Lesson Plan for Education 460 Teacher(s): Melissa and Irene Date: February 3rd Grade: One Curricular

Area: Global Citizenship Stage 1- Desired Results Established Goals: Understandings: Students will demonstrate an understanding and appreciation of the multiple social, physical, cultural and linguistic factors that contribute to an individuals unique identity. They will appreciate similarities and differences among people and communities Students will know. What types of communities or groups they belong to Recognize different groups or communities The ways in which we belong to more than one group or community at the same time The ways in which we benefit from belonging to groups and communities Essential Questions: What are the origins of the people in our school, groups or communities? How do culture and language contribute to my unique identity? Students will be able to Appreciate how belonging to group and communities enriches an individuals identity Appreciate multiple languages, cultures, and experiences within their groups and communities Recognize and respect how the needs of others may be different from their own Use a simple map to locate communities studied in the world fostering geographic thinking

Stage 2- Assessment Evidence Performance Tasks: Are aware of their own identity in regards to where they come from Are able to find their country of origin on the map Engagement in discussion about the similarities and differences between their own culture and the culture presented in A Country Far Away by Nigel Gray and Philippe Dupasquier Other Evidence: Understand the presence of multiple cultural heritages that exist in the classroom Are able to demonstrate curiosity and respect for other cultures

Stage 3-Learning Plan Learning Activities: Activity A: As a class, we will read My Map Book by Sara Fanelli to summarize the concept of mapping. This will be an introduction to the primary learning activity. Assigned Homework: Students have been asked to find out their familys country/ies of origin prior to this activity. They will be given a map and asked to color in their countries of origin. This activity will require assistance from their guardians. Activity B: At the start of class, students will be given the opportunity to display their maps around the classroom. They will then participate in a Gallery Walk and view the maps of their peers. Activity C: On the Smartboard screen, the teacher will mark the country of origin of each student. If a Smartboard, is not available the teacher can place magnets or pins on map. The teacher will then connect the countries together Activity D: Collectively, we conclude the activity by reading A Country Far Away by Nigel Gray and Philippe Dupasquier. Using this picture book, we can highlight the similarities and differences between cultures and show how the same activity may be carried out in different ways.

Background Information We are in a Grade One classroom. This activity will be carried out at the beginning of the My World: Home, School and Community unit. Prior to this unit, we would have explained what a family is and the relationships that make up a family. To account for diverse family structures, we would make sure that we are considerate towards students that may have different family compositions (For example, single mothers, adopted children etc.) As well, we would have spent more time introducing the concept of mapping and developing the geographical thinking skills necessary for this activity. The general learning outcome for this activity will help students develop an understanding and appreciation of how geography, culture, language, and heritage shape and change Canadas communities (Alberta Education, 2005). Planning for ScaffoldingQuestions to ask after reading A Country Far Away What differences do you see between the pictures in the book and in your own life? What types of chores do you have at home? How about the children in this book? What similarities do you see between their school day and our school day? What do you have in common with the family in this book? Theory This activity briefly touches upon Bronfenbrenners Bioecological Model because it relates to belonging to different groups/communities and how these relationships impact the individual. This theory states that our environment in which we live greatly shapes our development (Woolfolk, Winnie, & Perry, 2012). Materials Used My Map Book (Gray and Dupasquier, 1998) - We chose this book to introduce the mapping activity. It allows students to see different ways of mapping. We felt that this was a good resource because it is applicable to the everyday life of students (For example, map of the bedroom). A Country Far Away (Fanelli, 1995) - We chose this book to help transition the lesson to deeper thinking about different countries and their ways of life. It demonstrates to students that we share similarities and differences to different cultures all over the world. This book shows students how different people can do the same task (For example, going to school, shopping for groceries etc.) Scholarly Sources to Support Activity The reading Elementary Social Studies: A Practical Approach to Teaching and Learning by Wright and Hutchison (2010) suggested a similar activity where the students were to learn about their country of origin and were asked to shared their stories the next day in class. They suggested that this be used as an introduction into geography since this is a fairly new concept for the students. They state that knowledge about mapping skills would help the student complete the activity but would not be required and that there would need to be an explanation about families beforehand.

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Our lesson plan would be an introduction for deeper thinking in regards to mapping and geography. This lesson plan would enable us to ease into a more comprehensive study of the different cultures and ways of life that exist around the world through the use of The Five Themes as described by Case and Clark (2008). In doing so, we will be able to demonstrate to students that the study of geography is more than just maps (Case & Clark, 2008, p.49), but is also a study of the different cultures, histories, and peoples that inhabit these places. References Alberta Education. (2005). Social Studies Kindergarten to Grade 12 [Program of Studies]. Retrieved from http://education.alberta.ca/teachers/program/socialstudies.aspx http://www.essex.ac.uk/armedcon/countries/country_maps/worldmap.htm Case, R., & Clark, P., ed. (2008). The Anthology of Social Studies: Issues and Strategies for Elementary Teachers Updated Edition. Pacific Educational Press UBC: Vancouver. Fanelli, S. (1995). My Map Book. New York, NY: Harper Collins. Gray, N., & Dupasquier, P. (1998). A Country Far Away. New York, NY: Orchard Books. Wright, I., & Hutchison, D. (2010). Elementary Social Studies: A Practical Approach to Teaching and Learning: 7th Edition. Pearson Education Canada. Woolfolk, A. E., Winnie, P. H., & Perry, N. E. (2012). Educational Psychology (5th Canadian Edition). Toronto: Pearson Canada.