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                                    Lesson Plan
 

Your NAME  Celia  Rouse 

Type of Lesson  Audio and Video 

Lesson Plan Title  Countries: Flags and Foods

Discipline and Topic  Social Studies. The topic discussed is a culmination of our unit on culture in which students learned about other countries and their customs including food and symbols represented by each country discussed. 

 Target Population

Population Characteristics: The learners make up a variety of learning capabilities – some are reading at or above grade level. 

Lesson Groupings: Students will be working in groups of three where each group will be assigned a country to research and then present their work to the class.

Curriculum Links

Prior to this lesson, students have discussed the foods and customs they have come to adopt in the United States as immigrants from another country. Students have explored the customs and symbols of the U.S. with help from books, and the media and their everyday routine. With the knowledge students will be able to use some of these methods to as they help each other find the necessary information for their assigned country. Students will prepare a group presentation for the class and will then be tested on their knowledge of the countries and customs.

Objectives

• Given the name of the country they are assigned, students will describe each flag and the meaning of the colors and emblems represented on the flag by researching on the Internet and recording the information in a MS Word document with 95% accuracy.
• Students will also use the Internet, books and magazines to collect and record native dishes with images of the assigned country in a MS Word document with 95% accuracy.
• Students will create a PowerPoint presentation using the information collected to present the country they are assigned.

• Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.

• Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.

• Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.

• Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.

• Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

• Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

• Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

• Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.

• Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.

Materials and Timing             

• Computers with Internet access
• 5 days - approximately 30 to 35 minutes for each day 

 Day One
Students will be introduce to the topic of countries and customs and given explanations of what is required of them for the assigned task. Students will form their groups and begin to discuss and research the country.

Day Two and Three

Students will compile their research findings on the specific country about its flag and native cuisine and put into MS Word documents. Students will use the available resources and help each other decide what information is relevant and appropriate to be included such as images of flags and food, and facts about each country. The names of each student in the group will be included at the top of the MS Word document with a list of the actions taken to retrieve the recorded information. Each group will save their document to the shared computer that they worked on and to a temporary storage device for future reference.

 

Day Four and Five

Students will work in their groups to put together text and images of their assigned countries to create a PowerPoint presentation. Each will then present their work to the entire class that explains the content of their slides.

 
Supplemental Materials  

• MS Word documents
• List of web resources
• Books and magazines with information on countries and flags 

Evaluation of Students

The group presentation will be assessed using the evaluation rubric below

  

Criteria	1 point	2 points	3 points	4 points
Research and discuss information to be documented on specific country’s flag and native cuisine	Research and discussion includes some of the  relevant information pertaining to  the specific country flag and but not the cuisine	Research and discussion includes some of the  relevant information pertaining to  the specific country flag and some of the cuisine	Research and discussion includes most of the  relevant information pertaining to  the specific country flag and its cuisine	Research and discussion includes all of the  relevant information pertaining to  the specific country flag and its cuisine
Recorded data in MS Word document	MS Word document includes few appropriate images and few of the items used in native cuisine	MS Word document includes some appropriate images and some of the items used in native cuisine	MS Word document includes most of the appropriate images and items used in native cuisine	MS Word document includes all the appropriate images and of the items used in native cuisine
PowerPoint presentation	Presentation included less than 6 slides and gave little or no information on the specific country and the symbols on its flag	Presentation included 6 slides and provided some  information on the specific country and the symbols on its flag	Presentation included 7 to 8 slides and provided the majority of  information required on the specific country and the symbols on its flag	Presentation included 9 to 10 slides and provided all the relevant  information required on the specific country and the symbols on its flag

 

Evaluation of the Lesson

If each group of students have completed the work with a 90 to 95 percent on their research and documentation and presented to the class with most of the relevant information, the lesson would be deemed a success. If this goal is not reached, students will be asked to research the topic with the help of family members and bring artifacts that would aid in completing the task. This could generate more discussion in class and provide more valuable information to help answer students’ questions.

Resources on the countries and their cuisine

•    http://www.jamaicans.com
•    http://www.itzcaribbean.com
•   http://www.barbados.gov.bb http://worldatlas.com/webimage/countrys/af.htm
•    http://worldatlas.com/webimage/countrys/carib.htm
•    http://www.webmastercourse.com/articles/saving-images/