Posts tagged lessons
Posts tagged lessons
Hands on coordinate planes. Fun. Students toss two dice, form a coordinate pair and place a marker on that intersection. Students alternate turns, each trying to be the first to get four markers in a row horizontally, vertically or diagonally.
A number of positive strategies can be used in classrooms, regardless of whether Native American children are members of the class.
- Provide knowledge about contemporary Native Americans to balance historical information. Teaching about Native Americans exclusively from a historical perspective may perpetuate the idea that they exist only in the past.
- Prepare units about specific tribes, rather than units about “Native Americans.” For example, develop a unit about the people of Nambe Pueblo, the Turtle Mountain Chippewa, the Potawotami. Ideally, choose a tribe with a historical or contemporary role in the local community. Such a unit will provide children with culturally specific knowledge (pertaining to a single group) rather than overgeneralized stereotypes.
- Locate and use books that show contemporary children of all colors engaged in their usual, daily activitiesplaying basketball, riding bicycles as well as traditional activities. Make the books easily accessible to children throughout the school year. Three excellent titles on the Pueblo Indians of New Mexico are:Pueblo Storyteller, by Diane Hoyt- Goldsmith; Pueblo Boy: Growing Up in Two Worlds, by Marcia Keegan; and Children of Clay, by Rina Swentzell.
- Obtain posters that show Native American children in contemporary contexts, especially when teaching younger elementary children. When selecting historical posters for use with older children, make certain that the posters are culturally authentic and that you know enough about the tribe depicted to share authentic information with your students.
- Use “persona” dolls (dolls with different skin colors) in the dramatic play area of the classroom on a daily basis. Dress them in the same clothing (t-shirts, jeans) children in the United States typically wear and bring out special clothing (for example, manta, shawl, moccasins, turquoise jewelry for Pueblo girls) for dolls only on special days.
- Cook ethnic foods but be careful not to imply that all members of a particular group eat a specific food.
- Be specific about which tribes use particular items, when discussing cultural artifacts (such as clothing or housing) and traditional foods. The Plains tribes use feathered headdresses, for example, but not all other tribes use them.
- Critique a Thanksgiving poster depicting the traditional, stereotyped pilgrim and Indian figures, especially when teaching older elementary school children. Take care to select a picture that most children are familiar with, such as those shown on grocery bags or holiday greeting cards. Critically analyze the poster, noting the many tribes the artist has combined into one general image that fails to provide accurate information about any single tribe (Stutzman, 1993).
- At Thanksgiving, shift the focus away from reenacting the “First Thanksgiving.” Instead, focus on items children can be thankful for in their own lives, and on their families’ celebrations of Thanksgiving at home.
Besides using these strategies in their classrooms, teachers need to educate themselves. MacCann (1993) notes that stereotyping is not always obvious to people surrounded by mainstream culture. Numerous guidelines have been prepared to aid in the selection of materials that work against stereotypes (for example, see Slapin and Seale ).
Our Grade 2 Wonders..
Today we talked about our most important wonders, wrote some in our sketchbook and each child shared one of their wonders aloud.
I wrote them down on chart paper and we decided our list looked like a poem, so we typed it up as a poem and it’s now posted on our classroom door to inspire others to wonder more.
This idea was inspired by a wonderful book that all early elementary teachers should read, called, “A Place For Wonder.”
Marble still life painting
Analogies are a great way to sharpen the mind because they require logical thinking to solve. Besides knowing the meanings of the words, you must also understand the relationship expressed in the analogy.
When teaching analogies, it is often helpful to introduce them by relationship. After becoming familiar with the part to whole relationship, flip it to whole to part. Then move on to tool and use or some other relationship. Most workbooks follow a similar pattern.
See more about analogies here!
Polar Bear Landscapes
YES YES YES!
[Check out the whole text here]
In the Classroom
Break students into groups or pairs. Give each group the same number of blocks (or have pairs bring in building sets from home) and set the clock. Give the groups 15 or 20 minutes to build. Then, have each group present their creation to the class. The class can vote on which structures win Most Creative, Most Impressive, Most Blocks Used, Most Movable, etc.
Skills utilized: critical thinking, cooperative learning, oral speaking/presenting
Allow students (individually or in small groups) to build a fantasy world with sets of blocks, including buildings, creatures, people, vehicles, bridges–whatever their imaginations hold. At the end of a set building period (around 20-30 minutes), students will then write either fiction stories, descriptive narratives or poems about their fantasy world, explaining what it looks like, who lives there, and how life works within the world of their imagination.
Skills utilized: critical thinking, cooperative learning, writing, grammar
Lots of building sets have circle or disk components that make great wheels. Allow students to build vehicles and then hold a race. Make predictions about which vehicle will go farthest. Create a starting line with tape, line up students two-at-a-time to race their creations. Then, use a ruler or yard stick to measure the distance traveled. Chart or graph the distances as a class on a piece of a bulletin board or chart paper. Be sure to note which are creative and aesthetic, even if they don’t go the distance! :)
Skills utilized: critical thinking, predicting, math, graphing, measuring, comparing/contrasting
This is how you play! First you pass out manipulatives to your students to use to create a pattern on their desk. Each student creates only 3 units of their pattern. You can either have them make a repeating pattern or a growing pattern. We just did repeating patterns. The extra manipulatives stay in the middle of the table for the game. Then you play music as students travel around the room. When you stop the music, each student rushes to find a desk. When they sit there they must figure out the pattern at that desk and then add 1 more unit onto the pattern. You can do as many rounds as you think you can. We did about 4 or 5 rounds. At the end they return to their original desk. They check their own pattern to see if it was correct.