ALEX Lesson Plan

     

Our World is Like a Rainbow

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  This lesson provided by:  
Author:Lou Anne Underwood
System: Muscle Shoals City
School: Muscle Shoals Middle School
  General Lesson Information  
Lesson Plan ID: 3042

Title:

Our World is Like a Rainbow

Overview/Annotation:

Americans continue to adapt to different ethnic and cultural groups who move into their communities. It is vital that children become aware of and appreciate cultural diversities in people. People move to different areas for reasons such as religion, climate, employment, economics, and for a better way of life.

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 7
Geography
4 ) Evaluate spatial patterns and the demographic structure of population on Earth's surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time.

Examples: spatial patterns—major population clusters

demographic structure—age and sex distribution using population pyramids

•  Predicting reasons and consequences of migration, including push and pull factors
Examples: push—politics, war, famine

pull—potential jobs, family

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Geography
Evidence Of Student Attainment:
Students:
  • Describe and analyze spatial patterns, the demographic structure of population on Earth's surface, and changes in the demographic structure of population.
Teacher Vocabulary:
  • demographic structure
  • population pyramid
  • density
  • dispersion
  • growth
  • mortality rate
  • natural population increase
  • doubling time and migration
Knowledge:
Students know:
  • Spatial patterns—major population clusters. Demographic structure—age and sex distribution using population pyramids.
  • Types of migration and reasons for migration including both push and pull reasons.
Skills:
Students are able to:
  • Interpret demographic and population data.
  • Predict and calculate changes in population.
  • Evaluate causes and consequences of historical events, such as migration.
Understanding:
Students understand that:
  • There are spatial patterns and demographic structure to the population on Earth's surface.
Social Studies
SS2010 (2010)
Grade: 7
Geography
5 ) Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam.

Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Geography
Evidence Of Student Attainment:
Students:
  • Explain how cultural features, traits, and diffusion help define regions.
  • Analyze changes in regions over time.
Teacher Vocabulary:
  • cultural traits
  • diffusion
  • agriculture
  • ethnic
  • cultural landscape
  • culture regions
Knowledge:
Students know:
  • How cultural features, traits, and diffusion help define regions.
  • Cultural characteristics of regions including religious structures and agricultural patterns.
  • Changes in the cultural characteristics of regions including development of ethnic enclaves, introduction of ethnic restaurants, and changes in religious belief such as the spread of Islam.
Skills:
Students are able to:
  • Define and recognize elements of culture and expressions of culture on the landscape that collectively define a culture region, i.e., Mormon culture region.
Understanding:
Students understand that:
  • Cultural features, traits, and diffusion help define regions and change over time.
Social Studies
SS2010 (2010)
Grade: 7
Geography
7 ) Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.

Examples: types—linear, clustered, grid

sizes—large urban, small urban, and rural areas

•  Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources
Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)

•  Describing settlement patterns in association with the location of resources
Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements

•  Describing ways in which urban areas interact and influence surrounding regions
Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Geography
Evidence Of Student Attainment:
Students:
  • Analyze and describe spatial patterns of settlement in different regions of the world.
  • Evaluate the influence of changes in settlement over time.
Teacher Vocabulary:
  • linear
  • clustered
  • grid
  • settlement
  • settlement patterns
  • urban area
  • spatial interaction
Knowledge:
Students know:
  • Different types of settlements by type, size, major functions, such as linear, clustered, grid, large urban, small urban, and rural.
  • Ways in which urban areas interact and influence surrounding regions.
    Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production
  • Regions where human activities resulted in the development of settlements at particular locations due to trade, political importance, or natural resources.
    Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)
  • Settlement patterns in association with the location of resources.
    Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements
Skills:
Students are able to:
  • Classify types and sizes of settlements.
  • Determine geographic and cultural reasons for settlement locations.
  • Evaluate relationships between different settlement regions.
Understanding:
Students understand that:
  • There are spatial patterns of settlement in different regions of the world.
Social Studies
SS2010 (2010)
Grade: 7
Geography
12 ) Explain ways geographic features and environmental issues have influenced historical events.

Examples: geographic features—fall line, Cumberland Gap, Westward Expansion in the United States, weather conditions at Valley Forge and the outcome of the American Revolution, role of ocean currents and winds during exploration by Christopher Columbus

environmental issues—boundary disputes, ownership of ocean resources, revitalization of downtown areas

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Geography
Evidence Of Student Attainment:
Students:
  • Analyze and describe the ways geographic features and environmental issues have influenced historical events.
Teacher Vocabulary:
  • geographic features
  • physical environments
  • environmental issues
  • revitalization
Knowledge:
Students know:
  • The ways geographic feature can effect historical events.
  • The ways environmental issues can effect historical events.
  • Geographic features: fall line, Cumberland Gap, desert southwest, global and local landscape patterns, climate and weather conditions (local to global), central business district/downtown.
Skills:
Students are able to:
  • Read and interpret physical geography maps related to historical events.
  • Trace the progression of a historical event or era on a map.
  • Analyze changing realities of natural resources.
Understanding:
Students understand that:
  • Historical events are influenced by geographic features and environmental issues.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R5) Locate and curate information from digital sources to answer research questions.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer given research questions.
  • curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources and cite those sources to answer a given research topic.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate the information and to cite the source of the information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
16) Construct content designed for specific audiences through an appropriate medium.

Examples: Design a multi-media children's e-book with an appropriate readability level.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • construct content designed for specific audiences through an appropriate medium.
Knowledge:
Students know:
  • how to select and design an appropriate medium to display designed content.
Skills:
Students are able to:
  • select the best medium for the content design.
Understanding:
Students understand that:
  • while many mediums exist, it is best to select the one most appropriate to your intended audience.

Local/National Standards:

Geography Standards Standard 6 - How culture and experience influence people's perception of places and regions.

Primary Learning Objective(s):

Students will analyze geographic information and gain appreciation of differences in the regions and cultures.

Additional Learning Objective(s):

To educate students on cultural diversity and make them aware of how the community reflects the cultural background of the inhabitants.

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

Venn Diagram of Similarities and Differences, People, by Peter Spier, markers, assortment of cookies & sheet for recording activity, multiple copies of the newspaper (containing world, national, and local news, map of the United States, encyclopedias, poster board

Technology Resources Needed:

Computer with Internet access

Background/Preparation:

Discussion: Why do people of different cultural backgrounds move to new locations? How are their differences accepted by others? Discuss how we are all different. (differences in the classroom)

  Procedures/Activities: 
1.)Activity 1, Question 1: What is cultural diversity? Explain the difference globally and locally. Activity: Divide students into groups of two. Instruct students to look at their partner for one minute. -During the one minute the students do not talk. This is an observation period. -After the one minute, instruct the students to write down similarities and differences in the appropriate section. of the Venn Diagram. Discuss the observations. Read the book People, by Peter Spier. Students will discuss diversity in people locally and globally based on the information gathered from the observation and the book.

2.)Activity 2, Question 2: What are the reasons people choose to relocate to the United States? Alabama? Muscle Shoals? (any town) Give each student a Chips Ahoy, Oreo, Vanilla Wafer. Ask the children to describe each cookie. Discuss the descriptions. Ask the students, "If you could have just one cookie, which one would you eat?" Why? Discuss responses. Relate the cookie activity with reasons people choose to relocate to different states, regions, and communities. Divide the students into small groups. Give each group sections of the newspaper containing articles on local, national, and world events. Based on the information, students will write reasons why people might choose to relocate. (ex. jobs, schools, community events and activities, etc.) Write responses on the poster for the students to view.

3.)Activity 3, Question 3: What are some ways in which communities reflect the cultural backgrounds of their inhabitants? Students will go on a cultural walk. Students will observe their community to identify and record ten examples of diversity and influences of cultures. Discuss and give examples of what information to look for while doing the culture walk. (Ex: Greek columns on churches-cultural influences) Students will discuss their findings in class.

4.)Activity 4, Question 4: If you could move to another location in the United States, where would it be? Why? Students will look at a map of the United States. They will identify five states that they would like to research with the idea of relocating to that state. Each student will need to choose two or more states and search the encyclopedia or Internet for information on geography, climate, religion, employment, economy, and other resources in the area. Students will choose one state after comparing and contrasting the data. Students will make a poster that contains the following information: an informational article on the state chosen, an attractive advertisement for the state chosen (something to persuade others to want to relocate to this location), a map showing the location, and any interesting geographical information on the state.
(50 States)
This site will help students get a start on their research of a specific state. It contains fast facts and trivia, climate, and history for every state, as well as links to newspapers, community websites, and city guides for each state.

  Assessment  

Assessment Strategies

Activity 1: Each student will fill in a Venn diagram . A rainbow could be used. On each hue the students could write about how the world is like a beautiful and unique rainbow.
Activity 2: Students will list ten reasons for relocation.
Activity 3: Did the students find ten examples of cultural diversities or influences in their community? Students will write a paragraph about their feelings about the cultural differences in their community.
Activity 4: Did the students complete the research and poster project? Students will give an oral presentation based on their findings.

Acceleration:

 

Intervention:

 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.