Reflective Narrative Social Studies/ India meet human needs and contribute to their community INTASC Principle 5: Motivation

and Behavior The teacher uses an understanding individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagements in learning, and self-motivation. NAEYC Standards: 4b. Using developmentally effective approaches 4d. Building meaningful curriculum This artifact is a phonics lesson plan implemented in my primary semester at Dundalk Elementary in a first grade classroom. Today we will learn about how people from the country of India meet human needs and contribute to their community. This lesson was designed to teach the students about another culture and how they meet their needs and provide for their community. They will learn how other cultures can help us learn how to meet our needs. This artifact represents INTASC principle 5 and NAEYC standard 4b. and 4d. because this lesson used developmentally effective approaches to convey information like using their tactile and visual senses. This lesson encourages positive social interaction in the form of group discussion. This lesson showed me the value of an interactive discussion to allow students to share their thoughts and ideas. This allowed me to get a better understanding of the student's beliefs of the world around them. Providing authentic items from India proved to be an effective motivation for the students and really helped them to understand Indian culture. The students gained knowledge of another culture and how other people from around the world live and provide for themselves. They also learned that even people who live on the other side of the world have many things in common with people from United States. They heard a letter from a boy their age from India talking about his life and they were surprised how similar his life was to theirs. This knowledge will help the children learn to accept and appreciate people from other cultures.

1|Page

Denyse Fiero ECED 361 March 21, 2012

Lesson Plan
Social Studies/The culture and aspects of India Implement: 3/21/12

Background

This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are nineteen students in the class.

There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services. The students have been exposed to different cultures by addressing the different areas that fellow classmates originated. The students are familiar with maps and the globe.

Planning and Teaching Participants/Grouping: The students range from ages 6-7 years old and are developing at a typical to advanced level. This lesson will be taught in a whole group setting of 19 students The lesson will be implemented on the carpet. The assessment will be given independently at students tables.

Standard 2.0 Peoples of the Nation and World Topic A. 2|Page

Indicator 1. Observe and describe ways that people of different cultural backgrounds meet human needs and contribute to the community. Objectives Observe and describe ways people in their school and community meet human needs for food, clothing, shelter, and other commonalities, such as recreation, music, and stories Discuss and respect traditions and customs of families in the community

Lesson Objectives: Today we will learn about how people from the country of India meet human needs and contribute to their community.

Responsiveness for All Children: Visuals will be provided for visual learners and ELL students I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me. I will relate how people from other countries have the same basic needs and wants as their needs. The students have used sorting objects in a t-chart prior to this activity. The children have also learned about other cultures and regions around the world.

Materials:

Flip Chart Indian doll (2) Tut-tut (transportation) (3) Clothes and Jewelry (2) 3|Page

Wooden elephants (3) Rupee & United States money Globe Map photos Picture

Procedures: Introduction and Motivation: (Students setting; whole group on the carpet/10 minutes) 1. I will talk about how people come from all over and we all have the same basic wants and needs. 2. I will talk about their friend, Emily who was from China and talk about that in some countries people speak another language and can live very different from the people of United States. 3. I will read parts of a letter from a nine year old Indian boy talking about his life in India. Instruction: (30 minutes) Geography: First, I will show the location of India compared to United States by using a globe. Discussion questions: How far do you think India is from the United States. What continents and oceans do you have to cross? Climate: Discussion questions: What type of weather do you think is in India since it is close to the equator which is close to the sun? Why? - I will explain that the average temperature in India (excluding the mountains) is 80 to 110 degrees. -How is our weather different from India? - Do you think it ever snows in India. Snow is not common in most parts of India. However, in the mountains like the Himalayas it snows. -Since most of India is extremely hot and sunny. Most of Indian garments are made of light fabric like silk. They usually outfits that cover most of their skin for protection against the sun. (I will show Indian Saris and an Indian doll) 4|Page

Population: Discussion questions: Who do you think has more people India or United States? I will talk about the population in India and how it is the second most populated country in the world. They have over a billion people. United States has the third largest population in the World which is 3 hundred million vs. India which is a billion. India is about 1/3 the size of United States.

Transportation: Discussion questions: How do you think most of the people in India get to the places they need to go? They sometime ride elephants, camels, walk, take taxis, buses, motorcycles and Auto Rickshaws (Familiar name Tuk Tuks) They are three-wheeler black-yellow scooters. (I will pass around 2 toy Tuk Tuks) Only 7% of the people in India own a car.

Languages: Discussion questions: What language do you think the people in India speak? The people of India can speak 16 different languages. The main language of our country is Hindi. (teach class to say Hello in Hindi which is "Namaste." ) What do you think about one country where people can speak 16 different languages? Is that similar to our country? Why?

Currency: (I will pass around Indian Rupee and our money around the class.) I will show India Rupee and United States currency. I will let the students explore it and tell me the differences. (after exploring both currencies) What are the differences in the way they look? (instruction information) Here in the United States we use dollar bills and coins like a quarter, dime, nickel and penny to buy things we need and want. India uses the same idea of using paper and coins to purchase items. The difference is they use a different type of money. They use Rupee. Rupee is not worth as our money. It is worth half as much and our United States money.

Tradesman: Discussion questions: Do you think they have the same type of jobs in India and here? Why? One of the many jobs in India is to carve art out of wood 5|Page

or marble. Some pieces take over a year to make. (I will pass around the elephant and other carvings) Shelter: Discussion questions: Where do you think people of India live? (after seeing the photos) Why do you think they chose the specific material to build? The people of India live in many different types of housing depending on where they live. Some the people of India who reside in the country live in mud or stick huts others live in houses. People who live in the city mostly live in apartments or high rises. Discussion questions: Why do you think mud houses are popular in India? Do you think the city housing looks similar to United States?

Assessment: (Completed at their tables-5-10 minutes ) Formative: I will observe and listen to students comments to see if they understand the culture of India.

Summative: Students will do a t-chart sorting of specific items indicative of India and United States. The items to sort are clothing worn in India and United States, currency from United States and India, transportation and animals indigenous to the specific areas. All the items assessed were discussed in the lesson.

Analysis/Evaluation: The students sorted items into two categories that are indicative of India and United States. The proficient score for each student is to achieve a 5/6 or better which is an 83 - 100%. All student with the exception of one student achieved a proficient score of 83% or above. I will go over cultural differences in clothing and currency with the student who received a 66% on the assessment. In addition, I will also note that the student who received the lower mark is an ell student who may not be aware of specific cultural differences in this country verses other 6|Page

cultures. The students sat at their seats and worked independently. Overall, the class felt comfortable with the assessment. One weak area was the ability to identify and sort currency due to their limited exposure to money. All of the students sorted the money correctly for the currency of United States and India however, I spent extra time prior to assessment reviewing similarities and differences. I will adapt the lesson to add more instruction on currency during the instruction portion of the lesson. Another area where 4/19= 78% of the class had difficulty sorting was the type of clothing that is indicative of India vs the typical clothing of people in United States.

Sean Andrew Morgan Metzi

Milan Eric Anabelle Shanay Jaelyn Danny Skyler Jenna Nyara Mia Nicholas Solomon Joseph Alexis

Assessment for cultures of India vs. United States Formative (observation) Summative Re-teach (Independent work) Understood cultural differences 5/6 = 83% proficient Confused on currency 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Confused on 4/6 = 66% reteach currency/clothing/native animals Understood cultural differences 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Understood cultural differences 5/6 = 83% proficient Understood cultural differences 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Confused on currency 5/6 = 83% proficient Understood cultural differences 6/6 = 100% proficient Confused on currency 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient Understood cultural differences 6/6 = 100% proficient

7|Page

Reflection: The formative assessment was an effective way to see if the students truly understood the culture of India and how they met the needs of their community. I was able to assess continuously to ensure all students understood the objective. The summative assessment aligned with my objective. The assessment was developmentally appropriate and was a valuable method to assess learning. The students have used sorting objects in a t-chart prior to this activity. The children have also learned about other cultures and regions around the world. However, after reviewing the results of the assessment I would adjust my objective and assessment to extend their learning. I would relate how the people of India meet their needs and community and how is that similar or different than how we meet our needs and our community. I will include sorting of specialized jobs. I would also have changed the form of assessment to be a Venn Diagram. A Venn Diagram would be an effective method to sort information by similarities and differences. In addition, I originally differentiated the assessment by adding an additional section for students who were ready to move ahead to draw or write something they learned about India. I would have asked the students to write or draw how the people of India helped their community and if people in our community can help in the same way. This assessment question is more aligned to the objective of the lesson. Another adaption I would do is to spend more time talking about currency and what it looks like and put its worth into perspective. I also would have had the students grouped to rotate in stations to break up the lesson and get the students moving. I would also enforce that the students remain quiet during the assessment to make sure that the test is a valid assessment of their knowledge. In a future lesson I would be more proficient in tying in how learning about different cultures help the students to become better people and why it is important to understand and be accepting of other cultures and to see all the similarities and differences of our culture and other cultures. 8|Page