Multicultural

Lesson Plan
Artifact 2
7/25/2017

Multicultural Lesson Plan

Student: Jaleel Hart
Subject/Concepts: History/Creating a flipbook
Grade Level: Kindergarten

1. Standards
• History-Students will create a flipbook illustrating 5 native foods to the 5
continents (Europe, South America, Asia, Australia, and Africa)
• (Increased awareness of our global dynamics) Students will discover
the differences between the foods we eat from our culture and have a
direct comparison to those featured directly cultures neighboring around
the world.
• Auditory: Remember Names-Students will be able to memorize foods
and is more likely to share with adults, peers, and family.
• Enjoy talking and discussions-Will be able to exhibit these behaviors while
displaying their part of the book to the class.
• Visual: Visual images enhance learning-Being able to see the images will
help them remember and retain information easier.
• Memorize by seeing graphics and pictures-Memory boosted by seeing the
graphics brought.
• Kinesthetic: Try new things-Students will be exposed to new information
and is less likely to create biases about it later in the future.
• Make real world connections: Able to understand the dynamic of
everything and every place not being the same. Seeing the actual
difference.
• Naturalist Intelligence is implemented by allowing the students to
understand the natural world. The involvement of animals and plants
broadens their views on what else can be consumed in natural world.
2. Materials
• Construction
• Glue Sticks
• Colors Material (Crayons, Markers, Colored Pencils, etc.)
• Scissors
• Cover Page worksheet for book
• Food picture cut out worksheet
• Food description worksheet
 • Stapler (For teacher)

3. Instruction Learning Process:

Do First
• Ask the students a series of questions. What they like to eat? Do they like to try
new foods? What new foods have they wanted to try? Have they ever tried any
new or interesting food from other countries/continents?
• After let students know about the learning of new foods from different continents.
• Show Breakfasts | American Kids Try Food from Around the World | Ep 1
https://www.youtube.com/watch?v=JGjeaHe7GkY
Mini-lesson
• Show the students 5 fruits native to North America. You’re welcome to select any
five.
• On the projector show the students one fruit at a time and select a brief sentence
about them. Describing the color, place of origin, and another fact of your choice.
• After showing your five fruits show your students a worksheet cut out with one of
the fruits provided and description
• Cut out the fruit and description using scissors
• Color the fruit
• Grab a sheet of construction paper
• Glue the colored fruit and description to the construction paper.
• Show your students!
• Allow students to come up and observe the job you’ve done!
Guided Practice
• Have the students grab one of the 5 North American fruit sheets to color
• Allow them to have practice cutting and gluing to a fresh sheet of construction
paper you’ve handed out.
• Have them show you their work.
Independent Practice
• Break up students into groups equally 6 groups. Collect as many fruits as needed
for class size.
• In groups of 6 have each group come up and grab one of the equaling numbers
of fruits from each continent.
• Have them grab matching descriptions and picture of what the real fruits looks
like.
• In their groups, students will color their fruits and cut them out.
• After, have them cut out the descriptions matching and the real picture.
• Allow students to pick which sheet of construction paper they like and glue all the
contents to the paper.
• Kids are free to decorate the construction paper also!
• When everything is dry allow the students to alert the teacher.
• Walk over with a stapler and cover sheet describing fruits of their contents.
• Staple the pictures in Alphabetical order.
 • Allow kids to color more North American fruit sheets while waiting for the teacher
to finish the groups.
• Repeat step with the rest of the students until class is finished,
Exit Slip
• When finished, allow the groups to go in front of the class and present each page
one by one.
• After, keep the books in class by the bookshelf for future use!
4. Resources
Google.com

https://www.youtube.com/watch?v=JGjeaHe7GkY

Mitzewich, J. (2017, February 9). 10 Foods America Gave to the World. Retrieved
from https://www.thespruce.com/foods-america-gave-the-world-102174

Hobbs, J. (2017, July 12). 15 of Africa's favorite dishes. Retrieved from

http://www.cnn.com/travel/article/africa-food-dishes/index.html

Lubyckij, G. (2015, January 22). Our Top 10 most iconic Australian foods.
Retrieved from http://www.australiangeographic.com.au/topics/history-
culture/2015/01/10-iconic-australian-foods-and-their-history

Micheal, S. (2014, October 21). 12 South American foods to eat at the source.
Retrieved from http://www.statravel.com/blog/2014/10/21/12-south-american-
foods-to-eat-at-the-source/

Staff, I. (2014, June 30). 10 Indigenous Foods Thought To Be European. Retrieved

from https://indiancountrymedianetwork.com/culture/health-wellness/10-foods-
natives-had-before-europeans/

5. Reflection
The students would learn about different foods native to other cultures and continents around
the world. Foods directly affect so much of someone’s culture so while the kids are young they
are allowed to soak up some of this information. It’ll help their frame of reference in conclusion
to growth. The skills needed are perfect for this age group of kindergarten. Not too much and
not too less. Still allows them to learn while having a kid friendly activity. They’ll need to know
their colors, how to use scissors properly, glue, teamwork, and maybe how foods taste. The
application that learning how to make a book can be useful. It’s either hit or miss depending on
how the student gravitates towards art projects. It can be a useful substitute to insert group
work instead of competition based assignments. The students receive knowledge on differing
foods that influence the culture. Depending on where these foods come from influence who
eats them and how and why they do. I believe the level of student engagement is magnificent.
At this age kids love to learn new things and engage in new activities. The teacher isn’t
bombarding with too much information and the information provided is kid friendly enough for
them to retain and pass it on. Strengths would be how the students are engaged in the project.
Learning about these things from around the world broadening their horizons to what’s out
there. The students who are from around the world may be able to assist with teaching about
foods presented. Having the kids use creativity behind the project. Lastly allowing the students
to engage in cooperative activity. Allowing different cultures who enjoy helping to do exactly
that. Weaknesses I would include would be the lack of tasting with the kids. This would help the
food content to stick more. Also, not narrowing down the food from a specific culture instead
of the continent. The kids can’t pinpoint which specific culture uses all the food. The last
weakness included would be not allowing the children to take it home and present to their
loved ones. Staying in school is nice, but it would be nice to allow the parents and friends view
the work of art.