Cultural Celebrations

Cultural Celebrations

Author(s)
Marci Burrow changed areas of the lesson which was found at:
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4159
Grade Level:
2nd Grade
Timeframe: Social Studies
50 min. for one week.
Lesson Description or Explanation
This lesson is for students to learn about different cultures and their celebrations. First as a class we will talk about different cultures and what kinds of things they celebrate. Second, in small groups students will do online research as well as research through books and or magazines about a culture different from their own, finding out about a certain celebration that culture has. Third, the students will create a poster from Microsoft publisher and present it to the class with the information they have found about a celebration as well as have a map to show the rest of the class where the culture they chose is located in the world. During presentation day the students will do their best at dressing up in the particular culture and celebration they have researched. During our presentation day we will view every ones projects and compare the similarities and differences between the different cultures and how they celebrate.

Indiana Curricular Standards

Social Studies
2.3.5- Identify and describe cultural or human features on a map using map symbols.
Language Arts
2.2.3- Use Knowledge of the author’s purpose to comprehend informational text.
2.6.3- Use the correct word order in written sentences.
Research and Technology
2.4.4- Understand the purpose of various reference materials.
2.4.5- Use a computer to draft, revise, and publish writing.

ISTE Standards
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Assessments
Formative/Summative Formative assessment: Each day the students will record a few bullet points of what they have learned and discovered while viewing books and the online sources in a word document. They will print these documents out and hand them in daily.
Summative assessment: The students will be writing a reflective piece on what they have learned throughout this project as well as open ended questions given to them on the software they are using.

Prior Knowledge
Curricular Knowledge or Skills: The students will have learned about other cultures and how they differ from their own. There will be a quick discussion reviewing the different cultures previously talked about to refresh the students memory. Students know that a celebration is similar to a party so they will know what they are researching.

Technology Knowledge: Basic computer skills such as typing on Microsoft word and Microsoft publisher. Being about to explore internet explorer in a safe way.

Technology

Internet Resources: (to be determined by students)

Hardware: COWs (computer on wheels) as well as printers to print their work from publisher.

Software: Microsoft word, Microsoft publisher and internet explorer.

Procedure
Day one: In community circle the students will gather around and we will talk about the project. As a class, we will discuss some of the cultures previously discussed and create small groups and have them identify what culture they would like to research and brain storm some celebrations within that particular culture.

Day two: The students will start researching on the internet as well as books that I have provided as well as ones that students may already have. This will be the immersion process, where the students immerse themselves in the culture and celebration that have chosen. This time also can be spent by the groups finding a celebration they would like to research.

Day three. The students will start to produce their poster on publisher. They will start recording their information onto their project. While researching students can begin to brainstorm ideas for costumes they might want to recreate for presentation day.

Day four: This is a day to wrap things up. Students can continue researching, using publisher to create their project as well as start creating their costumes. This is a work day to get everything put together.

Day five: PRESENTATION DAY! Students will come in with their costumes ready and posters on hand. Every group will present their information as well as their map to show everyone where they culture is located. They will tell us about the celebration and share to use their costumes and why that culture wears those kinds of clothing. Once everyone has presented we will have a class discussion on how the different cultures are alike and different by recording them on chart paper. The students will then write their reflections about what they have learned and fill out the open-ended questions I have given them about the technology they had used.
Differentiated Instruction

ESL Google translation tool is available for those students speaking a different language. While working in small groups other ESL or non ESL students can help those struggling to understand because of the language.

Challenge/Extend
Give the students who need a challenge more to research. Have them find how the celebration started and perhaps the person who started it. Another way of challenging those students is to have them draw and complete a map showing where they culture is located instead of just printing one out to present to the class.

Special Needs
Those students with visual impairment can have the computer on audio so they are able to hear and respond to what is being said and those struggling with vision can enlarge the font on the screen of the computer. Those students with hearing impairments are also able to use headphones to allow the sound to magnify. Those students with full hearing impairments can allow their group members to write things out for them so they are able to communicate as well as if there is any audio on the computer it will write it all out so those students are able to read what the computer is saying. Those students with learning disabilities are exposed to different reading levels of texts as well as be able to find their own information that is to their own reading and comprehension level. Working in a group allows those students who need extra help to receive it from their group members as well as myself will be walking around for any of those students who need help.