Running head: Multicultural Lesson Plan 1

Multicultural Lesson Plan

Fabia Tregnan

College of Southern Nevada

Multicultural Lesson Plan 2

Multicultural Lesson Plan

Lesson Summary

This multicultural lesson plan will teach students to develop a positive attitude

toward personal culture. They will learn about census and work in groups to do a math lesson to

learn how to gather, analyze and visually display data about diversity in the classroom, using a

bar graph. Cooperative-learning procedures can reinforce the efforts of culturally diverse

children to continue their schoolwork successfully (Manning & Baruth, p. 221). This lesson will

also evaluate the cultural diversity and generate cultural consciousness.

A. Standards

Subject Area: Math

Grade: 2

1. CCSD Curriculum Core Standard for Measurement and Data:

CCSS.Math.Content.2.MD.D.10 Represent and Interpret Data:

Students will draw a picture graph and/or a bar graph (with single-unit scale) to represent

a data set with up to four categories. Solve simple put-together, take-apart, and compare

problems using information presented in a bar graph.

Observable Objectives:

Students will be able to collect information about place where grandparents were

born, languages spoken, place parents were born, and place where students were

born, filling in a questionnaire with the help of their parents, and analyze the data

(analysis level).

Students will be able to create visual displays of the data with a bar graph and/or a

picture graph (syntheses level).

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2. Multicultural goal selected (develop a positive attitude toward our personal culture):

Observable objectives:

Students will combine the information gathered and assess what they learned

about their classroom census to develop a positive attitude toward our personal

culture, helping to develop an educational environment that promotes respect for

differences, utilizing math skills (syntheses and evaluation levels).

Students will be able to discuss the results of the cultural makeup of the group and

interpret the information (comprehension level).

Students will be able to evaluate the data from the graph, and discuss the data to

increase awareness and understanding of the cultural diversity of the classroom

(evaluation level).

3. Learning styles implemented: We will use auditory (by listening to instructions and watching

videos), visual (seeing instructions in the smartboard and videos), and kinesthetic (manipulating

materials making bar graphs) learning styles in this lesson.

4. Gardners 8 Intelligences implemented: Logical-Mathematical intelligence, Linguistic

intelligence, Spatial intelligence, and Interpersonal intelligence.

B. Materials/Equipment:

Smart board, Census Fact Sheet handout, Parent letter handout, bar graph sheet

handout, drawing supplies, video of favorite animal bar graph, Celebrating Diversity in the

Classroom video, and grade rubric.

C. Procedures:

The teacher will tell the students that they are going to work in a class census, utilizing

bar graphs, to learn about the diversity of the classroom. Students will need two days to complete
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this lesson with the duration of 60 minutes each day. On the first day, students will learn about

what census means and will create a bar graph about the places where students were born with

the teachers help. On the second day, students will share their answers from the questionnaire

sent home with the class. Then, students will work in small groups to create bar graphs

including: place grandparents were born, languages spoken in their house, place parents were

born, and family make-up in the classroom. After that, students will discuss and evaluate the bar

graphs.

FIRST DAY:

TEACHER: Good morning class! How are we doing today?

o STUDENTS: Good morning Mrs. T, we are doing fine!

TEACHER: Today we are going to learn what census is and how to make-up a class

census, using bar graphs.

o STUDENTS: Okay, Mrs. T.

(Teacher gives a handout of a Census Fact Sheet to help with the discussion.)

TEACHER: A census counts the number of people that lives in a place and also asks

questions about how many people live in the house and how old they are. A census is

taken every ten years. We are going to make a census of the cultural make-up of this

classroom.

o STUDENTS: All right!

TEACHER: A bar graph uses bars to show information (data). So first, I will show you

how to make a bar graph.

(Teacher teaches how to make a bar graph on the smartboard and shows a video of

favorite animal bar graph as an example).

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TEACHER: Now, I am going to ask you where you were born and create a tally mark

chart on the board, so we can collect information and make a bar graph.

(Teacher asks the same question to each student and makes tally marks on the board).

o (Students look at the board and make their first bar graph in a blank paper).

TEACHER: A census can be gathered in person or in writing. Such as when somebody

goes to your house to ask questions or by mail. Knowing about who lives in a city helps

city officials to plan about the needs of the city.

o (Students ask questions).

TEACHER: This is a worksheet for you to complete at home with your parents help

(Teacher hands out a Parent letter to the students). Bring it with your answers tomorrow

to discuss at class.

SECOND DAY:

TEACHER: Good morning class! How are we doing today?

o STUDENTS: Good morning Mrs. T, we are doing fine!

TEACHER: Today we are going to discuss the information collected at home, make bar

graphs working in small groups, and evaluate the results.

o STUDENTS: Okay, Mrs. T.

TEACHER: I am going to ask each one of you for the answers from the paper you took

home and tally mark the results at the board. Then, you will work in small groups to

create the bar graphs.

(Teacher hands out 3 bar graph sheets to each student).

o (Students work in groups for 20-30 minutes).

(Teacher walks around and assists small groups of students).

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D. Closure

Students will discuss, analyzes and evaluates the cultural makeup of the classroom with

the teacher. They also will increase awareness and understanding of the cultural diversity of the

classroom. Students will watch a video called Celebrating Diversity in the Classroom.

E. Assessment:

Teacher will grade students bar graphs and assess students learning through a grade

rubric. Students also need to be aware of their own culture to demonstrate a positive attitude

toward somebody elses culture.

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References

Grade 2 Measurement & Data Represent and interpret data. 10. (n.d.). Retrieved December

12, 2016, from http://www.corestandards.org/Math/Content/2/MD/D/10/

Manning, M. L. & Baruth, L. G. (2009). Multicultural Education of Children and Adolescents

(Sed.). Boston: Allyn & Bacon.

Picture Graphs, Bar Graphs (with videos, worksheets, games & activities). (n.d.). Retrieved

December 12, 2016, from http://www.onlinemathlearning.com/picture-bar-graph.html

Rutherford, L. (2014). Celebrating Diversity in the Classroom. Retrieved December 12, 2016,

from http://www.youtube.com/watch?v=NqpT-bEg-TM