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Unit Description before LInC



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Please fill in this description of how your project was conducted before LInC. Please do not describe your current LInC project. If your project was not used before, describe activities used to accomplish the same learner outcomes and content as your LInC project or describe a unit or activity used instead of your LInC project. This should be short: one-half to one page in length.

Grade Level: 2nd/3rd Grade

Subject: Social Studies, Language Arts, Technology Literacy

Learner Outcomes:

  1. Describe the ways ethnic cultures influence the daily lives of people.
  2. Explain how people learn about others that are different from themselves.
  3. Explain how language, stories, folk tales, music and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.
  4. Volunteer relevant information, ask relevant questions, and answer questions directly.
  5. Use appropriate strategies to keep a discussion going.
  6. Propose research by formulating initial questions narrowing the focus of a topic, identifying prior knowledge and developing a basic plan for gathering information.
  7. Present the results of inquiry, reporting and commenting on the substance and process of learning, orally and in writing, using appropriate visual aids.
  8. Select information applicable to the information question.

Student Task: The students read from their textbook about communities and cultures. They viewed several videos describing the cultures of the Japanese and Africans. A foreign exchange student from Japan came into the classroom to share what her family does to celebrate holidays. Students were given an assignment to research their culture using books in the library or classroom. They were assigned a country and either holidays, dance, music, food, literature, clothing or traditions. The students presented their research in the form of an oral report to the class and written report for the teacher to evaluate.

Teacher Role: The teacher directed the learning. The teacher led the students in reading and discussing the information on communities and cultures. The teacher led the discussion from viewing the videos. The teacher evaluated the written and oral reports without using a rubric.

Grouping: The students worked individually on researching one aspect of the culture and presented their information to the class orally.

Hook: The students were told that a student from Japan would be coming to the classroom to discuss her homeland and culture.

Student-Directed Learning: The students could "trade" their assigned research with another student.

Use of Technology: Technology used included viewing videos.

Assessment: The students oral reports and written reports were graded by the teacher using an A,B,C orientation.

Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.

Author(s): Trish Graves
School: CESA #11, Turtle Lake, WI
Created: February 15, 2001 - Updated: April 18, 2001
URL: http://www-ed.fnal.gov/lincon/w01/projects/diversity/pre.html