NAME: Malorie Ford Grade Level(s) 3rd Subject(s):
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Social Studies/Geography Language Arts

Description: Students will be learning information about Africa within a month time period. The unit will consist of the overall features of Africa: the countries, landforms, and animals. Toward the end of the month, students will focus one to two weeks on Kenya. The learner will do various art, technology, and research activities to help them focus on the concepts being studied. Through the unit, the learner will be responsible for a country and an animal. The responsibility involves finding facts and information on the item and then sharing this information with the class. The students will type a story about how they would live, if they resided in Kenya, Africa. How would it be different from the United States of America; such as culture, and government. Goal: Students will gain new information about Africa. National/State Standards: • • •
What is government? Understand the characteristics, distribution, and complexity of Earth's cultural mosaics. Understand how to analyze the spatial organization of people, places, and environments on Earth's surface.

• MS State Standards- Describe relationships among people, places, and environments.). • Recognize varieties of family life and cultures (e.g., rural, urban, national and international

NETS –S Standards: • •
Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide

Objectives: 1. The learner will gather information about animals, snakes, and birds of Africa. 2. The learner will appreciate the importance of preservation and beauty of animals, snakes, and birds of Africa.

3. The students will become familiar with the African culture. They will be allowed to research fun and valuable information on the differences from their life now, and the life of a child in Africa.

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pieces of paper with African animals listed on them books of different animals pictures of African animals to color report sheets toy animals encyclopedias basket example of toilet paper roll Internet access is needed Microsoft Word

Activity One (notice that the first part include the Teacher’s procedures/actions and the second part consists of Students’ procedures/tasks to complete the activity) 1. Prepare classroom environment for the activity and collect necessary materials for students to use. 2. Develop instructional materials such as the report sheet to be handed to students. 3. Play the part of the movie "I can't wait to be king" by Lion King on a DVD player. 4. Gather the class at the reading rug. 5. Demonstrate to the class that they will pick an animal out of the basket. The animal that they pick will be the animal that they have to find information about. 6. Demonstrate to the class how they will fill in their report. 7. Show class the material that they may use to help them locate information about their animals. 8. Each student will pick an animal out of the basket. 9. The students may work with other students (only if they need to share the same book and have the same animal). 10. The student will fill out the report sheet that the teacher distributes (5 facts relating to their animals). 11. After the child has finished their report sheets, they will either draw or color a picture of their animal. 12. Students will make a classroom presentation of the animal by discussing why they chose their animals, explaining the 5 facts they collected, and show their drawings.

13. At the end of the period, show the class an example of a “toilet paper roll animal” that they will make the following day.

Activity Two The student will be able to show the teacher that learning has occurred by writing the creative story using information that was researched on the different cultures and living styles of someone in Africa.

Activity One 1. The student will have to state 5 facts in front of the class individually or with another student who did the same animal, explain why they chose that animal, and show their artwork. 2. After the reports, ask the class which animal weighed the most? Which part of Africa do a majority of the animals live? What type of food do the animals eat? 3. Collect the report sheets to see if each student completed the report accurately. This activity will be worth thirty points total (20 points for the report and drawing, and 10 for the presentation). Activity Two I will create a rubric for the writing portion of the story. The students will be able to show me in the writing that they have learned about another culture. The things that they portray in the paper will show me that they understand the cultural differences in Africa and America

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