Multicultural Lesson Plan

Marlene Macias

Social studies/The world in spatial terms Grade Level 2nd

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.

-Observable objective: SWBAT recall and respect global dynamics.

-Auditory-Visual-Kinesthetic learning styles: Auditory- They will listen to a video

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.

Gardner’s Intelligence: Spatial Intelligence- To think in pictures and perceive the

visual world accurately.

2. Materials: YouTube video called Seven Continents of the World- seven continents video for

kids. https://www.youtube.com/watch?v=wYYakyS_HOg , Book titled: Around the World A

Colorful Atlas for Kids ,Written By Anita Ganeri and Illustrations By Christopher Corr.

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.

3. Instruction- learning process :

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.

Are we ready to learn and have fun?

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

America. Show my students my laminated children of North America. I have

some children from Mexico. These children live here, as I show them Mexico on

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.

Here I have my children of South America, Chile ,Brazil , Colombia, and

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,

Antarctica. There are no children of Antarctica because it is too cold to live

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.

Guided Practice: I am going to handout my worksheet. As a class we will

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.

Independent Practice: Ok, now that we labeled the continents together we

should be able to do it ourselves. Let’s give it a try. Here is another worksheet.

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 :

- Continents & Oceans geography, Teachers pay Teachers worksheets.

- Around the World A Colorful Atlas for Kids, Anita Ganeri, 2015.

- YouTube, Seven Continents of the World- Seven Continents for Kids. Learning Junction,

Published April 4, 2018. Video

- What are the sevencontinents.com other worksheet.

- Children of the world images google images.

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

different types of children in the world.

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.