Indicator1.3.8
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This document provides information about comparing cultural similarities and differences found in Indiana families. It includes definitions of culture, similarities, and differences. It then outlines three hands-on activities for students to learn about their classmates' families and cultural traditions through drawing family portraits, group discussion, and creating a mural. References include literature about celebrating Thanksgiving, Hanukkah, and an Amish mystery story.
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This document provides information about comparing cultural similarities and differences found in Indiana families. It includes definitions of culture, similarities, and differences. It then outlines three hands-on activities for students to learn about their classmates' families by drawing family portraits, discussing the portraits in small groups, and creating a mural of family celebrations. References for further information are also included.
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Indicator1.3.8
This document provides information about comparing cultural similarities and differences found in Indiana families. It includes definitions of culture, similarities, and differences. It then outlines three hands-on activities for students to learn about their classmates' families by drawing family portraits, discussing traditions in small groups, and creating a mural of celebrations. References for further information on traditions are also included.
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This document provides information about comparing cultural similarities and differences found in Indiana families. It includes definitions of culture, similarities, and differences. It then outlines three hands-on activities for students to learn about their classmates' families by drawing family portraits, discussing traditions in small groups, and creating a mural of celebrations. References for further information on traditions are also included.
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Native americans
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
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This document provides a daily lesson log for a Grade 2 class. The objectives of the reading lesson were to develop students' reading comprehension and expression skills. Students read the stories "A Mark on the Wall" in English and "Ang Ibon" in Filipino. After reading, the teacher led discussion questions to check comprehension and have students make connections. Other lessons focused on developing compassion, promoting healthy habits, and teaching peace education through songs, games and reflection activities. The teacher provided feedback on student performance and ways the principal could support improving instruction.
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The document discusses global citizenship education in early childhood. It provides information on the Global Learning Centre (GLC), an organization that supports global education. It outlines strategies for teaching global citizenship, including questioning techniques, challenging stereotypes, and using children's literature. Contact details are provided for the GLC education officers.
Instructional ppt
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds in the classroom. It provides an example of two students, Michael and Neina, who struggle to understand an addition lesson because the teacher fails to recognize their different learning needs and cultural influences.
2. Research cited shows that students from different cultures may have distinctive learning patterns influenced by their upbringing. For example, some cultures value collaboration over independence. Ignoring these differences can cause students to struggle.
3. It is important for teachers to learn about the diverse cultures represented in their classrooms so they can better accommodate different learning styles and create an inclusive environment where all students can succeed academically and socially.
Culture
1. The document discusses the importance of recognizing individual learning differences among students from diverse cultural backgrounds. It describes a scenario where two students, one African American and one Hispanic, are struggling to understand an addition lesson while other students grasp the concept.
2. Research cited shows that learning styles can be influenced by culture, and ignoring cultural learning preferences can cause students to struggle. Effective teaching requires understanding each student's unique background and adapting instruction accordingly.
3. By learning about different cultures and learning styles, educators can better engage all students and help each one succeed academically, socially and emotionally. Tailoring instruction to individual needs and strengths is crucial.
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- 1. By Stacie Evans Celebrate our Differences
- 2. Indicator: 1.3.8 Human Systems: Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana. (Core Standard) Geography Strand
- 3. Culture: the behaviors and beliefs characteristic of a particular social, ethnic, or age group. Similarities: an aspect, trait, or feature like or resembling another or another's. Differences: the state or relation of being different. Custom: an established way of doing things. Definitions
- 4. compare similarities and differences in customs, foods, play, recreation, and celebrations of families in the community. Students will:
- 5. 1. Give each student a sheet of white drawing paper. Place art supplies where they can be easily shared. 2. Tell them that they are going to draw a picture of their family. 3. Suggest that they draw a picture of a special custom or celebration that they do together as a family. 4. Encourage students to write about the activity on the picture. 5. As students are drawing, circulate around the room and ask students to explain why they chose to draw that activity. Activity: Drawing Family Portraits
- 6. 1. Divide students into small groups to share their family portraits. 2. Encourage students to talk to one another about their portraits, who is in them, what they are doing together, and why the activities are important to them. 3. Encourage students to ask each other questions about their portraits and find out as much as they can about each other. 4. Gather students back together into a large group. 5. Ask students to volunteer information about their families. As students talk about their families and celebrations, write the information on the chalkboard and ask the class questions such as: “Does anyone else celebrate [insert name of holiday] like this? How is this family different from yours?” Group Discussion
- 7. 1. Cover a bulletin board or large wall with the mural paper. 2. Tell students that they are going to draw their family celebrations on the paper to create a mural. 3. Have small groups of students take turns working on the mural. 4. Encourage those students who are not working on the mural to ask questions of the students who are working. 5. As students are taking turns drawing and questioning, circulate and assist students with their art or their inquiry. Mural Painting
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