Presentation on CultureCross- Curricular Unit Plan can be uploaded onhttp://www.slideshare.net/jasonherold/edit_my_uploadsType of Classroom: 6th grade Resource RoomNumber of students: 8 studentsTitle of the Unit: CultureRationale: I have chosen to make up a unit study derived around culture for my studentsbecause they are raised in a very low economical and social setting. I would like to havethese young individuals to be exposed to many of the cultures throughout the world, notjust the ones that they are subjected to in their own lives.Subtopics and Objectives: 1. Subtopic- Every Culture 2. Objective – Students will be instructed to go to the following website: http://www.everyculture.com/Cr-Ga/index.html. Students will select two countries, read the article, and write a paragraph and illustration describing the culture in that particular country with 80% accuracy. Grade Level Indicator: Acquisition of Vocabulary #8 Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example. 3. Subtopic - Family Tree Builder Objective - Students will utilize 4/5 community resources to complete a family tree through power point in order to acquire and construct listing descendents in sequential order. Grade Level Indicator: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict 3. Explain factors that foster conflict or cooperation among countries: a. Language b. Religion c. Types of government
d. Historic relationships e. Economic interests.. 4. Subtopic – Technology timeline Objective - Students will create a timeline of 5 facts that depicts how technology advances in the area of agriculture and has improved human lives to meet people’s wants and needs. Grade Level Indicator: Describe how technology affects human life 1. Explain how technology from different areas has improved human lives. 5. Subtopic – Ohio State Map Objective - To specify one location and plot an ordered pair on a coordinate plane in ¾ trials with 80% accuracy. Grade Level Indicator: Number, Number Sense and Operations 1. Specify location and plot order pairs on a coordinate plane, using first quadrant points.Teacher: Mr. HeroldGrade Level: 6thLength of Lesson: 45 minutes Reading Lesson: Life in a New CountryObjectives: 1. Students will be instructed to go to the following website: http://www.everyculture.com/Cr-Ga/index.html. Students will select two countries, read the article, and write a paragraph and illustration describing the culture in that particular country with 80% accuracy, using correct grammar, vocabulary and punctuation.. Preparation: Purpose of the Lesson: Write a paragraph and illustrate a picture describing the culture they have selected. Students will be instructed to use correct grammar, vocabulary and punctuation. Grade Level Indicator: Acquisition of Vocabulary
#8 Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example. Materials: Smart Board Website – Where students will locate articles on countries cultures and traditions Lined writing paper (Rough Draft) Utensils, colored pencils, markers and crayons Procedure: Anticipatory set: Students will briefly view a Google video clip on culture and traditions around the world. Students will then proceed to answer the following question: What the statue of Liberty is or its importance? Responses will be put onto a wordle document, which shows all of the student’s responses. Here is the website to create a document: http://www.wordle.net/ Steps: 1. Before Reading - Show the students the clip. - http://www.youtube.com/watch?v=tAEwnhuEGIA - Have a class discussion of the clip. - Ask questions about culture and the traditions. - Instruct students to use the hyperlink, which will take them to the page with different countries, and their cultures and traditions 2. During Reading - Have the student’s select two countries of interest, and read each article. - Have the students create a concept web on the countries they chose - Each student will use http://penzu.com/. To share his or her concept web. 3. After Reading - The students will create a paragraph and illustration for each country using http://penzu.com/. This will give the opportunity for other students to view a different country than they selected, and how their countries differ from each other. Closure – The students will be able to view their classmate’s paragraphs and illustrations. Students will be able to blog with each other, using the above website, asking questions and giving feedback. Independent Practice/Follow-up Activities: Have the students deepen their understanding of cultures by having them answer questions: 1. What kinds of customs or beliefs have people of other cultures brought with them to the United States.? Give examples to support your answer. 2. How has this changed or added to American Culture. ***These questions can be shared using the blog on penzu.com **Adaptation: - Look at each individual IEP to decide length of summary.
- Students with fine motor control will be allowed to type the summary on the computer with extended time. - For those students who suffer from ADD, I will break the longer assignment into smaller parts so student can see end to work.Teacher: Mr. HeroldGrade Level: 6thLength of Lesson: 45 minutes Social Studies Lesson: Family Tree BuilderObjectives: 1. Students will utilize 4/5 community resources to complete a family tree throughpower point in order to acquire and construct listing descendents in sequential order. Preparation: Purpose of the Lesson: Students apply and explain through a multimedia presentation the factors that promote forms of cooperation among people of varying social, cultural and ethnic backgrounds to promote the theory that many diverse populations can co- exist. Grade Level Indicator: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict 3. Explain factors that foster conflict or cooperation among countries: a. Language b. Religion c. Types of government d. Historic relationships e. Economic interests.. Materials: Library Books Computer Health Department Birth/Death Records Old Newspapers Diaries Procedure: Anticipatory set: Students will be asked to answer the following question: What is the true meaning of “family?” Students will be instructed to place their answers on http://penzu.com/. Students will able to discuss answers with each other. Steps:
-Students will be asked to collect pictures of their family (Showing different traditions. They will also be held responsible for using resources to accumulate data for their Family Tree. - Take a quick survey to ask the students if they know what their nationality is. - Students will use family traditions that have been handed down from generations and create a venn diagram (This will be your first slide on your family tree power point presentation.) - Students will use their given resources to now complete a family tree, using power point on Microsoft office. Closure – The students will upload their slideshows on: http://www.slideshare.net/guesta43c2a2/web-20-technology-shaping-education, where students can interact with each other, and discuss their slide shows online Extensions (Extra Credit): - Family trip to the library to complete another generation of the family tree. Students must show proof of going to the library, such as pictures to receive credit Adaptation: - Very low students will just do intermediate family members for family tree. i. Use index cards or sticky notes. - I will give those students who suffer from ADD extra time to complete their timeline, especially for those students with slow, motor tempo. - For those students who suffer from dyslexia, I will offer alternative ways to show mastery of material other than long slideshow. Alternatives could include oral or video presentations, dioramas, or collages.Teacher: Mr. HeroldGrade Level: 6thLength of Lesson: 45 minutes Science: Technology timeline Objectives: 1. Students will create a timeline of 5 facts that depicts how technology advancesin the area of agriculture and has improved human lives to meet people’s wants andneeds. Preparation: Purpose of the Lesson: Students will examine and recognize that science and technology are interconnected by investigating how advancements in very cultural areas have improved human lives in areas of needs and wants. Grade Level Indicator:
Describe how technology affects human life 1. Explain how technology from different areas has improved human lives. Materials: Graphing Paper (Rough Draft) Internet Library Interviews Procedure: Anticipatory set: Using http://www.livebinders.com/play/play/8641, students will skype with each other and will compare and contrast between the agriculture of today vs. a decade ago. Students should be able to discuss the topic, based off of research at the library or through the web. Steps: -Create a title for the timeline on http://www.xtimeline.com/index.aspx - Insert 5 facts with 80% accuracy. - Go to Google images to select 5 pictures to place on the timeline. - Complete the finish product. Closure – Students will be able to view student’s timelines, using the above site, and will be able to critique and give feedback. Extensions (Extra Credit): - Have the students create a bar graph comparing and contrasting technology of today vs. a decade ago. Adaptation: - For my auditory learners, the class will be divided into two groups to play jeopardy using the information from their peers timeline. - For my visual learners, they will create a pop-up-book using the facts from the timeline. - For my tactile-kinesthetic learners, they will have a debate using the facts from the timeline.Teacher: Mr. HeroldGrade Level: 6thLength of Lesson: 45 minutes Math Lesson: Ohio State Map Objectives: 1. To specify one location and plot an ordered pair on a coordinate plane in ¾trials with 80% accuracy. Preparation: Purpose of the Lesson: The students will apply math strategies in order to compute, measure and analyze data to demonstrate to student’s math content that is relevant to their lives as students, citizens, and workers. Grade Level Indicator:
Number, Number Sense and Operations 2. Specify location and plot order pairs on a coordinate plane, using first quadrant points. Materials: Smart Board – map of the United States Map of the state of Ohio Past Interviews Procedure: Anticipatory set: Using the classroom smart board I will show a map of the United States (with a coordinate plane. I will then follow by asking the students to say on the map where they were born, and what region it was located in. Steps: 1. As a whole group, students and I will discuss the map of the state of Ohio. 2. Talk to the students about where they can find themselves on the map. 3. I will continue with the discussions of map coordinates, asking the students to identify the coordinates of specific places of interest on the map or challenging their peers to name a point of interest that they have identified by the coordinates.Closure – Ask the students to identify key landmarks and historical sites around the statethat they have learned about in English or Social Studies class.Extensions: - Students will use the map keys to determine the distance between thespecific places in the state and determining the time it would take to travel that distancegiven an average speed, or to determine possible destinations.Adaptations - For students with very low reading ability, you could ask them beforehandwhat state they are from. Give them an outline of the state they are from so they canmatch it with the correct state on the Smart board. This will ensure that they are able tolocate it on the map ahead of time.