Families and Neighborhoods 2
Student Teachers: Michelle Mark & Walkiria Lurati
Project Children L.E.A.D. Director: Dr. Vincenne Revilla Beltran
Subject Area: Multicultural Diversity
Grade Level: Kindergarten (Ages 5-6)
Length of Lesson: 60 minutes
Learning goals based on the Pennsylvania Academic Standards:
The purpose of this lesson is to have the students create their own neighborhood, to learn the voting system in a democratic society, and to learn who a family is made up by.
Art and Music
9.1.3 A.: Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.3.B.: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce original works in the arts.
5.2.3.A.: Identify examples of the rights and responsibilities of citizenship
5.2.3.G: Identify ways to participate in government and civic life.
5.3.3.F: Explain what an election is.
Language Arts and Reading
1.1.3.D: Read text using self-monitoring comprehension strategies.
1.3.3.B: Identify literary elements in stories describing characters, setting and plot.
1.6.3.A: Listen to Others.
1.6.3.D: Contribute to discussions.
1.6.3.E: Participate in small group discussions.
3.4.4.C: Observe and describe different types of force and motion.
Social Science (Geography and World Languages)
7.3.3.B: Identify the human characteristics of places and regions by their culturalcharacteristics.
12.1.1.D: Use simple sentence and questions structures in speaking.
12.3.1.C: Model life skills and social interactions in the target language culture and in own culture.
The students will be able to create their own neighborhood. The students will be able to discuss the voting process and elect a mayor for the neighborhood. The students will be able to acquire knowledge of the family structure.
MATERIALS AND EQUIPMENT NEEDED:
Book-"The World Around Us" by Rosemary Wells
Images of the people running for mayor of neighborhood
Pre-constructed neighborhood on poster board
CD - Won't You Be My Neighbor-Mr. Rogers
CD- We Are Family-Sister Sledge
Newspaper-to cover the table
Picture of buildings
Crayons and markers
ADAPTATION AND ACCOMODATIONS TO DIFFERENTIATE INSTRUCTION:
If a specific child needs modifications, they will be dealt with when a situation arises, otherwise we would follow an individuals I.E.P.
REVIEW: The students will be familiar with what can be found in the neighborhood.
INTRODUCE: The teacher will introduce to the students different kinds of neighborhoods by reading "The World Around Us" by Rosemary Wells. The teacher will ask the students open-ended questions about what can be found in a neighborhood and what most neighborhoods have. The discussion will help the students to have a better visualization of a neighborhood in their minds, which would be helpful when the students create their own neighborhood.
The teachers will explain to the students they would be building their own neighborhood. The students will choose a name for their neighborhood. The students and teachers will discuss what is typically found in a neighborhood. The teachers will assist the students by making a list on the chalk board as the students list the types of buildings.
Each student will then choose one building that they will contribute to the neighborhood.
After the neighborhood is set up the teacher will explain that the neighborhood needs a leader. Someone to keep the neighborhood safe. The teacher will then discuss the American democratic way of voting.
Students will then list characteristics that they would look for in a leader. Teachers will write down the characteristics on the chalk board.
Teachers will then show the students the two running mates and the students will vote.
A poem titled "Family" will be read by the students and teachers, together.
The teachers will then discuss with the students that neighborhoods are made up of different kinds of families such as; divorced, single parent, traditional, extended, grandparents, etc. Examples will be given to the students how their family can be their mom and dad but also Ms. Judy Jackson or Point Park Students because they care about the students as well.
A worksheet will be distributed to the students so they could color it and present it to their favorite "family member". As the students are coloring, "We Are Family" will be playing in the background. The students will then clean up the materials in an orderly fashion.
ASSESS: By asking open-ended questions to the students about neighborhoods and characteristics they would look for in a mayor the teacher will be able to know if the students understand the lesson. The teachers will also be able to assess whether the students can work in groups constructively. All students should be working on each project. If a student is just watching another student, the teachers will encourage the students to get involved.
Building the neighborhood:
The students will use print-outs of buildings for them to color and paste on the neighborhood. The older students might choose to draw their own buildings without using the print-outs. A sample building will already be pasted on the neighborhood as an example to the students. As the students are building their neighborhoods, "Won't You Be My Neighbor?" will be playing in the background.
The students will have 15 minutes to build their neighborhood. When the timer rings the group should be done with their creations. Each student will have a choice as to where to put their assigned building in the neighborhood. The teacher will review the directions of north, south, east and west. Each child then can create a street name from their own name, for example, Michelle Way or Walki Road.
Voting for a mayor:
Based on the characteristics of each running mate the students will vote on who they want as mayor. The teachers will distribute ballots. The students will then place the ballots in the ballot box and a student will count them to find out who the winner is.
The students will color a family award and present it to their favorite family member.
CLOSE: The teachers will ask the students to summarize everything they've done and what they've learned with each activity. The teachers will then distribute cookies and thank the students for all their hard work. The students will keep the neighborhood they've built in their classroom.
RESOURCES USED FOR THIS LESSON:
And the Winner Is...(Sample Lesson Plan). Retrieved on September 28, 2004,
Our Family (poem). Retrieved on September 28, 2004,
Moore, J. (1991).Families Around the World. Monterey: Evan-Moor Corp.
Wells, R.(2001).The World Around Us. New York: Puffin