The Tree of Life in Michigan: An Introduction to the Diversity of

People, Places, and Culture

A Preschool Unit Plan by

Stephanie Hinshon

Sabrina Ponder

Michelle Toucher

Chanda Levene

Mark Moroni

Michael Mercier

Table of Contents

• Introduction of Goals
• Major Concepts
• Michigan Content Standards for Social Studies
• Early Childhood Standards of Quality
• Pre-requisites/skills
• Road Map
• Lesson plans
• Center Activities
• Cultural Foods Snack Tasting
• Field Trip
• Culminating Project
• Daily Song
• Bibliography

Introduction of Goals

The topics of diversity and culture can become very controversial when they are discussed in the educational setting. Sometimes when discussing these topics, the feelings of confusion and hostility can overwhelm students because either a student feels that he or she is being misunderstood or because a student does not understand a cultural tradition. However, these feelings of confusion and hostility could be defused if students are given the opportunity to explore these topics at an early age. As someone once said, “Knowledge is power,” and if students are given the opportunity to learn the complexities that make up diverse populations and cultures, they will have the knowledge and power to understand the world in which they live. Moreover, that opportunity to learn these complexities can begin as early as preschool.

According to the Early Childhood Standards of quality, students should be taught to “respect cultural diversity and different culture groups, as well as, their contribution to society.” They need to expose students to traditions and practices of different cultures. They can do this through song, dance, foods, books read aloud, clothing, and hands on activities.

When a child enters preschool, they already have the cognitive ability to begin making comparisons, applying past experiences to new situations, associate memory with a particular experience and action, and they learn from direct experience (Michigan State Board of Education, 1995). Having this in mind, it is logical to begin teaching a child at this developmental stage the acceptance of diverse populations and the cultures they bring. This unit, “The Tree of Life in Michigan,” was designed to help preschool students begin their exploration in diversity and culture.

Major Concepts

· People are in some ways are alike and in some ways are different.

· Culture is a way of life of a group of people including clothing, food, music, art, and entertainment.

· Although we are from different cultures, we live, play, and work together in our community.

· Introduce and explain diverse population living in Michigan.

· Activate their prior knowledge of diverse populations the now of in Michigan.

· Taste ethnic foods and view ethnic clothing.

· Construct diverse crafts.

· Read and listen to books about ethnicity and culture.

· Sing songs related to diversity and culture

Michigan Content Standards for Social Studies

Strand II. Geographic Perspective

Students will use knowledge of spatial patterns on earth to understand processes that shape human environments and to make decisions about society.

Standard II.I Diversity of People, Places and Cultures

All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements.

Early Childhood Standards of Quality

Social and Emotional Development

Children will accept and appreciate their own gender, family, race, cultures, and language.

Strategies:

· Children will learn valuable characteristics of their own and others’ cultures and ethnicities; share their favorite foods and customs; have adults in their families share with the class.

· Children will learn about women and men of distinction from their own and others’ cultures; read about, be read to, see films about male and female heroes; dramatize stories from the lives of great people.

Social Studies

Respect cultural diversity and different cultural groups, as well as, their contributions to society.

Strategies:

· Be exposed to traditions and practices from other cultures by listening to stories, singing songs, eating food, Ect.

· Observe the teacher model acceptance for those of cultures other than his/her own.

Pre-requisites/skills

We assume preschool students will be developing or may possess (very limited) the following skills:

· The ability to run, hop, gallop, climb, balance, push, pull, and skip.

· Will have high energy levels but tire easy.

· Awareness of their body and space.

· Their fine motor skills such as grasping, buttoning and zipping, and manipulating tools such as scissors and paintbrushes.

· Hand/eye coordination

· The ability to work individually and in small groups

· Ability to listen to directions

· Some computer skills

· Ability to work collaboratively with a group such as taking turns and resolving conflicts

Time Line: The tree of life in Michigan: An introduction to the diversity of people, places, and culture.

Day 1, Introduction

Day 2, African

Day 3, Mexican

		Read aloud

Day 4, India

				Center
							Read aloud

Day 5, Middle Eastern

			Read aloud
		Adras/tic- tac-toe

Day 6, Asian

			Read aloud
		Japanese fan

Day 7, Snack Tasting and Culminating Project

		Read aloud
			Culminating Project The students will create a multicultural book that helps students appreciate different cultures and traditions. Children will cut out various pictures from magazines (i.e. National Geographic) and glue the pictures on to pages. Make a book using construction paper. Punch holes, and add ribbon to make a book. Children can also dictate their thoughts about the picture to the teacher. The teacher will write their responses down on the picture page.

Day 8 - Field Trip Before the class attends the fieldtrip to the Children’s Museum, they will have learned about various cultural groups and have a good understanding of diversity. Once the students have learned this information, they will be ready to attend the fieldtrip. Students will participate in Toys from Manny Lands Lesson and assemble and complete and activity based on the Mexican America culture.

Introduction to Diversity of People, Places, and Cultures

Introductory Lesson-“We’re all the same on the inside”

Objective:

By the read aloud of the book, A Rainbow of Friends, and the use of colored eggs, preschool students will be introduced to and understand how people can look different on the outside, yet be the same on the inside. Moreover, preschool students will understand how people that look different can be friends.

Rationale:

Standard II.I: Diversity of People, Places, and Cultures- All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements.

Social and Emotional Development - Children will accept and appreciate their own gender, family, race, cultures, and language.

Materials:

· The book, A Rainbow of Friends, by P.K. Hallinan

· 6 uncooked eggs: white, red, orange, green, yellow, and blue

· A bowl

Procedure:

Step 1

After the morning exercises, have the students sit on the carpet for circle time.

Opener: Explain to them that for the next couple of weeks, you will be talking about how people are different kinds of people that make up their community. Tell them that they will be talking about different things like what people eat, how they dress, how they look different, and so on. Explain to them that even though people are different from them or their families, they can still be friends and even have the same likes and dislikes they have.

Step 2

Read aloud the book, A Rainbow of Friends.

After the read aloud, have the students look at each other. Discuss how people are alike such as, we all have two eyes, and we all have hair. Then discuss how the people have different hair, eye, and skin color and dress differently.

Step 3

Show the students the different colored eggs. Discuss the similarities and differences in the eggs such as, they are oval and they are different colors. Next, break each egg into the bowl and dispose of the shells. Make sure to crack each yolk above the student’s eye level because if they see which yolk came from which egg, they will be able to make a distinction. After you break all the eggs into the bowl, show them to the students and ask them if they can tell which yolk came from which egg (they probably will not be able to answer). Explain to them the eggs are just like people, even though we may LOOK different on the outside, we’re all the same on the inside.

Step 4

Refer back to the book and discuss how this egg activity is similar to how the author was trying to show them how anyone could be their friend because we are all the same on the inside.

Step 5

Explain to the students that some of the centers today will focus on how differences in people. In the craft center, they will make a life size picture of themselves. In the science center, they will compare fingerprints to other classmates fingerprints, and in the teacher directed center, the picture will be taken and the can compare their looks to their friends. Tell them all the other centers are open such as the house center, Lego center, library center, and computer center.

Evaluation:

As the students move through the different centers, listen to see if children are making comments about characteristics of themselves and other classmates, and that they are voicing the differences in the terminology similar to the read aloud and what was said during the egg activity.

Introductory Lesson-“We’re all the same on the inside”

Center Activities

Craft Center – “My Body”

Objective:

By outlining their body, preschool students will be able to see how their bodies can be similar or dissimilar to their classmates such as shape, height, and proportion.

Procedure:

Trace each child’s body on a large piece of paper. The students can use crayons and markers to color their own body picture. When they are finished, display the pictures around the room so the students can visually see how everyone is different.

Materials:

- Large butcher paper.

- A pencil to trace students.

- Crayons and markers

Science Center - “Fingerprints”

Objective:

By have them make their fingerprints; preschool students will be able to see how their fingerprints can be similar or dissimilar to their classmates such as shape and proportion.

Procedure:

For the children to make their fingerprints provide inkpads and white paper. Also, provide a microscope and encourage the children to compare their fingerprints.

Materials:

- White paper

- Inkpad

- Microscope

Teacher Directed Center – People Charts

Objective:

By having individual pictures of the students charted according physical features such as hair, skin, and eye color, preschool students will be able compare their looks to the characteristics of their classmates.

Procedure:

Take pictures of each child and make a chart by putting the pictures in categories of skin color, eye color, hair color, gender, and height. Encourage the students to compare their looks to their characteristics of their classmates and talk about how they feel.

Materials:

- Digital or instamatic camera

- Large paper to make chart and tape

- Ruler and maker to make chart

Lesson 2 – “Whoever You Are”

(Introduction to culture)

Objective:

By the read aloud of the book, Whoever You Are, preschool students will be introduced to and understand that children from around the world may be different such as different clothing, homes, language, and schools, but that certain things universal or the same such as feelings, facial expressions, and laughter.

Rationale:

Standard II.I: Diversity of People, Places, and Cultures- All students will describe, compare, and explain the locations and characteristics of places, cultures, and settlements.

Social and Emotional Development - Children will accept and appreciate their own gender, family, race, cultures, and language.

Materials:

· The book, Whoever You Are, by Mem Fox

· The interactive tree house bulletin board.

Procedure:

Step 1

After the morning exercises, have the students sit on the carpet for circle time.

Opener:

Explain to the students that just like yesterday, we will be discussing the differences in people. But today, we are going to talk about what makes people different such as, where live and what they wear. Inform them that we are going to talk about culture, which is the way people live including things such as art, food, clothing, games, and music.

Step 2

Explain to them that the book that is about to be read to them is about different cultures and children. Read aloud the book, Whoever You Are.

Step 3

After the read aloud, introduce “The Tree of Life in Michigan” bulletin board.

The introduction to “The Tree of Life in Michigan” bulletin board

Inform them that this tree house bulletin board represents the state of Michigan and that we are going to pretend the people in Michigan live together in Apple Blossom Tree; furthermore, for shelter, people of Michigan live in tree houses. Tell them that many different cultures live in Michigan and in this Apple Blossom tree. As we continue to look at different people and their culture, we will use different magnet pictures, words, and symbols to represent the different clothing, food, games, music, and crafts that the different cultures of Michigan utilize.

Next, put the labels on the tree houses, and as you do this, point out the name of the culture, the color of the writing of the words, and the different pictures of people on each label. Remind them of the egg activity and how the eggs were different colors (the eggs are the same colors as the words of the cultures) but the same inside. Refer to how the names of the cultures are in different colors but the people that live in the tree houses are just like them.

Explain to the students that everyday more magnets will be added to the bulletin board after a culture is discussed. Also, inform them that throughout this unit, the tree house bulletin board will be in the Library Center, so they can practice taking the “cultural magnets” off and place them in the correct culture tree house.

Step 4

Introduce the African American Culture and its centers.

African-American Counting Activity

Mancala

Objectives/Rationale

- So the children learn that other countries have different methods for counting.

- To show students that learning to count doesn’t have to be rote memorization.

Materials

- Mancala game, the book Mojo is One.

Procedure

- Discuss that we have been learning about different cultures and have the students cite examples.

- Bring up that different cultures do things in different ways and that their methods work just as well as ours.

- Read Mojo is One.

- Discuss mancala as brought up in the book.

- Model, with another student, the directions for mancala.

- Pair children and let them play mancala.

- Get back into circle group.

- Discuss what and how they went about playing the game.

Assessment

- The students should talk about trying to grab the correct amount, counting by ones, of stones it takes to have another turn and hence winning the game.

African Activity Center: Kente paper weaving

Kente ( KEN-tay) is made by the Asante (a-SAN-tay) people of Ghana. The finely woven strips, made of rayon or silk, are sewn together, rolled up, and taken to the market. The following activity uses colors similar to the colors found in Kente cloths.

Objective/Rational: Students will learn about traditional materials used by the African culture.

Materials:

· Black or dark colored construction paper, 12” x 18”

· 12 stri9ps of construction paper, 12” x 1”, as follows: 3 red, 3 yellow, 6 green.

· Wooden dowel (1/4”), 16” long

· Yarn, any color, 20” long

Procedures:

Discussion

· I will discuss with the students the purpose of kente cloths

· I will show them example of what they are used for

· I will show them the various styles and shapes of the Kente cloths

Activity

· Fold the black construction paper in half. Cut 1” wide slits starting at the folded edge and cutting up. Stop 2” inches from the top.

· Open up the black paper. Fold about1” of the top edge toward the back. Glue the edge to the back, leaving a space for the dowel to pass through.

· At the bottom edge, cut a fringe about 11/2” in length. Begin weaving the colored strips in and out into the black paper. Row 1 is under, over, under, over, under, until the end. Row 2 is over, under, over under until end. Now repeat until complete.

· Use the colored strips to weave this order: yellow, green, red, and green. Repeat two more times for pattern.

· Slip the dowel into the folded over edge at the top. Tie the yarn onto each end of the dowel and hang.

Teaching Multiculturalism

Pre Kindergarten students will be introduced to the Spanish culture and Mexico through a variety of hands on activities, crafts, and read-aloud’s over the next four days. The following picture books and activities introduce pre K students to the Spanish culture, language, and origin.

Say Hola to Spanish

My first 100 words in Spanish and English

Mexico

Spanish Dancer

Objective: Provide physical fitness during multicultural lessons. This week students have been learning about Mexican Americans and the Spanish culture. They have been introduced to the Spanish culture through Spanish storybooks and read-aloud’s, Mexican crafts and activities, and even viewed clothing like ponchos and hats called sombreros. This physical activity will be done every day after our Spanish multicultural lesson.

Materials:

Jump rope for each student.

Procedure:

Demonstrate to students how to jump rope.

Talk about safety and place students at safe distances around the room.

Allow three students at a time to jump rope while they chant the following lines.

Not last night but the night before.

Twenty-four morocco’s came knocking at my door,

They called me out for the world to see,

And this is what they said to me—

Spanish dancer turn around,

Spanish dancer touch the ground,

Spanish dancer do the kicks,

Spanish dancer do the splits!

(The student should do each of the commands while skipping rope, instead of doing the splits, teach students to land their legs in the shape of an upside down V).

Optional: Play Morocco’s for students as they skip rope.

Simple bag Piñata

Objectives: The student will learn about and celebrate Mexican culture by constructing a Spanish craft and playing a game called piñata. Students’ will use their motor and communication skills to participate in this activity.

Materials:

	paper lunch bag
	newspaper
	candy or other treats
	different colors of tissue paper
	scissors
	glue
	hole punch
	string

Instructions:

	Put candy or treats into the paper bag
	Scrunch up a piece of newspaper and put it in the bag.  Repeat until the bag is full, with the newspaper about 1 inch below the top of the bag (we need the inch so we can close the bag later)
	Cut strips of tissue paper 3 to 6 inches wide and long enough to wrap around the bag  (the wider you cut the strips, the quicker the craft will go)
	Fringe the strips by using your scissors to cut about 1/2 way up each strip, 1 to 4 inches apart
	Glue the strips around the bag, starting at the BOTTOM -- only glue the uncut part, don't get any glue on the fringes.
	When you glue on the second strip, overlap it so it comes about to where you cut the fringe.
	Repeat until you've covered the entire bag again leaving about 1 inch free at the top
	Punch holes all the way around the top of the bag.
	Lace a piece of string or wool around the holes and pull tight (You may need to pull out a bit of your newspaper or add a bit extra at this point).  Tie in a loop so you can hang it
	Cut 4 or 5 long strips of tissue paper and glue them to the bottom of the bag as streamers.
	When all the children have made their piñatas, you can hang them up for decorations OR you can let them whack their bag with a stick until their candy falls out  Be very careful that they don't hit each other... I use skipping ropes, to rope off a small circle inside a large circle.  The stick (and whoever is using it) stays inside the small circle.  When the person's done using it, they have to put the stick down inside the small circle before they go back to the audience. The audience stays outside the large circle At most parties, remembering the rules of the circles becomes as much of a game for the kids as whacking the piñata.

Pretty Mexican Pottery

Objective: Introduce and construct a Spanish craft while learning about Mexican culture in Michigan.

Materials:

• Cereal box (one can be shared by four students.)
• Liquid laundry detergent cap
• Modeling clay
• Rice (a teaspoon)
• Various colors of construction paper scraps
• Masking tape
• Green spray paint
• Reproducible cactus pattern
• Crayons and washable markers
• Glue
• Scissors

Procedure:

Tell the class “the country of Mexico is well known for the beautiful pottery its people make. Today you will design and make your own pot and put a pretend cactus in it.”

How to make it:

For teachers:

(The craft takes two days to make. Do these steps on the first day.

1. Cut the front and back panels off of cereal boxes. Cut each piece in half long ways.
2. Photocopy a cactus pattern for each student. Have them cut out the cactus pattern on the dotted lines and glue the pattern onto the blank side of their cereal box panel. Tell them to let it dry, cut it out and bring it to you. Spray paint the cactuses green on both sides.

For students:

1. Cover the liquid detergent cap with pieces of masking tape (overlapping the edges). Use a crayon to color over all the tape.
2. Decorate the pot by using markers and gluing on shapes cut from scraps of construction paper. Try to make a continuing pattern somewhere on the pot.
3. Randomly glue pieces of rice onto both sides of the cactus (to look like needles).
4. Put a small lump of clay onto the bottom of the cactus stem and place firmly down into the pot.

India Activity center: Twirling Palm Puppet

In India crafters shape a dried palm from the palm tree into puppets that are placed on a stick and twirled between the palms of the hands. The puppet’s arms and legs jump out as it is twirled. This is called a palm puppet for two reasons then.

Objective/Rational: The students will learn about the art and culture of India.

Materials:

· Scrap paper

· White poster board: 3” x 8”, 3” x4”, and 4”x 4”.

· Drinking straw

· Paper fasteners, 4

· Black marker

· Pencil

· Stapler

· Scissors

Procedure:

Discussion: I will first discuss with the class about the culture of India.

Activity:

· Trace the patterns onto scrap paper, marking where the fasteners will go. C

· Cut patterns out

· Fold the 3” x 8” piece of poster board in half, and trace the head and body pattern onto it, with the dotted line placed in the fold as shown. Cut out.

· Trace the arm pattern onto the 3” x 4” poster board two times.

· Trace the leg pattern onto the 4” x 4” poster board two times.

· Cut out two arms.

· Cut out two legs.

· Decorate the puppet parts with black marker.

· Open up the head and body piece and make a face and body design on each side.

· To put the puppet together, fold up the head and body piece. Staple the straw tips inside as shown.

· Stick each arm in between the shoulder. Poke the paper fasteners through to the other side, and open the prongs.

· Repeat the same technique placing each leg between the lower body, and insert fasteners.

· To make your puppet dance, twirl the straw as shown.

India Activity center: Pachisi

Objective/Rational: The students will learn India’s national game.

Materials:

· Cloth

· Velcro

· 32 white square pieces

Middle East Cultural Center: Clothing

Objective/Rational: To increase knowledge and understanding on traditional dress in Middle Eastern cultures. Student will become familiar with the articles of clothing that men and women wear on their heads.

Materials:

• kuffiyyah ( skull cap for men)
• ghoutra (square cloth folded into triangles)
• asayib (head band)
• misfa (scarf)
• crayons
• coloring sheet

Procedures:

1. Students will gather in a semicircle and teacher will show and describe some traditional clothing that men and women wear on their heads. As the teacher talks about each article of clothing he/ she will put it on so the children can see a visual picture.

2. Students will then color a picture of a Middle Eastern man and woman in their traditional dress.

3. Teacher will display the picture in the classroom.

Middle East Cultural Center: Activity (Sand Names)

Objective/ Rationale: To increase the knowledge of all students about the geography of Middle Eastern countries. Students will learn about the desert environment and that deserts cover much of the Middle Eastern Lands. Students will experiment with sand in the classroom.

Materials:

· sand

· glue

· construction paper

· powdered tempera paint

· containers for sand

· popsicle sticks for the glue

Procedures: Teachers, on a piece of construction paper in block letters write the child's name. Students will receive a piece of paper with their name written on it.

1. Students will place glue in the letters and put different colors of sand on the glue. 2. You can color the sand by adding powdered tempera paint to the sand.

Middle East Cultural Center: Game (Adras/tic-tac-toe)

Objective/Rationale: Students will play a game that is popular in Middle East Countries. Students will work with a partner to play the game.

Materials:

· Adras sheet (Draw a diagram in the shape of a Square and from the center of the square, divide the square into nine equal parts)

· Three stones per player (3 dark & 3 light)

Procedure:

1. Players will each get three small stones that are the same.

2. Players will take turns placing their stones on one of the nine intersections. One stone is used for each move.

3. The winner is the first player to set three stones in a line in any direction

Middle East Cultural Center: Book (The Three Princes)

Objective/Rationale: Students will listen the story of “The Three Princes” that is very popular throughout the Middle East. Children will look at illustrations in the book to see the traditional dress in Middle Eastern Countries.

Materials:

· One copy of the book “The Three Princes”

Procedure:

1. Students will sit in a semicircle and the teacher will read the book aloud.

2. Teacher will then discuss the clothing that the Princes and Princesses have on in the book illustrations. Teacher will discuss with the students how the clothing is different from their own.

To Be A a Kid

Objective/Rationale: Students will listen the story of “To Be a Kid” that is shows the different children throughout the world. The students will see pictures of children in their traditional dress and see pictures of children eating cultural food, playing traditional games, dance, and making traditional art. The students will be asked to pay close attention to all of the Asian Children.

Materials:

· One copy of the book, “To Be a Kid”

Procedure:

3. Students will sit in a semicircle and the teacher will read the book aloud.

4. Teacher will then discuss all the different children; however, the teacher will refer to the pictures of Asian children and introduce the students to the days topic of Asian Culture.

Asian Art Center: Japanese Fan

Objective/ Rationale: Students will learn about the art and culture of an Asian country (Japan).

Materials:

• 12x18 white paper
• watercolors
• paintbrushes
• fans or pictures of fans
• popsicle sticks
• tape

Procedure: Discuss uses of fans such as functional use and artistic use.

1. Fold paper in half horizontally or tell the students like a book.
2. You may want to first make a template if doing this with younger students. On the folded side draw half of a fan shape (like a rainbow) and cut. The piece will resemble a rainbow shape.
3. Have Students paint a nature scene on the paper using several watercolors. Let dry.
4. Fold the paper back and forth, creasing each time. Gather the paper together to form the fan and staple or glue.
5. Tape to popsicle sticks together to form a handle.
6. Display it and enjoy the lesson!

Teacher Directed Center: Chinese checkers

Objective/Rational: The students will participate and learn a traditional Asian checker game from China and Japan.

Materials

· Chinese checker board

· Marble

Procedure:

Each student will receive 20 marbles, and will put their color of marble on their triangle on the game board. The teacher will then go over the directions and start the game play.

The Cultural Foods Snack Tasting

Objective:

By having a snack tasting, preschool students will be exposed to the traditional foods of different cultures.

Materials:

The book, Potluck by Anne Shelby

The different cultural foods

Paper plates, napkins, and plastic forks.

Cups and something to drink.

Procedure:

After center time, have the students sit down on the carpet for circle time to prepare to listen to a read aloud of the book, Potluck by Anne Shelby.

Opener:

To activate their prior knowledge, ask the students if they know what a potluck dinner is. Call on individual students to answer. After they try to answer, inform them that they are now going to listen to a story about two children named, Alpha and Betty, who decide to have a potluck dinner, which is when everyone who is coming to dinner brings their own favorite food to share with the other guest.

Step 1

Begin the read aloud and make sure as you read the story, to point out the different children and their culture that come to the dinner and what the kind of food they bring.

Step 2

After the read aloud, tell the students they are now going to have their own kind of potluck dinner but the food will be from the different culture they have been exploring. Inform them that their potluck dinner is called “Cultural Foods Snack Tasting” and the menu is as follows:

African Fruit Salad includes pineapple, kiwi, mangoes, bananas, Mexican Enchiladas, Asian Rice Noodles, Naan Bread from India, and Hummus and Kibbe.

As you tell the students the menu, attach the “cultural foods magnets” to the proper tree houses, and review what they have learned about the different cultures.

Step 3

Begin the snack tasting. * Note: Always get the parents permission before serving food and try to get the parents to participate. Especially ask parents about food allergies.

The Children’s Museum Field Trip

Outcome/Objectives: To increase the knowledge and understanding of customs and activities of different cultures that exists in this country and the rest of the world.

Materials Needed: Materials provided at the museum to complete the activity in the workshop.

Teacher Procedures/Development: Before the class attends the fieldtrip to the Children’s Museum, they will have learned about various cultural groups and have a good understanding of diversity. Once the students have learned this information, they will be ready to attend the fieldtrip. Students will participate in Toys from Manny Lands Lesson and assemble and complete and activity based on the Mexican America culture.

Field Trip

Place: Children’s Museum

Cost: $2.00 per person

Date: May 20, 2002

Food: Students will need to bring a lunch.

Time: The bus will depart at 9:00 A.M. Lunch will be at 12:00 A.M.

***Please complete the following permission slip and have your child return to school, no later than May 15^th 2002.

Dear Parents/Guardians,

Tyler Preschool class is currently learning about cultural awareness and will be taking a field trip to the Children’s Museum. The field trip will take place on May 20, 2002. The students will need to be at school promptly at 8:15 A.M. The bus will depart at 8:30 and will arrive at the museum at about 9:30. The students are to bring a lunch; the class will be eating on the museum lawn. The students are to leave their book bags and personal items at school. The bus will arrive back at the school 2:00 P.M. Chaperones are needed for the field trip so if you are available please contact me by May 15, 2002. My number here at school is (313) 387-4563.

I _______________________ give permission for ____________________to go to the Children’s Museum on May 20, 2002 with Tyler Preschool. The emergency contact number is ______________.

Parents Signature: ________________________

Students Name (Print): _____________________

Culminating Project

Objective/Rational: The students will create a multicultural book that consists of the cultures that they have been studying in this unit: E.I. African, Mexican, Asian, India, and Arabic. The students will cut out various pictures from magazines (i.e. National Geographic) that represent different cultures such as people, clothing, food, games, and any other item the student feels that represents a certain culture. By doing this activity, the teacher should be able to observe, listen, and assess, if the students understood the unit.

Procedure: The students will look through Magazines such as, National Geographic and other trade magazines, and choose pictures that represent the various cultural in the unit. They will glue the pictures on to construction paper, put the pieces of paper together, punch holes, and add ribbon to make a book. Children can also dictate their thoughts about the picture to the teacher. The teacher will write their responses down under the picture page.

Materials: Magazines, construction paper, scissors, glue, hole punch, ribbon, and markers or pencils.

Large Group Time Activity: Hello Everybody

Objective: During group time the children will be introduced to the different ways that people say hello by singing a song.

Procedure: This song will be sung everyday during this time. Not only will the children sing the verses learned prior, they will also add a verse on each day using the new hello word of the day according to the culture topic for that day. The children will also be able to familiarize themselves with the Hello words and the cultures by being able to interact with the bulletin board tree. The children can place the magnetic Hello words in the correct houses where they would be spoken. The Hello words will also be color coordinated according to the colors of the houses to help children along.

Materials:

¨ The Song

¨ The Hello Words

The Song: The children will be able to act out the song while singing which will help make the song more impressionable. The actions is as follows: 1) When any part of the song sings Hello (or it’s language counterpart) have the children wave their hands as to say hello or they could shake each others hands. 2) When the song says so very glad to see you have the children put on great big smiles.

Hello Everybody

(Sung to the tune of Bluebird)

1^st Day – Our version- Intro Hello, hello everybody Hello, hello everybody

Hello, hello everybody

So very glad to see you.

2^nd Day – African version- Red Jambo, jambo everybody

Jambo, jambo everybody

Jambo, jambo everybody

So very glad to see you.

3^rd Day – Mexican version – Orange Hola, hola everybody

Hola, hola everybody

Hola, hola everybody

So very glad to see you.

4^th Day – India version- Yellow Hanji, hanji everybody

Hanji, hanji everybody

Hanji, hanji everybody

So very glad to see you.

5^th Day – Arabic version – Green Salaam, salaam everybody

Salaam, salaam everybody

Salaam, salaam everybody

So very glad to see you.

6^th Day – Asian version – Blue Konichiwa, konichiwa everybody

Konichiwa, konichiwa everybody

Konichiwa, konichiwa everybody

So very glad to see you.

NOTE: Here are some other languages not used in this lesson but might be helpful in yours:

French: Bonjour

German: Guten Tag

Italian: Buon Giorno

Norwegian: God (goo) Dag

Hawaiian: Aloha

Hebrew: Shalom

Chinese: Ni Hao Ma

Russian: Dobroze Utro

Polish: Dzien Dobry

Large Group Time Activity: Hello Everybody

Objective: During group time the children will be introduced to the different ways that people say hello by singing a song.

Procedure: This song will be sung everyday during this time. Not only will the children sing the verses learned prior, they will also add a verse on each day using the new hello word of the day according to the culture topic for that day. The children will also be able to familiarize themselves with the Hello words and the cultures by being able to interact with the bulletin board tree. The children can place the magnetic Hello words in the correct houses where they would be spoken. The Hello words will also be color coordinated according to the colors of the houses to help children along.

Materials:

¨ The Song

¨ The Hello Words

The Song: The children will be able to act out the song while singing which will help make the song more impressionable. The actions is as follows: 1) When any part of the song sings Hello (or it’s language counterpart) have the children wave their hands as to say hello or they could shake each others hands. 2) When the song says so very glad to see you have the children put on great big smiles.

Hello Everybody

(Sung to the tune of Bluebird)

1^st Day – Our version- Intro Hello, hello everybody Hello, hello everybody

Hello, hello everybody

So very glad to see you.

2^nd Day – African version- Red Jambo, jambo everybody

Jambo, jambo everybody

Jambo, jambo everybody

So very glad to see you.

3^rd Day – Mexican version – Orange Hola, hola everybody

Hola, hola everybody

Hola, hola everybody

So very glad to see you.

4^th Day – India version- Yellow Hanji, hanji everybody

Hanji, hanji everybody

Hanji, hanji everybody

So very glad to see you.

5^th Day – Arabic version – Green Salaam, salaam everybody

Salaam, salaam everybody

Salaam, salaam everybody

So very glad to see you.

6^th Day – Asian version – Blue Konichiwa, konichiwa everybody

Konichiwa, konichiwa everybody

Konichiwa, konichiwa everybody

So very glad to see you.

NOTE: Here are some other languages not used in this lesson but might be helpful in yours:

French: Bonjour

German: Guten Tag

Italian: Buon Giorno

Norwegian: God (goo) Dag

Hawaiian: Aloha

Hebrew: Shalom

Chinese: Ni Hao Ma

Russian: Dobroze Utro

Polish: Dzien Dobry

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