This book is about children, from Tanzania, going on a safari. On this safari, the children see many differnt animals. The animals are all different shapes and sizes. As they come to a differing animal, they count how many of that animal that they see.

Questions

What do you think that the children will see on the safari?

Have you ever been on a safari? What did you  see?




Learning About The Culture

QUESTIONS

1) Click on the food picture. What was the name of some of thier food?

2) Click on the safari picture. Can you tell me the different animals that you see?

3) Click on the dance picture. how were the people dancing?

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






Questions




Zanzibar experiences ideal holiday weather for most of the year.  The heat of summer is seasonally often cooled by windy conditions, resulting in pleasant sea breezes, particularly on the North and East coasts. Being near to the equator, the islands are warm all year round, but officially, summer and winter peak in December and June respectively.  Zanzibar is blessed with an average of 7-8 hours of sunshine daily.

map of Tanzania








childrens work



our class safari
 
















Lesson plan 1

________________________
Mentor Teacher's Signature
____________________
Date

Title of Lesson
  Learning About Our World Through Literature and  Technology 

 
Lesson I  Learning With Technology About Our World  
Title of Lesson  

General Information
Name: Shuntina Johnson
School/Mentor Teacher: Ms. Primrose
Grade Level: Pre-K
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 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: 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 What do you think that the children will see on the safari?

B Have you ever been on a safari? What did you see?

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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 I am reading is We All Went on Safari By: Laurie Krebs Illustrated by:  Julia Cairn

Ask some questions or point out words or objects:

a. What type of animal is this?

b. Have you ever been on a safari? what did you see?

 

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 another county Tanzania, 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.

lesson plan 2

Title of Lesson

Lesson II  Learning About Our World Through Literature and  Technology   
  

General Information

Name: Shuntina Johnson
School/Mentor Teacher: Ms. Primrose
Grade Level: Pre-K
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: 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 www.valdosta.edu/~sljohnson/global
2. Multicultural children’s book: We All Went on Safari By: Laurie Krebs Illustrated by:  Julia Cairns
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 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

Do you remember the country that we talked about in the book We All Went on Safari? We are going to talk about their culture and how it differs from ours. We’re also going to look at some websites to help us better understand their culture.

(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 Click on the food picture. What does their food look like?

2 Click on the safari picture. Can you tell me the different animals that you see?

3 Click on the dance picture. Can you dance like that?

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 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)

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 cthe story

My Hub Page

Resources for Parents and  Their Students

Global Diversity Page Exploring the World through Literature

Topic  Page

Electronic Reading File

Exploring Maps and Graphss

LiveText Link