CURRICULUM AND INSTRUCTION

INTEGRATED UNIT PLAN

AFRICA

KARLI FEASTER, SARAH GAZICA, & ALISSA WINTERS

EDUC 342 A | MRS. PATTERSON
GROVE CITY COLLEGE | SPRING 2016

UNIT THEME: Africa

GRADE LEVEL: 1st Grade
UNIT OBJECTIVE: Following instruction and interactive activities and projects in multiple
subject areas, the students will be able to better understand and appreciate African culture and
customs, demonstrated through a culminating knowledgeable cross-curricular presentation and
display.
BLOCK PLAN: See attached.
SUBJECT AREAS/LESSONS:
INTRODUCTION LESSON Africa is Not a Country by Margi Burns Knight
o Lesson Objective: After going through English Language Arts Centers, students
will be able to describe African culture at a basic level to teacher satisfaction.
MUSIC/ART - The Distant Talking Drum by Isaac Olaleye
o Lesson Objective: Following read-aloud, listening activity, art project, and large
group activity, the student will be able to recognize African rhythms and styles of
music, art, and dance to teacher satisfaction.
SOCIAL STUDIES - GEOGRAPHY - Deep In The Sahara By Kelly Cunnane
o Lesson Objective: Following story, independent worksheet, and interactive group
activity, the student will be able to identify the oceans surrounding Africa, some
countries in Africa, and the differences in terrain to teacher satisfaction.
SCIENCE - ANIMALS - Here Is the African Savanna by Madeleine Dunphy
o Lesson Objective: Following read-aloud, worksheet, and research activity, the
student will be able to have an understanding of the relationships between various
animals in the African Savanna to teacher satisfaction.
FIELD TRIP TO LIVING TREASURES WILD ANIMAL PARK
SCIENCE - SENSES - Rain by Manya Stoic
o Lesson Objective: After reading Rain by Manya Stojic, students will be able to
use their five senses to describe five objects, and will then track the weather in the
United States and in Africa for the next two weeks.
ELA - ORAL STORIES/TRADITIONS - Mufaros Beautiful Daughters by John Steptoe
o Lesson Objective: After reading Mufaros Beautiful Daughters and acting out the
story, the students will be able to identify the main idea/lesson from the story and
illustrate the main points of the story in the correct order to teacher satisfaction.
MATH - COMPARISON AND STRATEGY - Moja Means One by Muriel Feelings
o Lesson Objective: After reading the story Moja Means One and listening to
directions for Mancala, the student will be able to play a game of Mancala with a
peer to teacher satisfaction, including comparing two digit numbers correctly and
developing strategy.
SOCIAL STUDIES - HISTORY - Nelson Mandela by Kadir Nelson
o Lesson Objective: After reading about Nelson Mandela and discussing equality,
the student will be able to define equality and share ideas about how they can
change their own world to make sure others are treated equally.
COOKING - Mama Panyas Pancakes By Mary And Rich Chamberlain

o Lesson Objective: After reading Mama Panyas Pancakes, cooking pancakes, and
reenacting the story, the student will be able to share how people can work
together and why it is important people work together to teacher satisfaction.
CULMINATING PROJECT FAMILY CULTURE NIGHT
o Lesson Objective: Following activities, presentations, and displays of student
work, the student will be able to have a cohesive understanding of the things they
have learned about Africa and be able to articulate their learning to parents and
friends to teacher satisfaction.

MATERIALS: See individual lessons for list of materials

RESOURCES: See individual lessons for citations and list of resources
PHILOSOPHY: Teaching Philosophy: Through this integrated unit on Africa, we aim to
educate the whole child, broadening his horizons and worldview. Our goal is that the child
becomes aware of the world around him and is willing to try new things.
Developmentally Appropriate Practice: Our unit includes an emphasis on hands on activities and
techniques that equip the child to begin to transition from early childhood education to
elementary education. There is a focus on building reading skills and independence, which will
both be integral skills in later grades.
EVALUATION/ANALYSIS:

Did I/the students meet the objectives listed in each lesson?

Did the students understand the material and content taught in each lesson?
Were the students engaged in the learning experiences?
What activities did the students particularly enjoy/understand? Which did they not
enjoy/understand?
What adaptations should I make for future years?

Document samples: See individual lessons (worksheets, etc.)

Week 1

Monday

Tuesday

Wednesday

Thursday

Friday

8:15-:30:

Student Arrival

Student Arrival

Student Arrival

Student Arrival

Student Arrival

8:30-9:00

Morning
Meeting
Reading

Morning Meeting

Morning
Meeting
Reading

Morning
Meeting
Reading

Literacy
Centers:
Introductory
Lesson
Africas Not a
Country by
Sarah Heiman
Math

Literacy Centers

Literacy
Centers

Literacy
Centers

Morning
Meeting
Depart for
Field Trip to
Living
Treasures Wild
Animal Park
ZOO

Math

Math

Math

ZOO

Math Centers

Math Centers

Math Centers

Math Centers

ZOO

Lunch

Lunch

Lunch

Lunch

Lunch

Recess

Recess

Recess

Recess

ZOO

Specials

Music/Art - The
Distant Talking
Drum by Isaac
Olaleye
SS/Science
(Alternating
Days)

Specials

Specials

ZOO

Social Studies:
Geography Deep in the
Sahara by
Kelly Cunnane

Science:
Animals - Here
is the African
Savanna by
Madeleine
Dunphy
Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Creative
Enrichment /
Snack

ZOO

Depart from
Zoo/ Return to
School

Pack-Up

Pack-Up

9:00-9:30

9:3010:00

10:0010:30
10:3011:00
11:0011:40
11:4012:10
12:1012:40

Reading

12:401:10

SS/Science
(Alternating
Days)

1:10-1:40

Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Creative
Enrichment /
Snack

Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Creative
Enrichment /
Snack:
Finish craft from
Reading lesson

Pack-Up

Pack-Up

1:40-2:10

2:10-2:25

Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Creative
Enrichment /
Snack:
Finish craft
from Science
lesson
Pack-Up

ZOO

Week 2

Monday

Tuesday

Wednesday

Thursday

Friday

8:15-

Student Arrival

Student Arrival

Student Arrival

Student Arrival

Student Arrival

Morning
Meeting
Reading

Morning Meeting

Morning
Meeting
Reading

Morning
Meeting
Reading

Morning
Meeting
Reading

Literacy Centers

Literacy Centers

Literacy Centers

Math

Math

Math Centers

Math Centers

8:30:
8:30-9:00

9:3010:00

Literacy Centers

Reading: Oral
stories/traditions Mufaros Beautiful
Daughters by John
Steptoe
Literacy Centers

10:0010:30

Math

Math

10:3011:00
11:0011:40
11:4012:10
12:1012:40
12:401:10

Math Centers

Math Centers

Math:
Comparison and
Strategy - Moja
Means One by
Muriel Feelings
Math Centers

Lunch

Lunch

Lunch

Lunch

Lunch

Recess

Recess

Recess

Recess

Recess

Specials

Specials

Specials

Specials

Specials

Science:
Senses Rain by
Manya Stoic

SS/Science
(Alternating Days)

SS/Science
(Alternating
Days)

SS/Science
(Alternating
Days)

Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Creative
Enrichment /
Snack

Teacher ReadAloud
Lions at Lunchtime
by Mary Pope
Osbourne

Pack-Up

Pack-Up

Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Creative
Enrichment /
Snack:
Finish craft
from Science
lesson
Pack-Up

Social Studies:
History - Nelson
Mandela by
Kadir Nelson
Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Creative
Enrichment /
Snack

9:00-9:30

1:10-1:40

1:40-2:10

2:10-2:25

Creative
Enrichment /
Snack:
Finish craft from
Reading lesson

Pack-Up

Teacher ReadAloud
Lions at
Lunchtime by
Mary Pope
Osbourne
Cooking Class
Mama Panyas
Pancakes by
Mary & Rich
Chamberlain
Pack-Up
Culminating
Project: Family
Culture Night
Kenya ABCs by
Sarah Heiman

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
INTRODUCTORY LESSON
Topic: Introducing Africa
Behavioral Objective: After going through English Language Arts Centers, students will be
able to describe African culture at a basic level to teacher satisfaction.
Standards: CC.1.2.1.L - Read and comprehend literary non-fiction and informational text on
grade level, reading independently and proficiently.
Materials:

Procedure (30 minutes):

1. Africa is Not a Country by Margy Burns Knight (10 min)
- The teacher will ask students what they know about Africa to gauge
student knowledge. She will have them answer in a think-pair-share
format, and then will call on students to share with the whole class.
- The teacher will then read Africa is Not a Country out loud to the
class. Afterward, she will ask if they changed their minds about
anything they thought/knew about Africa.
2. ELA Stations (20 min)
- There will a Nile River taped to the floor so it looks like it is running
through the room. The teacher will explain the importance of this river
to students. There will be three stations along the river. Students will
travel from station to station in groups, and complete the work there.
At each station students will fill in the questions on their worksheet.
- Station One: Geography There will be a map of Africa at this station.
- Station Two: Animals There will be pictures and descriptions of
African Animals at this station. Students will write down two of their
favorite animals and why they are their favorite. (animal pictures and
descriptions from link below).
- Station Three: People There will be pictures of the people who live
in Africa, both Urban and Rural. There will also be short descriptions
of everyday life in different countries in Africa. Students will compare
this to their own lives.
Extended Activity: As an extended activity students can explore the art and music in Africa and
compare it to the music and art that they are familiar with. They can do this by reading articles
and trying out the instruments/looking at pictures and then writing a response in their journal.

Child Evaluation:
-

Did students complete all of the stations on time?

How did students expectations compare to reality?
Were students able to read all materials independently?

Self Evaluation:
Assistant Directors Evaluation:
Resources:
Knight, M. B., & Melnicove, M. (2000). Africa is not a country. Minneapolis, MN: Millbrook.
http://www.globalproblems-globalsolutionsfiles.org/pdf/NBN/A%20First%20Grade%20Inquiry%20Unit.pdf

Name:

_________________________________________________

Station A:
Which Country is the Largest?
_____________________________
Which Country is the Smallest?
____________________________
What is one fun fact about a country in Africa?
___________________________________________________________
___________________________________________________________
________________________________________________________

Station B: Which animal is your favorite? Why do

you like it?
___________________________________________________________
___________________________________________________________
________________________________________________________

Station C: What is the same? What is different?

__________________________________________________________
__________________________________________________________
__________________________________________________________

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
AFRICAN DRUMS LESSON
Topic: African Music and Drums
Behavioral Objective: Following read-aloud, listening activity, art project, and large group
activity, the student will be able to recognize African rhythms and styles of music, art, and dance
to teacher satisfaction.
Standards:

9.1.3.D Use knowledge of varied styles within each art form through a
performance or exhibition of unique work.
9.1.3.K Know and use traditional and contemporary technologies for furthering
knowledge and understanding in the humanities.

Materials:

The Distant Talking Drum: Poems from Nigeria by Isaac Olaleye

Technology/equipment to play YouTube clips of music
Styrofoam or paper cups (2 per student)
Scissors
Tape
Newspaper
Flour
Water
Bowls
Paint
Paintbrush
Punching balloons
Rubber band
Yarn (optional)

Procedure (60 minutes):

1. The Distant Talking Drum Story (5-10 minutes)
-Teacher will gather the students on the carpet to read The Distant Talking
Drum: Poems from Nigeria by Isaac Olaleye together. Following the
reading, the teacher will ask students questions to check for understanding.
-The teacher will also ask if any students have ever heard African drums
before.
2. Listening Activity (5-10 minutes)

-While the students are gathered together on the carpet, the teacher will
play a clip of the African Burundi Drum Music video
(https://www.youtube.com/watch?v=Ag6y6jz7bQQ).
-Teacher will discuss with the students the concept of rhythm and have the
students keep the beat by patting their lap or clapping their hands.
3. Make Your Own African Djembe Drum Activity (45 minutes)
-Teacher will explain to students what a djembe is and relate it back to the
clip the students watched and listened to.
-Teacher will then explain how to make their own djembe drum. (See
attached instructions). This project will take a significant portion of time
on this day, as well as some time on the other days to paint and finish the
project.
-Students will listen to the remainder of the African Burundi Drum Music
video clip as they work on their project.
-Teacher will circulate room to answer questions and assist students with
the project. Some parts of this project will require fairly heavy teacher
assistance.
Extended Activity: As an extended activity, the class can learn a traditional African drum piece.
Each student will be assigned a rhythm or certain notes to play at certain times. Using all the
students, this will simulate traditional African drum music. In addition, the teacher can show or
teach some traditional African dances that may go along with the music. The students can work
towards performing this music and dance!
Child Evaluation:
-Do the students better understand African music?
-Were the students able to understand and replicate the rhythms while they listened to
African drum music?
-Did the students grow in appreciation of another cultures music, art, and dance?
-Did the students show creativity in creating their own drum?
Self Evaluation:
Assistant Directors Evaluation:
Resources:
Olaleye, Isaac. (1995). The Distant Talking Drum: Poems from Nigeria. Honesdale:
Boyds Mill Press.

https://www.youtube.com/watch?v=Ag6y6jz7bQQ
http://artsmarts4kids.blogspot.com/2008/10/create-your-own-african-djembe-drum.html
CREATE YOUR OWN AFRICAN DJEMBE DRUM
Supplies Needed:
Two plastic, Styrofoam, or paper cups
Scissors
Tape
Newspaper
Flour
Water
Paint
Paintbrush
Punching balloon
Rubber band
Yarn (optional)
Steps:
Cover your workspace. Mix one cup of flour with two cups of water to make your papier mache
paste. Tear newspaper into strips.
Choose two similar cups. Cut the bottom out of the cups. You may need an adult to help with
this step. Tape the bottoms of the cups together.

Cover the outside of the cups with a thin layer of papier mache covered newspaper strips. You
dont need to use a lot of the mixture to make the newspaper stick, and the less you use the
quicker your cups will dry.

When the cups are dry, paint over the newspaper with white paint. This is just meant to cover up
the newsprint and make sure it doesnt show through the designs you paint onto your drum later.

Let the white paint dry. While you wait, decide what patterns or designs you want to paint onto
your drum.
When the white paint has dried, paint over it with a solid color. Let the paint dry.
Now paint your patterns onto your drum. Let the paint dry

Choose a punching balloon and cut it open. Its best if you stick your scissors into the opening
and just slit the balloon apart. This leaves it as whole as possible. Stretch the balloon over the top
of the cup and wrap your rubber band around it to hold it in place. You want the balloon to be
stretched tight. Ask an adult to help you if you have trouble with this. Cut off most of the extra
balloon (carefulnot too much)
If you stop here, you have a lovely, working drum. You may choose to add yarn to your drum.
This can be difficult but, if youre up for the challenge, you can try it. Wrap a length of yarn
about four times around the middle of your drum. Tie the ends together and tuck them back into
the wraps. Wind another length of yarn around the top, tie the ends together and tuck them into
the wraps.. Now weave a longer piece under the bottom wraps, then over the top wraps. Repeat
until youve gone all the way around the drum. Tie the ends together and tuck them into the
wraps. Enjoy your drum!

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
GEOGRAPHY LESSON
Topic: African Geography
Behavioral Objective: Following story, independent worksheet, and interactive group activity,
the student will be able to identify the oceans surrounding Africa, some countries in Africa, and
the differences in terrain to teacher satisfaction.
Standards:

7.1.1.B Describe places in geographic reference using physical features

7.2.1.A Identify physical characteristics in the community and region

Materials:

Deep in the Sahara by Kelly Cunnane

Globe
Projector/equipment to project map of Africa
Africas Lands worksheet
Colored pencils
Posterboard with map of Africa sketched on it
Sharpie
Glue
Sand
Grass
Blue cellophane
Small rocks
Moss

Procedure (45 minutes):

1. Introductory/Activity (10 minutes)
-Teacher will gather students on the carpet and bring the globe. She will
ask students if anyone can find Africa on the globe. She will then show
students where it is located.
-The teacher will then point out which oceans surround Africa, including
the Indian Ocean, the Atlantic Ocean, and the Mediterranean Sea.
-The teacher will explain the difference between a continent and a country.
She will then ask the students if they can name any countries in Africa.
The teacher will point out some countries that the students name or
countries of significance on the globe and also on the larger projected map
of Africa.

2. Deep in the Sahara Story (5 minutes)

-Teacher will gather students on the carpet. She will ask students if they
know what some parts of Africa look like. She will reference Deep in the
Sahara by Kelly Cunnane to describe the geographic regions.
-After reading, the teacher will ask for questions and clarify as needed.
-The teacher will show geographic pictures and maps on the projector,
showing where these different regions are and what they look like
3. Africas Lands Worksheet (10 minutes)
-Teacher will have students go back to their desks. She will then show
students the Africas Lands worksheet (see attached). She will describe
that this is a color-by-number sort of worksheet to show the different
geographic regions in Africa.
-Students will complete the worksheet individually. Teacher will be
available to help and answer questions. After the students have completed
their worksheet, they will compare their worksheets with the others in
their group to check for right answers.
4. Interactive Physical Map Activity (20 minutes)
-Students will be split up into 5 groups. Each group will be assigned a
physical feature in Africa (desert, grasslands, water, mountains, forest) to
place on the large map.
-Each group will be assigned a material to put on the map with their group
to depict what Africa looks like. The desert group will spread glue where
there is desert in Africa and will sprinkle sand on that region. The
grasslands group will spread glue where there are grasslands in Africa and
will cover that area with dried grass. The mountains group will use glue to
arrange small rocks into the higher elevations in Africa. The forest group
will spread glue where there is some type of forest in Africa and attached
moss to these areas. The water group will glue blue cellophane wherever
there is water in or surrounding Africa, forming it to look like a river, the
ocean, etc.
-As the teacher assists the groups in this activity, she will be asking the
whole class questions about the different areas and regions in Africa to
check for understanding and further learning.
Extended Activity: As an extended activity, the class can create another large map of all the
countries in Africa. They will work in pairs to trace the shape of a particular country, write the
name of the country on the cutout, and write one or two facts about the country. They will then
glue this country onto the map, completing the puzzle.

Child Evaluation:
-Are the students able to recall some facts about countries, physical features, etc.?
-Were the students engaged during the lesson, especially during direct instruction, and
when their group was not actively working on the interactive activity?
-Did the students have a better understanding of the geography of Africa after the lesson?
Self Evaluation:
Assistant Directors Evaluation:
Resources:
Cunnane, Kelly (2013). Deep in the Sahara. New York: Schwartz & Wade Books.
http://www.coloringpages101.com/coloring-page/25815-environment-coloring-page-10

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
AFRICAN ANIMALS LESSON
Topic: African Animals in the Savanna
Behavioral Objective: Following read-aloud, worksheet, and research activity, the student will
be able to have an understanding of the relationships between various animals in the African
Savanna to teacher satisfaction.
Standards: 3.1.1.A5 Observe and describe structures and behaviors of a variety of common
animals.
Materials:

Here Is the African Savanna by Madeleine Dunphy

Animals of the African Savanna worksheet
Pencils
Scissors
Glue sticks
iPads or computer resource to do research

Procedure (40 minutes):

1. Here Is the African Savanna Story (10 minutes)
-Teacher will gather the students on the carpet. She will being by asking
students if they can remember anything they have learned or heard about
the savanna. She will also ask if the students can think of any animals that
might live in the African savanna.
-Teacher will read Here Is the African Savanna by Madeleine Dunphy.
Since the book is one that adds a phrase for each new animal, the teacher
will allow the students to see if they can start to recite what each animal
does as they progress through the book. The teacher will take time
throughout the read-aloud to ask questions and check for understanding.
2. Animals of the African Savanna Graphic Organizer (15 minutes)
-Students will go back to their desks to complete the Animals of the
African Savanna worksheet. They will work with the other students in
their desk grouping to complete the worksheet together. Students will fill
in the blanks using the words in the word bank, or will cut out the picture
and glue it in the appropriate box to fit the story. The book will be

available for the students to reference, and the teacher will circulate the
room to help and answer questions.
3. Independent Research Activity (15 minutes)
-Teacher will have students go to the computer lab or use iPads to research
an animal that lives in the African savanna that the story did not talk
about. Teacher will help the students limit their search to make it safe and
easier.
-The students will create and print a document that includes the name of
the animal they researched, a picture of the animal, and three facts about
this animal.
-If time allows, the teacher will have some students share about the animal
they discovered while researching!
Extended Activity: As an extended activity, the class can create a diorama of the African
savanna. Students will be assigned to create different parts of the diorama. Some will work on
the background, some will create the animals, etc.
Child Evaluation:
-Are the students able to recall some of the animals Here is the African Savanna talked
about?
-Were the students engaged during the different aspects of the lesson?
-Do the students have a better understanding of the relationships between the various
animals in the African savanna?
Self Evaluation:
Assistant Directors Evaluation:
Resources:
Dunphy, Madeleine. (1999). Here Is the African Savanna. New York, Hyperion Books
for Children.

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
FIELD TRIP

On the first Friday of the unit, we will be taking a field trip to Little Treasures Wild Animal Park
where the students can see and interact with some of the African animals they learned about the
day before. We will need at least 5 parent volunteers to chaperone the trip.

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
SCIENCE - RAIN LESSON
Topic: Five Senses, Data Collection
Behavioral Objective: After reading Rain by Manya Stojic, students will be able to use their
five senses to describe five objects, and will then track the weather in the United States and in
Africa for the next two weeks.
Standards: 3.2.1.A6
Distinguish between scientific fact and opinion. Ask questions about objects, organisms, and
events. Understand that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known. Plan and conduct a simple investigation and
understand that different questions require different kinds of investigations. Use simple
equipment (tools and other technologies) to gather data and understand that this allows scientists
to collect more information than relying only on their senses to gather information. Use
data/evidence to construct explanations and understand that scientists develop explanations based
on their evidence and compare them with their current scientific knowledge. Communicate
procedures and explanations giving priority to evidence and understanding that scientists make
their results public, describe their investigations so they can be reproduced, and review and ask
questions about the work of other scientists.
Materials:
-

Rain by Manya Stojic

Five Senses Worksheet
6 trays containing: orange slices, cups of dirt, cup of water, bell, egg shaker (plastic
Easter egg with rice inside)
Large anchor chart to track weather

Procedure (30 minutes):

1. Rain Story (10 minutes)
- Teacher will gather students on the carpet. She will read the story Rain
by Manya Stojic.
- The Teacher will ask the students what senses the animals used to
describe the weather in the story (sight, smell, touch, hearing, taste).
- The teacher will ask students how we can use our senses to make
discoveries.
2. Five Senses Activity (15 minutes)

- The teacher will give directions for this activity and then students will
return to their tables.
- The teacher will distribute worksheets and materials. Each table will
complete the Five Senses activity and worksheet, by describing the items
at their desk using their five senses.
- The teacher will circulate the room while students work to answer
questions and ensure the students understand the activity.
- The teacher will wrap-up this activity by asking if some senses worked
better than others to describe certain objects.
3. Introduce Weather Culminating Project (5 min)
- The teacher will ask students what senses would be the best to describe
the weather each day. (sight, feel) The teacher will ask of there are any
tools that could help us determine the weather each day (thermometer).
- The teacher will explain that the class will compare the weather in the
United States and in Africa for the duration of the Africa unit. They will
use their senses and tools to measure the weather at their school, and
technology to track the weather in Africa.
- The teacher will have students make their first observations. The project
will be completed during morning meeting each day throughout the next
two weeks.
Extended Activity:
Child Evaluation:
-

Did the students like and understand Rain by Manya Stojic?

Were the students able to complete the worksheet independently?
Were the students able to answer my discussion questions?

Self Evaluation:
Assistant Directors Evaluation:
Resources:
Stojic, M. (2000). Rain. New York, NY: Crown.

Name: ____________________________
Instructions: Write the name of each
object, and then use each of your five
senses to describe it.
Object 1: ___________
Looks

Smells

Sounds

Feels

like

like

like

like

Tastes
like

Object 2: ___________
Looks
like

Smells
like

Sounds

Feels

like

like

Tastes
like

Object 3: ___________
Looks
like

Smells
like

Sounds

Feels

like

like

Tastes
like

Object 4: ___________
Looks
like

Smells
like

Sounds

Feels

like

like

Tastes
like

Object 5: ___________
Looks
like

Smells

Sounds

Feels

like

like

like

Tastes
like

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
ELA MUFAROS BEAUTIFUL DAUGHTERS LESSON
Topic: Main Idea and key Details in a Story
Behavioral Objective: After reading Mufaros Beautiful Daughters and acting out the story, the
students will be able to identify the main idea/lesson from the story and illustrate the main points
of the story in the correct order to teacher satisfaction.
Standards: CC.1.2.1.A - Identify the main idea and retell key details of text
Materials:

Mufaros Beautiful Daughters by John Steptoe

Procedure (30 minutes):

1. Mufaros Beautiful Daughters Story (10 min)
- The Teacher will read Mufaros Beautiful Daughters by John Steptoe out loud to
the class.
2. Readers Theater (10 minutes)
- The Teacher will choose volunteers to come to the front of the room and play
the following characters:
- The students will act out the most important parts of the story while their
classmates narrate. The Teacher will prompt the students to remember the major
events of the story, and the order that they occurred. As events are narrated, the
students will act them out at the front of the classroom.
3. Worksheet (10 minutes)
- The teacher will have students return to their desks and complete the worksheet.
The students will list the major events from the story in order by drawing a
picture and writing a short sentence.

Extended Activity: As an extended activity, students can compare and contrast Mufaros
Beautiful Daughters to the Cinderella story. Students make a Venn diagram to show the
similarities and differences between the stories and then write a sentence about how the stories
show a similarity or difference between the cultures.
Child Evaluation:

Were the students able to pay attention for the whole story?
Were the students able to remember and act out the major events in the story?
Did students understand the Main Idea of the story?
Were the students able to place the major events in the correct order?

Self Evaluation:
Assistant Directors Evaluation:
Resources:
Steptoe, J. (1987). Mufaro's beautiful daughters. New York, NY: Lothrop, Lee &
Shepherd

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
MANCALA
Topic: Mancala & Comparing Numbers within 100
Behavioral Objective: After reading the story Moja Means One and listening to directions for
Mancala, the student will be able to play a game of Mancala with a peer to teacher satisfaction,
including comparing two digit numbers correctly and developing strategy.
Standards: CC.2.1.1.B Use place value concepts to represent amounts of tens and ones and to
compare two digit numbers.
Materials:
-Moja Means One: A Swahili Counting Book by Muriel Feelings
-Magnetic easel white board with Mancala board drawn on it
-36 small magnets
-Student Mancala Boards (Template attached) (One for each pair of students)
-Beans (bags of 36 for each pair of students)
-Personal whiteboards and markers for each student
Procedure:
1. Moja Means One: A Swahili Counting Book (5 minutes)
-Teacher will gather students on the carpet and introduce the book Moja Means
One by explaining that in different places people have different names for
numbers and in some places in Africa, the people speak Swahili. Even though we
have different names for numbers, they mean the same thing. Teacher will read
Moja Means One: A Swahili Counting Book.
2. Teacher Explanation of Mancala
-The teacher will remind students of the second page in Moja Means One where
the boy is playing Mancala. She will explain that Mancala is an African game that
the students will learn to play today (students will learn a simpler adapted version
found below). With a large version of Mancala set up on the white board with the
magnets representing the marbles, the teacher will play through a game explaining
all the directions to the students including set up, taking turns, and finishing the
game. At the end of the game, she will show students how to count all of the
beans they have collected and compare that two digit number to their opponents.
She will have them write the tens and ones on the students personal white boards

to compare. The player with the most beans in the end wins. She will ask for
questions and clarify as needed. If necessary, she will repeat the game.
-Full directions on how to play Mancala (adapted version) found here:
http://www.teachingace.com/mancala-and-more-math-mania/
3. Student v. Student Mancala (10 minutes)
-Teacher will divide class into pairs of mixed ability and pass out the Mancala
boards and bags of beans (one of each per pair). She will have the students play
for 8 minutes as she circulates the room helping students who need it. She will
encourage students to develop and look for strategies as they play. After 8
minutes, students will clean up supplies and return to the carpet. During the last 2
minutes, the teacher will ask the students to share any strategies they discovered.
Extended Activity:
-When teaching older grades, the teacher may have the students engage the Swahili
language while they play. She will give the student the list of Swahili words for numbers
1-10 found in Moja Means One and have students count out loud in Swahili as they move
their beans.
-Once the students master Mancala, they can take the game to the kindergarteners or 2nd
graders and teach them how to play. The teacher will pair one of her first grader to one of
the students from the other class and have her first grader teach the other student how to
play Mancala. On parents night at the end of the unit, there will be a station where the
first graders can teach and play against their parents in the game of Mancala.
Child Evaluation:
-Were the students able to pick up the gameplay of Mancala quickly? Were my directions
understandable?
-Were the students able to compare two digit numbers correctly by drawing tens and
ones?
-Was Mancala developmentally appropriate for the students? Did more adaptations need
to be made to the game?
-Did the students try to use any of the Swahili numbers?
Self Evaluation:
Reference List:
Feelings, M. L., & Feelings, T. (1971). Moja Means One: Swahili Counting Book. New
York: Dial Press.
http://www.teachingace.com/mancala-and-more-math-mania/

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
NELSON MANDELA LESSON
Topic: Nelson Mandela and Equality
Behavioral Objective: After reading about Nelson Mandela and discussing equality, the student
will be able to define equality and share ideas about how they can change their own world to
make sure others are treated equally.
Standards:

5.1.1.C Define equality and the need to treat everyone equally.

Materials:

Nelson Mandela by Kadir Nelson

Brown and White Eggs (Of different sizes).
Are we really different? Worksheet
With My Own Two Hands Worksheet
Board

Procedure (30 minutes):

1. Egg Activity (10 minutes)
-Teach will show students eggs of different colors and sizes. She will ask the
student what is different about the eggs and take suggestions from the class. She
will write these ideas down on the board for all students to see (ex. Different
colors, different sizes).
-Then the teacher will break the eggs on a plate and show students the insides of
the eggs. She will ask students what is different about the insides of the eggs
(nothing should be different). Then the teacher will refer back to the board of
ideas from what was different about the outsides of the eggs, go through each
characteristic, and ask Was the ________ different on the insides of the eggs?
As the students say no, she will erase the characteristics from the board.
-Teacher will pass out the Are we really different? worksheet. Teacher will
explain that no matter how different we look on the outside, on the inside just like
the eggs we are all the same. Students will complete the worksheet by coloring
the yolks of the eggs and writing The insides are the same on the worksheet.
2. Nelson Mandela Story (10 minutes)
-Teacher will gather students on the carpet. She will explain that in both Africa
and the United States people used to think we were different on the inside and the

outside, so they treated each other unfairly because of the color of their skin. She
will explain that this is a story that takes place in Africa about a man named
Nelson Mandela who thought all people should be treated equally and stood up
for what is right. Teacher will read Nelson Mandela by Kadir Nelson checking for
comprehension along the way.
-After reading, the teacher will ask for questions and clarify as needed.
3. With My Own Two Hands Worksheet (10 minutes)
-Teacher will show students the With My Own Two Hands worksheet and read
the poem to them. She will remind students about how Nelson Mandela changed
the world by teaching others that everyone needs to be treated equally. She will
tell students to think about how they change the world to make sure others are
treated fairly. She will dismiss students back to their seats, pass out the papers,
and have them write about their idea.
-If time allows, teacher can have the students share their ideas with others or draw
a picture to explain their ideas.
Extended Activity: As an extended activity, the class can complete a service learning project in
their own school that would help to make sure that everyone is treated equally and has a friend.
An example of this would be the Buddy Bench program. Ideally, the students would design
their own class project.
Child Evaluation:
-Do the students understand the meaning of equality and why we need to treat others
equally?
-Were the students able to connect the egg illustration to equality of people?
-Were the students able to understand and follow Nelson Mandela?
-Were the students able to respond appropriately to Nelson Mandela by coming up with
their own idea that can change their world?
Self Evaluation:
Assistant Directors Evaluation:
Resources:
Nelson, K. (2013). Nelson Mandela (1st ed.). New York, NY: HarperCollins.
https://www.teacherspayteachers.com/FreeDownload/Martin-Luther-King-Jr-EggActivity
http://123kteacher.blogspot.com/2015/01/getting-ready-for-martin-luther-king-jr.html

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
COOKING
Topic: Cooking Traditional African Food & Working Together
Behavioral Objective: After reading Mama Panyas Pancakes, cooking pancakes, and
reenacting the story, the student will be able to share how people can work together and why it is
important people work together to teacher satisfaction.
Standards:

Standard - 5.4.1.B Describe how classrooms can work together.

Standard - CC.1.3.1.A Retell stories, including key details, and demonstrate
understanding of their central message or lesson.

Materials:
-Mama Panyas Pancakes by Mary Chamberlin
-Ingredients for pancakes
-Listed in the book and here:
http://dominofoundation.blogspot.com/2012/10/mama-panyas-pancakes.html
-Griddle
-Costumes/Traditional Dress for Reenactment
Procedure:
1. Mama Panyas Pancakes (10 minutes)
-Teacher will introduce Mamas Panyas Pancakes. She will explain to the
students that this is a made up story about a boy and his mom who live in Kenya.
She will show on the map where Kenya is (and where the students live as a
comparison). She will tell the students that this is a story about working together
and helping each other. Teacher will read Mama Panyas Pancakes.
-Following the story, the teacher will split the class in half to complete the
following activities. For this lesson, there must be an aide or parent volunteer to
lead one activity.
2. Making Pancakes (10 minutes)
-The teacher will take half of the students to make the Mama Panyas pancakes.
Each student will take part in adding ingredients and mixing the batter. Teacher
will show students that when we work together, the work is not as hard. Teacher
will cook pancakes on the griddle when the batter is finished with the students
helping as much as they can while still being safe.

-Teacher will allow students to taste a bite of one pancake and will tell students
that the rest of the pancakes are to share tonight at the Family Culture Night.
-When both groups are finished, they will switch stations.
3. Reenactment & Language (10 minutes)
-The aide or parent helper will take the other group of students to reenact Mama
Panyas Pancakes. Each student will play a role and dress up in clothing that is as
close to traditional Kenyan clothing as possible. The helper will have the students
act the story out on the makeshift stage (if necessary, she will read the story while
the students act it out). The helper will emphasize that we need all the people in
our group working together for the reenactment to work.
-If there is extra time, the helper will teach the students some traditional Kenyan
greetings and have them practice greeting each other.
http://www.libraryadventure.com/hands-on-activities-for-mama-panyaspancakes-a-village-tale-from-kenya/
Extended Activity:
-Older students will be able to act out the story with much less guidance. The teacher
may print scripts for the students to read.
-At the cooking station, older students can practice their capacity measurement skills by
adding, subtracting, and measuring.
Child Evaluation:
-Were the students able to work together to accomplish their goals?
-Were the students able to initiate interaction and cooperation on their own?
-Were the students engaged with the story and reenactment? Were they able to reenact
the story in the correct sequence with a focus on the main details and theme?
Self Evaluation:
Reference List:
Chamberlin, M., Chamberlin, R., & Cairns, J. (2005). Mama Panya's Pancakes: A
Village Tale from Kenya. Cambridge, MA: Barefoot Books.
http://dominofoundation.blogspot.com/2012/10/mama-panyas-pancakes.html
http://www.libraryadventure.com/hands-on-activities-for-mama-panyas-pancakes-avillage-tale-from-kenya/

First Grade / EDUC 342 / Early Childhood Curriculum & Instruction

INTEGRATED UNIT PLAN
AFRICA
CULMINATING PROJECT LESSON
Topic: Family Culture Night Culminating Project
Behavioral Objective: Following activities, presentations, and displays of student work, the
student will be able to have a cohesive understanding of the things they have learned about
Africa and be able to articulate their learning to parents and friends to teacher satisfaction.
Standards: 9.1.3.D Use knowledge of varied styles within each art form through a performance
or exhibition of unique work.
Materials:

Kenya ABCs by Sarah Heiman

[see listing of materials in previous lessons for the projects displayed and
activities detailed below]

Procedure (90 minutes):

1. Introduction (10 minutes)
-Teacher will welcome students, parents, and friends to the Family Culture
Night, a night dedicated to sharing the knowledge and activities the
students have done over the past two weeks about Africa.
-Teacher will skim through Kenya ABCs by Sarah Heiman to provide an
overview of some of the topics the students discussed.
-Teacher will explain the different stations and activities around the room
(detailed below). Families and friends will cycle through the various areas
and end with the music performance (also detailed below).
2. Station Cycle (60 minutes)
-The following items from the previous lessons will be displayed around
the room:
-Nile River display through classroom with activities the students
completed during introductory lesson
-Bulletin board displaying the students service project ideas
(With My Own Two Hands worksheet)
-African savanna animal diorama
-Student posters with animal picture and facts

-Map of the various physical features/regions in Africa

-Weather comparison charts
-Various books read in class and other books relating to Africa
-The following activities can be completed by the students and their
parents/friends:
-Students will teach their parents and their friends how to play
mancala
-Students, parents, and friends can enjoy eating the pancakes the
students learned to make!
3. Musical Performance (15 minutes)
-Students will use the drums they created to perform along to a few
African songs like the ones they listened to in class.
-Students will also perform a traditional African dance
-Parents and friends will have the opportunity to play around with the
drums and music as well.
4. Closing (5 minutes)
-Teacher will thank parents and families for coming to the culture night to
learn more about African and what their students were learning.
Child Evaluation:
-Were the students able to demonstrate knowledge of the topics covered in class?
-Did the students enjoy sharing their work and activities with their parents and friends?
Self Evaluation:
Assistant Directors Evaluation:
Resources:
Heiman, Sarah. (2003). Kenya ABCs. Minneapolis: Picture Window Books.