this place from our place?
(Estimated time 10 minutes)

Step Two: Teaching the Primary Learning Outcomes Language Experience Activity
1. Go to the computer and your Lesson 1 Global Diversity Activity website at http://www.valdosta.edu/~skzeigle/global.html. Students should be grouped around the computer with you so they can see the screen, and have access to using the mouse
2. Let children take turns pointing to things in your picture.

3.  Read each question under the Paint drawing. Have them respond to your questions.
4.  Have separate sheets with each question, already prepared with the questions listed with spaces to write the children's responses underneath.
5. As each child responds to the questions, write exactly what they are saying when they make their responses.
            A. What animal is in the picture?

B. Where do you think we would see zebras?

C. Why do you think zebras have stripes?
Part 2
1. Read the paragraph under the questions to the children. Then show them the book.
2. Do a BRIEF picture walk and talk about the book.
3. Today we are going to read How the Zebra Got Its Stripes, written by Justine and Ron Fontes, and illustrated by Peter Grosshauser.
4. Read the story to the children.
(10-15 minutes)

Closure:
1. After you read the story, review their responses made prior to reading them the story and compare their responses with the actual events in the story.
2. Ask them to tell you some things they learned from the story.
3. Students will draw pictures related to the animals in the book. They may select any animal in the story to draw.
(Estimated time 15 minutes)

EVALUATION:
Rubric: Use this chart to evaluate each student
Copy the rubric below (1 per group member)

(Lesson Plan outline developed by Dr. Heath Spring 2007)

Level 3 - (5 -4 points)	Level 2 (3- 2 points)	Level 1 (1-0 points)
Student is able to use the mouse to point to things and click 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 to all the critical thinking prediction questions about the story and was able to compare his/her predictions with the events in the story.	Student responded with accuracy to two of the critical thinking questions from the story and was able to compare his/her responses with the events in the story.	Student responded with accuracy to 1 or none of the prediction questions about the related to the story that was read to them.
Student worked collaboratively with others in the group and understood the importance of contributing and working positively to complete the project	Student worked collaboratively with others in the group, but did not understand the importance of contributing and working with others to complete the project	Student was unable to work with others in the group and had difficulty understanding the importance of contributing to the overall project