FC: Everyone has a Culture By: Sammi Smith
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Everyone has a Culture lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work. - Rachel Allsbury
2: Photo Title: The Many Faces of the World By: Sammi Smith
3: What is Culture? It is values and what you believe in. Culture is traditions, and is passed down in the family. It is learned and shared with others. Culture is what makes us different from each other.
4: My name is Sammi Smith and this is the culture questionnaire I filled out during class: | Last name: Smith Language: English Who lives in your house: Mom, Dad, 2 brothers, dog & cat How often do you see your grandparents: Once a week they live down the street from us, so sometimes more What holidays do you celebrate: Christmas, Thanksgiving, Easter, Halloween Favorite food to eat at home: Pizza, Macaroni & Cheese, Tacos, Spaghetti, Hamburgers Type of music your family listens to: Country, Pop, Rock and Rock, Oldies | All About My...
6: Culture is all around the world. I chose to research the different cultures of Africa because I have always wanted to go visit there because it would be interesting so it is important for me to research and understand their backgrounds.
7: Every African country is a mix of tribes each with their own unique language and culture. | There are an estimated 2,000 languages spoken in Africa. | Music choices include: modern samba, blues, jazz, reggae, hip hop, and rock.
9: LESSON OVERVIEW Title: Culture & Me Brief Description: The students will learn about culture. They will be able to learn the definition as well as explore and learn about a variety of cultures through media, technology and texts. Throughout the period of exploring culture, the students will begin to create background information about their families and start comparing their personal culture to ones they have found as well as others within the classroom. The students will also choose another country to research and find information about its cultures. In conclusion to the culture unit the students will create a culture project on Mix Book to demonstrate their understanding on culture as well as be able to share their culture with others and compare their culture with others. ESSENTIAL QUESTIONS/GENERALIZATIONS: The student will understand the importance of the meaning of culture and be able to identify different types/characteristics of cultures; including their own.
10: ENGAGING QUESTION/SCENARIO: To engage the students in the lesson the teacher will begin by asking everyone to draw a quick picture of their family and all the members which live in their household. From there the teacher will begin by sharing his/her drawing, and this ask the students to do the same. The students will begin to see that each household is made up of something different. Whether it be that one has sisters and another only has brothers, or maybe mom lives with them and dad doesn’t. Either way the students will begin to see they are different. This is a key point throughout the entire MixBook Lesson. The teacher can move the conversation about how their households are different to other ways cultures and people are different: religion, beliefs, traditions, holidays, etc.
11: SUBJECT AREA(S) (Put an X by all relevant subject areas.) X Reading X Writing X Social Studies/History X Foreign Language X Art X Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) X Grade 3 X Grade 4 X Grade 5
12: Standards, Benchmarks, Student Learning Targets SWBAT Identify human characteristics, such as people’s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system. (GLE Social Studies, Elements of Geographical Study and Analysis, Strand 5 Knowledge of Major Elements of Geographical Study and Analysis, Concept C – Grade 5) (Performance Standards 1.10) SWBAT Explain why people living in different places (cities, suburbs, towns, villages) and specializing in different ways of making a living have a need to interact with each other. (GLE Social Studies, Elements of Geographical Study and Analysis, Strand 5 Knowledge of Major Elements of Geographical Study and Analysis, Concept E- Grade 3) (Performance Standards 1.6, 4.1) SWBAT Describe how cultural traditions, human actions and institutions affect people’s behavior (GLE Social Studies, Relationship of Individuals and Groups to Institutions and Traditions, Strand 6 Knowledge of Relationships of Individuals and Groups to Insitutions and Traditions, Concept F- Grade 6) (Performance Standards 1.6)
13: STUDENT ASSESSMENT Informal Assessment: The students will share their questionnaire with the class and the class will begin to discuss the differences they have within the classroom. Informal Assessment: The teacher will observe the students as they work independently to research a country and its culture. Through observation the teacher can ask the students questions and check for their understanding on culture as well as the research process. Formal Assessment: The students will create a MixBook to show their understanding on culture. They will include a definition of culture, a highlight of their own culture and the information they found on their country they researched. PERFORMANCE ASSESSMENT CRITERIA http://rallsbury.pbworks.com/MixBook-Project-Rubric
14: COLLABORATION At the beginning of the lesson it would be important to send a note home to the parents to inform them about the lesson on culture. Give them “dinner topic” ideas they can talk about with their children which will help their children to better understand their own culture. \ During collaboration the teacher would use the resources and individuals available to him/her in the school. The Instructional Technology Specialist would help assist the students and the teacher to create MixBook accounts and help show the students how to use this particular site. If the other cooperating classroom were doing the same project, you would be able to share different cultures of the different classrooms as well as the ones within your own classroom. LESSON IMPLEMENTATION Length of Unit (hours, days): One Week. Approximately 5 hours Prerequisite Skills: Students must be able to know how to use nonfictional texts to help them research and collect information on specific topics. ACCOMMODATION OPTIONS ELL/IEP Students: Allow these students to work with another peer, or fit the requirements to meet their goals.
15: MANAGEMENT/ORGANIZATION TIPS Allow plenty of time for the students to brainstorm and jot down ideas and facts about themselves and their own culture Make sure to have plenty of classroom resources available to allow the students to research and better understand the term “culture.” Set aside plenty of time to make the students feel they can give their full effort and not rush through the process; especially when it comes time to place all their information onto the MixBook. Know and understand that some students will more faster than others and have an extra activity/game/book for the students to do while they wait for other students to finish. MATERIALS AND RESOURCES REQUIRED FOR UNIT Nonfiction Books on Countries and Cultures Culture Questionaire Computers to create mixbooks Family Pictures
16: Day 1: Introduction to Culture What is culture? Fill out Student Questionnaire Compare with class and begin to see the differences between the cultures within the class Day 2: The World is Full of Culture & Rubric to the assignment Display a world map Ask the students if they know anything about the countries on the maps Give the students a list of countries Give the student the rubric to the assignment Tell the students their assignment is to pick a country to research its culture and then compare it with their own. Let the students pick their own countries. Take about ways to take quick notes/facts out of nonfiction books Allow the students 10-15 minutes of research. | Day 3: Research Day Allow the students the full time of the activity to complete the research on their country. The students may get on the computer to find pictures and maps Day 4: Introduction to MixBook Go over the Rubric again to make sure the students are aware of all the elements they need to include within the project Show them an example of a MixBook on culture. Teach the students how to manipulate and move around MixBook Allow for 20 – 25 minutes to get started on their project Day 5: Finalize & Share Projects The students will be able to finish their projects T.