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LP7 Anti-Bias Activities

In this assessment, you will develop plans for 2 anti-bias activities. The activities might
address any area of diversity, such as racial, ethnic or religious differences, differing
abilities, age or gender differences, etc. You may use this form. Fill out each section with
your responses. The spaces will expand to fit your plans. (See sample situation and
activity.)
Situation & Activity 1
Describe a situation or question from a child that would create the teachable moment
that leads to the activity. (For example, while on a walk through the neighborhood, the
class sees a man wearing dark glasses and walking with a white cane, tapping it side to
side in front of him as he walks. You notice one of your children pick up a stick and start
tapping it on the sidewalk as you head back to school.)
While watching a family leave with their child, one of the children asked me why
Raegan's mommy's skin was white and her daddy's was dark brown, but Raegen's was
light brown.

Explain what you might do and say to respond to the situation or question.
I would discuss something that has a similar result of a mixture of colors. For example, I
would say that when we mix colors together as we have done in the past, we get new
colors. And since Raegen's mother had light colored skin or (white), and her father had
dark colored skin or (dark brown) when they made Raegen, she was a mixture of colors
and ended up light brown.
Explain how the response would be developmentally appropriate and promote childrens
anti-bias understanding.
The teacher is welcoming the discussion and is offering a simple explanation such as
mixing colors. Some of the children may not have even noticed the difference in skin
color and therefore, providing a simple explanation is both age appropriate and easy to
understand.
Plan a follow-up activity to help children broaden their understanding and acceptance.
For a follow-up activity, I would print a pallet of different skin colors and their names.
For example, bisque, peach, cinnamon, coffee brown, cocoa, honey glow, olive, etc. I
would help them each find their color of skin on the pallet. I would then have the
children watch as we mixed white, red, brown, orange and yellow to get the skin tone
they picked. They would then be able to paint a face on a sheet of paper to represent
their head. After the colors dried, we would complete their face with eyes, a nose, mouth
and hair. On the bottom of the portrait, I would write the sentence, "My name
is______________ and my skin is ___________________. These would be posted
around the classroom for all to see.
What age children will the activity be appropriate for? Preschoolers 3-5 years.
List materials that are needed for the activity.
White paper
Acrylic Paint (white, orange, brown, yellow, red)

Colored Pencils
Yarn
Glue
Explain what setting and timing for the activity where in the classroom and when in the
schedule (with small group during free choice time, as large group at circle time before
lunch, etc.)
This activity would take place during a free choice time since it could only be done one at
a time. This would allow the children to play while they are called on individually to get
their skin color mixed. It would be a two step process, with the first step of mixing and
painting on day 1 and finishing the facial features on day two.
How will you introduce and begin the activity?
I would first read the story, "The Colors of Us," by Karen Katz. After the story I would
have a brief discussion about creating our own skin color with paint during free choice.
Describe the step-by-step procedure for the activity.
1. A child would be shown a skin color pallet to look at. They would match the color of
their skin to the color they thought matched best to their skin.
2. After choosing the color, they would watch as the teacher mixes various colors to
obtain the correct shade.
3. The child would then be instructed to paint within a circle outline on the white paper.
This faint outline will help guide the child to remain in a circular shape to create a face.
4. The child will then place their picture on the drying rack.
5. The next day, children will be called upon to begin decorating their faces.
6. Once they have completed their portrait, they will place it on the drying rack.
What behaviors, responses or questions do you expect from the children during the
activity?
I expect the children will be fascinated by the different skin tones and the ability to watch
them being mixed. I would expect a discussion about how each of us in the room is
different.
What results do you expect from the activity? How will you assess the effectiveness of
the activity?
I would expect the children to gain a better understanding of the difference in skin tone
within the group. When the children discuss the different names of the colors and how
they are different (darker, lighter, etc.) and how each of us are different.
Situation & Activity 2
Describe a situation or question from a child that would create the teachable moment
that leads to the activity. (For example, while on a walk through the neighborhood, the
class sees a man wearing dark glasses and walking with a white cane, tapping it side to
side in front of him as he walks. You notice one of your children pick up a stick and start
tapping it on the sidewalk as you head back to school.) While on a field trip, a student
notices a group of people with various disabilities. One of the children ask why one of
the people is making unusual sounds and moving their hands and arms at another person.

Explain what you might do and say to respond to the situation or question.

I would explain that everyone in the world is different. We may look different, we may
learn different and we might sound different. Some people need help to move their
bodies, while others may need help communicating with each other.
Explain how the response would be developmentally appropriate and promote childrens
anti-bias understanding.
The teacher responds in an understanding manner about the question showing she wants
to help the child understand why some people are different. Some children may have
never seen anyone with a disability and are curious of the difference. Responding in a
matter-of-fact way helps promote a child's anti-bias understanding.
Plan a follow-up activity to help children broaden their understanding and acceptance.
For a follow-up activity, I would have a discussion and a game about how people
communicate in different ways. I would give examples of how some people speak
different languages while others use sign language. We would then learn how to use
some signing to communicate with each other.
What age children will the activity be appropriate for? Kindergarten-1st grade
List materials that are needed for the activity.
Grab Bag
Various items such crayons or markers, animals, school supplies, people, etc.
Explain what setting and timing for the activity where in the classroom and when in the
schedule (with small group during free choice time, as large group at circle time before
lunch, etc.)
Large Group Circle Time
How will you introduce and begin the activity?
After a discussion about different ways that people communicate, I would ask if anyone
knows how to use American Sign Language. If someone does know some sign, I will
have them show the group. I will then tell them I have a fun game to play to learn some
sign language.
Describe the step-by-step procedure for the activity.
1. Have the children join me on the carpet for circle time.
2. Show them a large bag that is filled with many different items.
3. Allow the children to take turns coming to the center of the circle and drawing an item
from the bag to show the class.
4. Show the children how to do the appropriate sign for the item.
5. Have the children practice the sign.
6. As the children continue to take turns pulling out an object, continue to review the
previous items and doing the signs.
What behaviors, responses or questions do you expect from the children during the
activity?
Some of the children may have difficulty positioning their hands in the correct way to
sign. Some may not remember the previous sign they were taught and have questions.

Most children will be anxious to learn this new way of communicating.


What results do you expect from the activity? How will you assess the effectiveness of
the activity?
I expect that most of the children will remember one or two signs they learned from all of
the items in the bag. If they retain at least one or two, it is a great step in learning
different signs.

Scoring Standard
You must achieve a rating of at least a 2 on each criterion to demonstrate
competence.
Work receiving a 1 will be returned for revision and no points deducted upon
resubmission.
Work receiving a 0 will be returned and not evaluated further until revisions are
made or completed and points will be deducted on a resubmission.

Rating Scale
3: Meets expectations for criterion competently and effectively.
2: Adequate; meets requirements, some revision may be recommended.
1: Unsatisfactory, major revisions needed.
0: Does not meet criterion.
Scoring Guide
Criteria
Two situations and activities are completed
Situations and activities address two different areas of
diversity
Situation 1 teacher response to situation is appropriate and
promotes an anti-bias understanding
Situation 2 teacher response to situation is appropriate and
promotes an anti-bias understanding
Situation 1 materials and timing of activities are listed
Situation 2 materials and timing of activities are listed
Situation 1 procedures for activities are described
completely
Situation 2 procedures for activities are described
completely

Student
Rating
3 2 1 0
3 2 1 0

Instructor
Rating
3 2 1 0
3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0
3 2 1 0
3 2 1 0

3 2 1 0
3 2 1 0
3 2 1 0

3 2 1 0

3 2 1 0

Situation 1 expectations of childrens responses and


assessment of effectiveness are included and are
appropriate
Situation 2 expectations of childrens responses and
assessment of effectiveness are included and are
appropriate
Self assessment is completed and included with the
assignment
Assignment is submitted on time
More points may be deducted for very late work
Total points _____33__/33

3 2 1 0

3 2 1 0

3 2 1 0

3 2 1 0

Yes 2 1
No 0
Yes 1 No 0

Yes 2 1
No 0
Yes 1 No 0