Salt Dough Map Lesson Plan

https://kidworldcitizen.org/2012/01/29/3d-salt-dough-maps/
Name Antoniea Prologo

Grade Level Kindergarten

Subject Area Positivity among cultures

Main Topic Identify cultural differences upon students

CCSD Standard Learn history by observing works of art within the context of culture, time, and place; recall stories of people
and families around the world.

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**

Standard 1: Learning Purpose and Connections

What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?
How will the lesson be introduced? [Introduction]

Ensure a positive, comfortable, safe, and unbiased environment for all students.
Instructor will explain the objective of how important it is to stay positive among people of different cultures.
Explain the importance of acceptance between one another in the world and that living with anger will only bring people down.
Students will have the freedom to use any books or websites that will further educate them about their own culture as well as those of other students.
Students will receive feedback after they present their map.
Students will learn about the many cultures that exist among their fellow classmates as well as their own culture.
Instructor will provide a vocal introduction about the importance and values of acceptance; explain to the class how everyone in the room may be from a
different place and although we may have been born and currently live in the same place, we may not be the same culture as the person next to us.
Standard 2: Learning Tasks and Cognitive Demands
How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

This lesson will utilize the first level of the depths of knowledge.
Students will have access to any form of media they desire to deepen their learning of various cultures.
Students will be challenged to engage in conversation with fellow classmates to learn more about each others cultures.

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
How will students collaborate with each other?

Students will learn to accept people of all cultures and to refute negativity in the subject. Students will learn to explain one anothers culture.
Students will be using an artistic visual representation to show where their culture is from as well as having access to graphic organizers, drawings,
concept maps, videos, simulations, and data formats in their research.
Students will have the chance to share their own culture and the knowledge they have gathered in their life for their project.
 Students will talk to one another to find out about each others culture and will learn to accept one another even if they may be of a different culture.

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
How will students share their progress?
How will students be supported in revising their learning strategies based on their progress?

Students will reflect with one another about each others culture and that everyone should love one another no matter what part of the world they are
from.
Students will have their maps to show their progress and will be allowed to speak on the subject and how they learned to accept others.
Students will by peer review as well as a teacher rubric.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
How were student pre--assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one--to--one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]
 This lesson is not associated with any prior assessments.
Discussion with peers about one anothers cultural background will occur as well as instructional tasks about cultural diversity and acceptance.
Students will receive feedback after their map presentation from the instructor and their peers.
This project is not based on assessments and should not need to be adjusted in this regard.
There will be a cultural diversity handout given to students to complete after the student presentations.
The lesson will be closed with another affirmation that every culture is different and deserves respect as well as an open discussion on what students
learned about one another.