Lesson Plan Guide

Teacher Candidate: Grade and Topic: Mentor Teacher: Kristal Rolfe-Fields Third Grade, Social Studies Joey Weaver Date: 4/27/14

Length of Lesson: 1 hour for 2 days School: University of Memphis-IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The Cultures around the World lesson is part of a unit on how to understand other cultures in general. Given access to the internet, the student will be able to research two different cultures in two different regions in order to compare the similarities and/or differences of each culture with a score of three out of four on the rubric. Given the handout on Cultures around the World, the students will be able to effectively create a concept map in order to express the information that was gained during their research with a score of three out of four on the rubric. The goal of this lesson is for students to develop and understanding of the similarities as well as the differences that cultures throughout the world have. The students will demonstrate this comprehension by creating their own concept map comparing two different cultures. TN Social Studies- 3.1.02 Discuss cultures and human patterns of places and regions of the world. 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

LESSON OBJECTIVE:

STANDARDS ADDRESSED:

MATERIALS:

Cultures around the World handout Computer Access to:

Microsoft Word

Internet Access to :
Time for Kids: http://www.timeforkids.com/around-the-world Screencast-o-matic: http://screencast-o-matic.com/watch/c2ftbbnvAz

Headphones Printer Pencil

Students will use the computer to access Time for Kids in order to do their research and complete their handout. After completing their handout, the students will access Screencast-o-matic for step-by-step

directions on how to create their concept map. The students will then use the computer to access Microsoft Word to create their own concept map. BACKGROUND and RATIONALE:

Students will demonstrate their understanding of the diversity of other cultures and start to develop the concept of having an appreciation for other cultures as well. (Academic language will be addressed in methods courses and is not addressed in IDT 3600.) This lesson is a continuation of TN Social Studies 3.1.01 on Culture and understanding the diversity of human cultures. This lesson will help bridge the gap from recognizing other cultures to developing an appreciation for and understanding the contributions of other cultures. The lesson or technology use will be modified to meet the needs of diverse learners. Introduction:
Begin by defining culture and what makes up ones culture, providing examples with the students and with emphasis on the diversity of the classroom. Encourage students to give examples with their family as a reference.

PROCEDURES AND TIMELINE:

Procedures:
Prior to the Computer (25 minutes) Teacher Procedures: 1. After the Introduction, explain rules and expectations for internet safety. Also review consequences for inappropriate behavior while using the internet 2. Distribute Cultures around the World handout. 3. Review the directions for handout and for each category and answer any possible questions. 4. Instruct students to raise their hands after the handout is complete, so they can get approval before starting on their concept map. At the Computer (60 minutes) Teacher Procedures: 1. Ensure that all students are already logged on to Time for Kids website. 2. Around 30 minutes into the activity, write the website address for Screencast-o-matic on the board: (http://screencast-omatic.com/watch/c2ftbbnvAz) 3. As students raise their hands, pass out headphones and instruct them on how to access Screencast-o-matic (directions for how to create concept map in Microsoft Word). Student Procedures: 1. After reviewing, students will turn to their computers which are already logged on the Time for Kids website. 2. Students who are not able to use their own computer, will partner up with another student in order to alternate using the computer. 3. Students will begin completing the handout using the Time for Kids website. 4. Students raise their hands once the handout has been completed. Student Procedures: 1. Students full attention is on teacher while reviewing rules and expectations for internet safety. 2. Students look over handout, as the teacher explains the directions in detail.

4. Monitor and assist students as needed.

5. Students place headphones on and access Screencast-o-matic site to watch directions. Open MS Word to blank document. Click Insert and SmartArt. Click List, Radial Cluster.

6. Insert information from research into concept map. 7. Change colors and make unique. After to the Computer (35 minutes) Teacher Procedures: 1. Ensure that all students have printed their finished concept maps and turn off computers. 2. Allow students to stand and show their work. 3. Monitor and ensure that every student has the opportunity to share their work. Student Procedures: 1. Students print their finished product. 2. Students turn off their computers and clean up their area. 3. Students will write their names on their completed handouts and concept maps.

Closure: Each student will state an interesting fact about their country or the student in that country and his/her culture. Comparing it to their own culture. For example, Arami Farfan Garay from Peru eats cornflakes for breakfast, just like me. Then we will do a review as a class over the similarities and differences of these countries and cultures.

ASSESSMENT EVIDENCE:
Criteria
Handout Completion

1
None of the handout was completed, with no attempt to answer the questions. Format of SmartArt Graphic doesnt represents a concept map at all and doesnt make sense even after explanation. Student is not able to articulate their understanding of the overall concept even when help is given.

2
Most of handout was completed and most questions answered with 70-80% accuracy. Format of SmartArt Graphic somewhat represents a concept map after explanation.

3
Entire handout was completed and all questions answered with 80-90% accuracy. Format of SmartArt Graphic represents a concept map with little to no explanation needed. Student is able to articulate their understanding of the overall concept with a little guidance in relating it back to their life.

4
Entire handout was completed and all questions answered with 90-100% accuracy. Format of SmartArt Graphic clearly represents a concept map with no explanation needed. Student is able to clearly articulate their understanding of the overall concept relating it back to their life.

Format of SmartArt Graphic and representation of a concept map.

Understanding of overall concept

Student is able to somewhat articulate their understanding of the overall concept with guidance in relating it back to their life.

MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

Directions: Choose 2 different countries from 2 different regions and answer the given questions. To help organize your research place answers in chart below. Africa Kenya Tanzania Asia Afghanistan China Europe Spain Germany

North America Alaska Puerto Rico

South America Chile Bolivia

Questions: 1. What is one language in this country (if more than one listed, pick one)? 2. What is the climate in this country (give one description)? 3. Name the student from the tab entitled Day in the Life. 4. What does this student normally eat for breakfast? 1. Country: 2.

Language:

Climate:

Student:

Breakfast:

**Once complete with chart above access (http://screencast-o-matic.com/watch/c2ftbbnvAz) for directions on how to create your concept map, most importantly be creative and unique.**

Student Example:

Arabic language

Spanish language

mostly hot and dry

hot and dry

Egypt

Peru
Arami Farfan Garay

Amar Adel Ezzeldin

sandwich with cheese and milk

bread and jelly, or cornflakes