Sunday, 7 January 2018

Geo-Narrative First Grade Lesson Plan "How Are People Different"


GEO-NARRATIVE

LESSON PLAN TEMPLATE

Unit/Theme Title:

Social Studies:   World History “How Are People Different”
Description:

This lesson is to teach students about “Cultural Diversity” and helps them develop empathy for others.  It is okay to be different and it helps them understand the differences among people because of their racial or ethnic background, language, dress and traditions.  Students will value the different ways in which people interact and live in the world as they reflect on what they have learned by exploring Google Earth.

Goals and Objectives:

Goals:  Is to teach students that “Cultural Diversity” is having a variety of cultures or human societies within a specific region of the world.  They see the world in 3D by exploring differences and similarities of a particular place.

Objectives:  Students will be able to:
  • Define cultural diversity
  • Take a virtual fieldtrip to Japan using Google Earth
  • compare/contrast cultural differences
  • Reflect and demonstrate comprehension by writing in their journals what they have learned about cultural diversity
  • Activate prior knowledge by collaborating with peers what cultural diversity means to them
  • Collaborate, write/draw their interpretation of what it means by “Cultural Diversity” using a Graffiti Board with a designated group.
Grade Level:

First Grade
Standards:

1.1.3  Explain that people on Guam and in the U.S. have different religious, community and family celebrations, customs and describe celebrations and customs held by members of the class and students’ own families.
Duration:

45 minutes
Skills Addressed:

Collaborate, written expression, identification, vocabulary, compare and contrast, journal writing, respect individuality
Key Vocabulary:
Cultural, diversity, respect, interpretation, customs, compare, contrast, collaborate, regions, reflect, Google Earth, navigate, 3D imagery, landforms, simulator

Materials:
Laptop and access to Google Earth, world map, writing paper, projector, speakers, journals, board, blank chart paper, crayons, pencils
Resources:
Note taking skills, writing and asking good questions, team work, collaboration, respect differences
SIOP Features*
(See 6 components below and checkmark boxes that apply.)
1. Preparation
xAdaptation of content
xLinks to background
xLinks to past learning
xStrategies incorporated

2. Integration of Processes
xReading
xWriting
x Speaking
xListening
3. Scaffolding
oModeling
xGuided practice
xIndependent practice
xComprehensible Input

4. Application
xHands-on
xMeaningful
xLinked to objectives
xPromotes engagement
5. Group Options
xWhole class
xSmall groups
xPartners
oIndependent

6. Assessment
xIndividual
xGroup
xWritten
xOral
Lesson Sequence:  Prep laptop and internet, write down topics such as buildings, food, clothing, weather, cars.  Place these in a can for students to choose from.

Session 1:
Anticipatory Setting:
1.       Introduce the topic of diversity by drawing students’ attentions to their differences and similarities.  Have students stand up when asking these example questions: 
  • Stand up if you are 6 years old
  • Everyone wearing tennis shoes stand up
  • If you like baseball stand up
  • Stand up if you have freckles on your skin

Ask students if they can think of other differences.  Why is it important to share these differences?  What can they help us understand about one another?

2.      Write the world diversity on the board and ask students if they know what it means.  Write down all responses on the board working towards the definition of “Being different from each other”.
4.      Have them share what they learned from the video about the meaning of diversity.
5.      As a whole group ask students “Do you know anyone who is like the characters in the video?  Which of the characters in the video is like you?  Who do you hear in the video?  Does he sound like you?  Do you think being different is awesome? 
6.      Inform the students they will be taking a field trip to Japan and they will need to focus their attention to the differences and similarities between Guam and Japan in regards to (buildings, clothing, weather, etc.). 
7.      Each student will pick a topic of interest that they will focus on as they take a virtual field trip to Japan. 
8.      Inform students at the end of the virtual field trip, they will share what they have learned about the differences and similarities between Guam and Japan in regards to the topic they have choose.
9.      Remind students to focus on their topic as they take a trip.   Begin the flight simulator and students will take a trip to various sites of Japan from their seats.   
10.  Whole group collaboration about the differences and similarities between Guam and Japan on the board or chart paper. 
11.  Inform students that they will be grouped to construct a “Graffiti Board.
12.  Group students and have each group write down “Cultural Diversity” in the middle of the chart paper.  Each person in the group will write/draw their interpretation of what it means to them.
13.  Display the groups Graffiti Boards around the room and have them look what other groups have created. 

GATE:   Students will navigate on Google Earth and choose a location they want to explore.  They are to search for celebrations and traditional practices of that particular region of the world.  They will write an informational paragraph and share it with their peers. 

Differentiate Instruction:  For students who need extra assistance, they can explore with a peer buddy to do the assignments.

Session 2:  With Google Earth, students will discuss the different landforms on Guam.  After the discussion, with Google Earth we will pinpoint the island of Guam.  Students will take another simulator trip around the island and view in 3D the landforms on Guam.  As an activity, students will depict their understanding of the different landforms with clay or drawing paper.
Reflections:
Students are to reflect on what they have learned about “Cultural Diversity” by writing in their journal logs.  Students are to draw something significant about Japan that intrigued their interest.



*Adapted from the SIOP Model for English Language Learners.

Google Earth Lesson Plan sample:  http://www.gelessons.com/lessons/newlessonfiles/whereareyoufrom.html
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