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Presentation on Culture

Cross- Curricular Unit Plan can be uploaded on

http://www.slideshare.net/jasonherold/edit_my_uploads

Type of Classroom: 6th grade Resource Room

Number of students: 8 students

Title of the Unit: Culture

Rationale: I have chosen to make up a unit study derived around culture for my students

because they are raised in a very low economical and social setting. I would like to have

these young individuals to be exposed to many of the cultures throughout the world, not

just 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. Herold
Grade Level: 6th
Length of Lesson: 45 minutes

                         Reading Lesson: Life in a New Country
Objectives:
   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. Herold
Grade Level: 6th
Length of Lesson: 45 minutes

                      Social Studies Lesson: Family Tree Builder
Objectives:
       1. 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.

       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. Herold
Grade Level: 6th
Length of Lesson: 45 minutes

                             Science: Technology timeline
        Objectives:
        1. 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.
        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. Herold
Grade Level: 6th
Length 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 ¾
trials 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 state
that they have learned about in English or Social Studies class.

Extensions: - Students will use the map keys to determine the distance between the
specific places in the state and determining the time it would take to travel that distance
given an average speed, or to determine possible destinations.

Adaptations - For students with very low reading ability, you could ask them beforehand
what state they are from. Give them an outline of the state they are from so they can
match it with the correct state on the Smart board. This will ensure that they are able to
locate it on the map ahead of time.

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Culture Presentation

  • 1. Presentation on Culture Cross- Curricular Unit Plan can be uploaded on http://www.slideshare.net/jasonherold/edit_my_uploads Type of Classroom: 6th grade Resource Room Number of students: 8 students Title of the Unit: Culture Rationale: I have chosen to make up a unit study derived around culture for my students because they are raised in a very low economical and social setting. I would like to have these young individuals to be exposed to many of the cultures throughout the world, not just 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
  • 2. 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. Herold Grade Level: 6th Length of Lesson: 45 minutes Reading Lesson: Life in a New Country Objectives: 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
  • 3. #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.
  • 4. - 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. Herold Grade Level: 6th Length of Lesson: 45 minutes Social Studies Lesson: Family Tree Builder Objectives: 1. 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. 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:
  • 5. -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. Herold Grade Level: 6th Length of Lesson: 45 minutes Science: Technology timeline Objectives: 1. 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. 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:
  • 6. 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. Herold Grade Level: 6th Length 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 ¾ trials 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:
  • 7. 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 state that they have learned about in English or Social Studies class. Extensions: - Students will use the map keys to determine the distance between the specific places in the state and determining the time it would take to travel that distance given an average speed, or to determine possible destinations. Adaptations - For students with very low reading ability, you could ask them beforehand what state they are from. Give them an outline of the state they are from so they can match it with the correct state on the Smart board. This will ensure that they are able to locate it on the map ahead of time.