Ashley Cooney
Second grade
Geography

PURPOSE:

The purpose of this unit is to introduce to students the importance of India and other places around us. This lesson will also help them connect to another country.

CONNECTION TO THE NATIONAL STANDARDS:

1. Seeing the world in spatial terms. To be able to be able to look at the world and learn something new about it.

4. Places and Regions: This lesson will help the children under stand different places and different regions as a whole. It will teach them about the people and the things around them,

14. The environment and society:  This will let us see the environment and the way things are over in India.

CONNECTION TO THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:

The student uses simple geographic tools such as maps, globes, and photographs. The student is expected to learn where India is on the globe and look at pictures brought by me.
Draw maps to show places and routes. We will trace a map and color one as well.
The student understands the locations and characteristics of places and regions.
Locate the community, Texas, the United States and selected countries on maps and globes.
Compare information from different sources about places and regions. The students will be expected to know where other places are and their sources.

OBJECTIVE LIST:

1.  To learn the colors and signifance of India’s flag.
2.  Learn the importance of passports.
3.  To learn words borrowed from India.
4.  To learn the population and over population problems.
5.  To conduct Internet research.

OVERVIEW OF THE PRESENTATION:

This project is to help the 2nd grade understand another country. They will also have a chance to understand other words and cultures to another place.

PROCEDURES:

1.  Sponge activity: The class will participate by independently working on a word search handout regarding India.

2.  Opening Activity: First, I will read a story about India aloud to the class just to introduce them to India’s culture and how it is different from ours.  Then, I will show the class a world map to show them where India is located in relation to America.

3.  Guided Practice: I will lead the class in a discussion about flags and their experience with them.  I will ask them to tell me what flags look like and why they think countries, and even states, have them. We will also discuss, and ultimately define, what a passport is and why it might be necessary in order to travel to different countries.  During this discussion, I will show them an example of what India’s flag looks like, and I will also show them what a passport looks like.

4.  Independent Practice: The students will work separately on a coloring sheet with both a flag and a passport on it.

5.  Evaluation: Near the end of the lesson, I will have the students put away their maps, and I will hide the one I used for an example.  Then I will ask the students to raise their hands and tell me what colors go where (using a blank map on the overhead).  I will also ask them what is pictured in the middle of the flag.

6.  Closure: To conclude, I will have the student’s write a short paragraph exhibiting some of the material that they learned from this lesson.

1.  Sponge Activity: This part of class will begin with the students coloring a map of India quietly at their desks.

2.  Opening: I will instruct the children to choose a partner (or designate pairs myself) and tell them that we will be learning about different languages.

3.  Guided Practice: This portion of the lesson will start with me teaching the students about the different things that America has "borrowed" from other countries, such as food, fashion, and cars.  Then, I will introduce the concept of how words from other languages have been altered little, if at all, to become part of America’s daily vocabulary.  I will then ask the class to think of as many "borrowed" words as they can, and also to try and guess what language that they came from.

4. Independent Practice:   This part I will explain to the students that the U.S. borrowed six words from India. Such as bazaar, cashmere, mango, pajamas, shampoo, and tan.   Then I will have the students draw a picture of each word that they learned.   I will then have the students trade pictures with their partners and see if they can match the pictures with words.

5.  Evaluation: I will write the six borrowed words from India on the board and have them write the define-tins of the words on a piece of paper to be turned in for a quiz grade.

6.  Closure: I will tell the students to go home and share with their family the six words we learned today and see if they know the meaning of them.

1.  Sponge Activity:   Today the students will do a puzzle on India,

2.  Opening: Today we are going to the Internet and we will be looking for facts on India.

3.  Guided Practice: I will have a LCD connected to my overhead. I will tell the students that we are going to learn some neat facts about India.

4.  Individual Practice: At this time I will have the  questions I want to ask them. There were some interesting
facts found on this web.
The web address is:
http://jan.ucc.nau.edu/~vdk/india/infoind.html.

1.  Sponge Activity: Math Worksheet.

2. Opening: I will tell the students we will be talking about population and over population problems today.

3.  Guided Practice:  I will start with asking the students if they know anything about population at all. Then ask them if they know of any place where it is bad and over populated.

4. Independent Practice:  I will explain to them that there are around 1 billion people living in India and the population problem is growing fast. I will then have them brainstorm problems that could lead to overpopulation. Then I will give each child a piece of contraction paper and have them draw a picture that represents one overpopulation problem, and the effects that it has on people.

1.  Sponge Activity: I will have the students think about and
write short stories of there every day lives.

2.  Opening:  I will have the students get into the reading
circle of the classroom and explain to them that I am about to read them a story.

3.  Guided Practice: I will read the story "Bimal in India."   I will tell them at the beginning of the lesson to listen for foreign words.  We will then discuss the story and then we will do a short assignment on it.

4.  Independent Practice: I will then hand out a copy of the story and the story that the children will cut, color, and staple together to be taken home with them.

5.  Feed Back:  I will have the students take a short quiz over the order of events in the story.

6.  Closure:  Have the children make up a short story about their own day/life using newly learned words.

1.  Sponge Activity: I will pass out a worksheet for the children to color of a tee shirt.  I will tell them to pick out their 3 favorite colors and to color the picture.

2. Opening: I will ask the class if any one knows what a tie dyed shirt is.  Or if they know any body who has one. I will proceed to tell them if they are aware that the tie-dyed originated in India.

3. Guided Practice: I will have three examples of what tie-dyed tee shirts are. I will then show them the procedure and how easy it really is to do.

4. Independent Practice: I will let the children do the shirts at this time.

5.  Feed back: I will have the children tell me 3 materials used in tie-dying or ask them what their favorite part of the project was.

6.  Closure: I will tell the students to wear their shirts on Friday for our India party.
 

1.  Sponge Activity:  I will have the children write a few sentences on how they relax.

2.  Opening: I will open with telling the students that we are having a yoga instructor coming and to be on their best behavior.
 
3.  Guided Practice:  I will introduce the instructor to the children, and they will work on some exercises with their partners.

4.  Independent Practice: I will let the children ask questions and if they want to keep working on their exercises.

5.  Feed Back: As a class we will write the instructor a thank you note.

1.  Sponge activity: I will pass out a picture of a chess board. I will have the children color a chess board.
 
2.  Opening: I will explain to the children that we will be playing chess today. I will explain how to play it and then tell that in India they play this game all the time.

3.  Guided Practice:  I will pair them off boy/girl and they will compete against each other.
 
4.  Independent Practice: Have them play the game.

5.  Closure:  Have the children draw 3 different pieces from the game.

1.  Sponge activity: let the children be thinking about the India party tomorrow.

2.  Opening: I will remind the children that we are having a party tomorrow over our lesson of India. 
 
3.  Guided Practice: I will let the children know that they don’t need to bring anything, I will provide all of the food.  

4.  Independent Practice: At this time we will be making decorations for our classroom.  

5.  Closure: Remind the students that their parents are also invited to the party and to wear your tie-dyed shirts.

1.  Sponge Activity:  There really is not a sponge activity.

2.  Opening: I will open by telling all the parents that did come thank you and welcome to our party of India.

3.  Guided Practice:   I will explain to them what the food was and tell them they don’t have to eat all of it, but at least try it.
 
4.  Independent Practice:  We will eat and be merry.
 
MATERIALS:

1.  Pictures of flags and passports.
2.  have crayons and markers.
3.  have scissors and glue.
4.  construction paper.
5.  Rit dye
6.  rubber bands.

*these are just a few of the materials needed for the ten day lessons I think that others will have their own ideas as well.
 
EXTENSIONS:

I made most of my lesson where you had different circuliam tied into the lessons. Like art with the shirts and math with the population problems etc.
 

BIBLOGRAPHY:

"Education in India." http://www.meadev.gov.in/culture/iccr/chap-2.htm (April 23, 1998)

Gregory, Danielle de. Adventures Around the World. Instructional Fair: Michigan, 1997.

Gresko, Marcia. India. Frank Schaffer Publications, Inc. California, 1995.

"Here are some key facts about India."   http://jan.ucc.nau.edu/~vdk/india/infoind.html.   (April 16, 1998)
 
"Flags of the World."  http://fotw.dig.bel.be/flags.  (April 23, 1998)
 

Created April 23, 1998

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