CREATING AN ACCEPTING
COMMUNITY INVESTIGATION
INTRODUCTION TO SETTING
NEED
RATIONAL FOR INVESTIGATION (S.T.E.M.)
The children in our classroom come from many different backgrounds and cultures where they speak a variety of languages and have different traditions. We decided to examine our classroom family and compare it to our families at home in order to develop a sense of belonging. The children were given the opportunity to share their home lives with us here at school and turn, share their school lives with their families at home. Our goal was to create respect and acceptance of each other by recognizing and enjoying our similarities and differences.
HOW IT RELATES TO S.T.E.M.
HOW IT RELATES TO S.T.E.M.
STANDARDS ADDRESSED
ENGLISH LANGUAGE ARTS
-Retells or re-enacts events from story
-Attend to speakers and stories, etc.
-Uses language to share experiences
-Speak clearly to express ideas
-Initiate conversation
-Sustain conversation
-Engage in turn taking.
MATH
-Identify and name numerals 0-9
-Demonstrate one-to one correspondence
-Write numbers in play
-Use the language of comparison
-Graph according to one attribute
-Read a floor or table graph constructed as a group
SCIENCE
-Recognize physical differences among the same class of people
SOCIAL STUDIES
-Describe, represent, and navigate in familiar environments
-Develop a sense of belonging to different groups
-Obtain things in socially acceptable ways -Recognize that people have many wants
-Participate in activities related to developing awareness of different cultures
-Retells or re-enacts events from story
-Attend to speakers and stories, etc.
-Uses language to share experiences
-Speak clearly to express ideas
-Initiate conversation
-Sustain conversation
-Engage in turn taking.
MATH
-Identify and name numerals 0-9
-Demonstrate one-to one correspondence
-Write numbers in play
-Use the language of comparison
-Graph according to one attribute
-Read a floor or table graph constructed as a group
SCIENCE
-Recognize physical differences among the same class of people
SOCIAL STUDIES
-Describe, represent, and navigate in familiar environments
-Develop a sense of belonging to different groups
-Obtain things in socially acceptable ways -Recognize that people have many wants
-Participate in activities related to developing awareness of different cultures
CONCEPT PLANNER
NEED
DOCUMENTATION OF PROCESS
TRICK OR TREAT ON CAMPUS
The children had an opportunity to connect with the community around them by participating in Bombeck tradition of trick-or-treating on campus. By traveling to several buildings on campus the children were able to demonstrate their ability to navigate in familiar environments. Through this experience the children were able to gain a sense of belonging to different groups by making sure to stay with the jets even though several other classrooms accompanied us on the trip. They were able to make sure all the children's wants and needs were met and obtain things in socially acceptable ways by forming lines to receive candy.
The children had an opportunity to connect with the community around them by participating in Bombeck tradition of trick-or-treating on campus. By traveling to several buildings on campus the children were able to demonstrate their ability to navigate in familiar environments. Through this experience the children were able to gain a sense of belonging to different groups by making sure to stay with the jets even though several other classrooms accompanied us on the trip. They were able to make sure all the children's wants and needs were met and obtain things in socially acceptable ways by forming lines to receive candy.
STONE SOUP
Each year the Jets read a variety of versions of Stone Soup. They practice acting out a version of the story that focuses on the main ingredient- SHARING! This is a tradition in the Jet room. The children make invitations to invite their parents to our celebration. Each child brings an ingredient for the soup and prepare it in the morning. We also make guacamole and have cheese cubes, bread, and fruit. The families come to school and watch the children act out the story and enjoy lunch with the children. The teachers, children, and parents have an opportunity to get to know each other on a more personal basis. This experience gives the children an opportunity to demonstrate their comprehension skills by retelling and re-enacting the book of Stone Soup.
Each year the Jets read a variety of versions of Stone Soup. They practice acting out a version of the story that focuses on the main ingredient- SHARING! This is a tradition in the Jet room. The children make invitations to invite their parents to our celebration. Each child brings an ingredient for the soup and prepare it in the morning. We also make guacamole and have cheese cubes, bread, and fruit. The families come to school and watch the children act out the story and enjoy lunch with the children. The teachers, children, and parents have an opportunity to get to know each other on a more personal basis. This experience gives the children an opportunity to demonstrate their comprehension skills by retelling and re-enacting the book of Stone Soup.
LIBRARY VISIT TO SEE NATIVITY SCENE
During our investigation of creating an accepting community the children were invited to the University of Dayton library of where they navigated through the library to find various parts of the nativity scenes. Then they wrote the number in the brochure of what nativity scene it was located in. The children were able to demonstrate their knowledge in number identification and their ability to write numbers. Through this experience the childrenwere able to descried similarities and differences amoung the same class of people in activites realted to awareness of different cultures.
During our investigation of creating an accepting community the children were invited to the University of Dayton library of where they navigated through the library to find various parts of the nativity scenes. Then they wrote the number in the brochure of what nativity scene it was located in. The children were able to demonstrate their knowledge in number identification and their ability to write numbers. Through this experience the childrenwere able to descried similarities and differences amoung the same class of people in activites realted to awareness of different cultures.
VISIT WITH SANTA
During the month of December Santa came to visit the Bombeck Center. The children listened to a Christmas story read by Ms. Ashley with assistance from Santa. Then the children had the opportunity to sit on Santa's lap and tell him what they wanted for Christmas. This experience provided children the opportunity to demonstrate the communication skill of attending to speakers and stories. They were also able to meet the social studies standard of participating in a tradition that helps develop awareness of different cultures.
During the month of December Santa came to visit the Bombeck Center. The children listened to a Christmas story read by Ms. Ashley with assistance from Santa. Then the children had the opportunity to sit on Santa's lap and tell him what they wanted for Christmas. This experience provided children the opportunity to demonstrate the communication skill of attending to speakers and stories. They were also able to meet the social studies standard of participating in a tradition that helps develop awareness of different cultures.
HOLIDAY CELEBRATION
During our investigation of creating an accepting community the children participate in a traditional holiday celebration in the Jet room. The children practiced songs to sing with their parents. Parents volunteered to bring a traditional favorite dish of their family to share with the class and the class prepared our traditional dish of guacamole. The children had the opportunity to recognize similarities and differences among the same class of people and participate in activities that relates to developing awareness of different cultures.
During our investigation of creating an accepting community the children participate in a traditional holiday celebration in the Jet room. The children practiced songs to sing with their parents. Parents volunteered to bring a traditional favorite dish of their family to share with the class and the class prepared our traditional dish of guacamole. The children had the opportunity to recognize similarities and differences among the same class of people and participate in activities that relates to developing awareness of different cultures.
SIMILARITIES & DIFFERENCE CHARTS
In the beginning of the investigation on accepting communities, the children looked very closely at physical similarities and differences among themselves. They created charts and tables to compare eye color, hair color, number of family members and height. The children also drew themselves and a friend to make comparisons. Through these experiences the children were able to demonstrate their knowledge similarities and differences among the same class of people. It also gave the children experiences with graphs, one to one correspondence, the language of more or less.
In the beginning of the investigation on accepting communities, the children looked very closely at physical similarities and differences among themselves. They created charts and tables to compare eye color, hair color, number of family members and height. The children also drew themselves and a friend to make comparisons. Through these experiences the children were able to demonstrate their knowledge similarities and differences among the same class of people. It also gave the children experiences with graphs, one to one correspondence, the language of more or less.
FAMILY DRAWINGS
During the study of accepting communities the children drew pictures of their families before and after the investigation. They also used multicultural paint to look more closely at skin color and then used it to create a self portrait. This allowed the children to use creativity to express themselves through different mediums. They were able to demonstrate their knowledge of similarities and differences among the same class of people.
During the study of accepting communities the children drew pictures of their families before and after the investigation. They also used multicultural paint to look more closely at skin color and then used it to create a self portrait. This allowed the children to use creativity to express themselves through different mediums. They were able to demonstrate their knowledge of similarities and differences among the same class of people.
FAMILY ALBUMS
Before the investigation the Jets filled albums with pictures from home. They put pictures of family, friends, pets, vacations, hobbies, etc. The albums are then placed in a bin in the classroom for the children to share with their friends, teachers and SOE students. Through this experience the children share personal history from birth to present, family stories and traditions. They can also use the pictures to show their sequence personal and shared events through pictures. The children also demonstrate skills in communication by using language to share experiences, speak clearly to express ideas, initiate conversation, sustain conversation and engage in turn taking.
Before the investigation the Jets filled albums with pictures from home. They put pictures of family, friends, pets, vacations, hobbies, etc. The albums are then placed in a bin in the classroom for the children to share with their friends, teachers and SOE students. Through this experience the children share personal history from birth to present, family stories and traditions. They can also use the pictures to show their sequence personal and shared events through pictures. The children also demonstrate skills in communication by using language to share experiences, speak clearly to express ideas, initiate conversation, sustain conversation and engage in turn taking.
ASSESMENT OF LEARNING
NEED
RESOURCES & MATERIALS
NEED