Professional Documents
Culture Documents
Marlene Macias
1. Standards:
-Observable objectives:
1.0 The World in Spatial Terms — SWBAT use maps, globes, and other geographic tools and
technologies to locate and derive information about people, places, and environments.
-Multicultural goal : Reverence for the earth, increase awareness of our global
dynamics.
and to me read and explain the book. We will summarize aloud after reading. Students will listen
for directions to complete handouts together as a class and individually. Visual- They will recall
what each continent is and write it on the continent. They will observe the video and also look at
the book as I read it to them. They will observe images and be able to visually see where they
belong. Kinesthetic- Students will enjoy handling images that relate to each continent. Students
will write names of continents and color the map of the second worksheet.
2. Materials: YouTube video called Seven Continents of the World- seven continents video for
Published in 2015 by Albert Whitman & Company, Images that pertain to each continent,
children of the world images, Handouts, Pencil, projector screen, computer, globe, maps, &
crayons.
Do First: Do you kids know there are seven continents in the world? Continents
are masses of land where people live all over the globe. Did you know there are many different
children of different cultures living on these continents? Does anyone know where we live on
this globe? (I am holding a globe in my hands.) Today I am going to show you a fun video and
read you a really awesome book. Then we are going to learn about the seven continents and all
the different children, places, and environments of the world. Lastly, we will have fun activities
to do after our lesson and share some thoughts and what we think of this big world we live in.
Mini-Lesson: Begin video and let the students watch. Pause video after every
frame. Show image I have to the class of the continent I paused it on. Repeat
what video said. Continue the same way all the way through til the end. Then
pass the images around so all the students can hold it and see it up close. Then
start the book. I begin by reading the cover, author and illustrator. I don’t read
the whole book but I skip around and have certain pages tagged to show the
students. I feel the book maybe a little too advanced. I start on page 4 & 5. Here
we have North America. Can you all say North America together? This is the
continent where we all live. Read text in book. Here are some children of North
the map. Do any of you know anyone that lives here or is from here? Then I
jump to page 13, South America, can we all say South America? Then read text.
Argentina. Let’s put them in the right spot on the map on the board. (this map
will be much bigger than map in book) Does anyone look like these children,
can anyone relate? Discuss how we all look similar and want to learn and play
just like them. Then I skip to page 18, Europe. Can we say Europe
together?Then I show where these children live on the big map. Let’s say these
countries together. How are we similar to these children? Anyone from this
region? Then skip to Asia, page 33. Here we have Asia. Read the text. Next take
out my little children of Asia,. These children live in Japan, China, Korea, and
Mongolia. Do we look like these children? Can anyone relate? Then page 47.
Reading still and explaining the images. Here we have children of Australia,
New Zealand, Papua New Guinea, Australia, and Fiji. Let’s say them all
together. Can you help me put them on the map where they live. Do any of you
relate to these children? Any one similar? Anyone have family from there? Then
jumping to page 53, Africa. The children of Africa are Nigeria, Kenya, South
Africa, and Egypt.Let’s say them all toggery. Help me put them on the big map
in the correct location. Anyone have family or friends from there? Next page 61,
there. Nobody lives there. Remember how the Emperor Penguins live there?
Lastly, look at the big map on the board. Go over all the continents again and tell
the students we all can look and relate to the children of the world. We all have
eyes, noses, ears, and mouths. We all like to wear clothes and eat and play too.
complete this together. We are going to find each continent and write the name
on the continent or next to the number that matches. I pass it out. Take out your
pencils and write your name on the top. Ok lets begin. (I have a new empty big
map on the board.) Who thinks they can show me where North America is on
this map? Anyone want to guess? It is right here, it’s number 1. I write North
America on the map next to the number with my fat marker. Write it on your
worksheet please. I walk around and help each student and make sure they are
writing it in the proper location. Great job. Let’s move on to the next continent.
Number 2. Any one think they can name what number two is on the map? Great!
Let’s write it on the worksheet. I write it on my big map in marker for all to see.
So on and so forth for each continent. Also walking around and helping each
student.
This one is a bit different. You can take out your crayons and this time you are
going to color and write the name of the continents on your own. Don’t forget to
write your name on the top before you begin. (I hand it out.) Go ahead and
begin. You can use your previous worksheet to complete this one. If you need
help please raise your hand. I will be coming around to check your work.
Exit Slip: Ok is everyone done? Let’s go over what you all came up with.
Number one is what? Correct, North America . What is number two? (Call on a
student.) Great it’s South America. Who knows what number 3 is? Yes, it’s
Africa. Number 4 is…? Europe. Ok and what is number 5? Asia. Great. How
about number 6? Yes, Australia. Now for number 7. Who can tell me? Yes its
Antarctica. Great job guys. One last review of the children of the world. How we
are alike.does anyone want to share their worksheet and sho the class how they
colored the continent's ? Very nice, thanks for sharing. Make sure your names
are on the top and pass them up for me. (I collect all the students papers for
assessment.)
4. Resources :
- Around the World A Colorful Atlas for Kids, Anita Ganeri, 2015.
- YouTube, Seven Continents of the World- Seven Continents for Kids. Learning Junction,
5. Reflection:
1. The specific subject concept is learning the 7 continents and where the children of the
world live. The skills are Knowledge and application. I feel the student achievement for this
grade level is appropriate. I could have gone deeper into the subject and maybe more on the
multicultural side with the children of the world in my worksheets but I didn’t want to give them
too much.
2. I feel discussing the children of the world and how they may relate to the students was
a good multicultural exercise. We placed the children of the world on the map where they live
and helping students understand the different and similar children of different cultures. The
children learned lots of information that was told in the video and also repeated when I read the
book. They got to see some animals from the continents and landmarks. Also learning the
3. The learning process was very active and engaging. I asked them questions and had
them answer questions. They were able to see the children of the world up close and think how
they can relate and if they have family that can relate.
4. The strengths are the students learning the continents and where the children of the
world live and how they can relate. The weaknesses were I do not have a worksheet for the
cultural aspect of the lesson. I could make the next lesson a continuation of the children of the
world and have the students draw themselves and color it. I could give them a template of a boy
or girl and the can color clothes, hair ,eyes and such.