Irma Nielsen

EDU 280

7/27/21

Multicultural Lesson Activity - Artifact #2

NOTE: This is a follow-up lesson to a previous lesson in which puzzles, blocks, foods, etc. were

discussed. The objective of that lesson is to help the students understand that many things are

created by combining different objects. Each of those objects are crucial in the creation process

and the final object is not complete and much less enjoyably if any of the pieces are missing.

1. Lesson Objectives:

Subject: This is a Kindergarten social studies lesson with an integrated art activity.

Observable objective:

At the end of this activity the student will:

 Create a visual representation of 3-4 things that make them different from the

other members of the class, or things that make them unique.

 Apply the concept that their own individuality is what makes them an

important addition to the class/community as a whole.

Multicultural goal (from Chapter 1 Study guide): Describe ways in which students and

families are alike and different across cultures.

2. All Lesson Materials:

 Picture of a nearly completed puzzle that is missing pieces

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 Example of a patchwork quilt

 Children’s books that will be used in the lesson:

1. We Are All Different by Twinkl Originals https://www.youtube.com/watch?

v=G1avMGuHwuU

2. Same, Same but Different by Jenny Sue Kostecki-Shaw

https://www.youtube.com/watch?v=Qdcn39f_NOA

3. The Same But Different Too by Karl Newson

https://www.youtube.com/watch?v=iDseOK8957U

 Markers and board (brainstorming session)

 Blank colored paper (background)

 Blank white paper divided into 4 equal squares

 Multiple designs and colors of scrapbook paper cut into smaller squares

 Crayons

 Glue

3. Instruction- learning Process:

 Do First: Ask students to collect materials for the art activity and place them at their desk.

Each student will need glue, crayons, 1 blank colored paper, 4 pieces of each color/design

of scrapbook paper and 1 white paper. When they have finished, they will sit on the

carpet for class discussion. (5 min)

 Mini-lesson: Before the lesson begins, the students will be reminded of the previous

lesson where we talked about puzzles. Then they will be shown a patchwork quilt and it

will be discussed how all the different colored/shaped pieces are put together to create the
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quilt squares which are similar but different, and how if any of the pieces were missing

there would be a hole in the quilt and it wouldn’t be as functional or pretty. Next, the

class/community will be likened to a quilt. At this point the stories will be introduced.

Throughout the reading of the stories, students will be asked to identify similarities and

differences of characters in the story as well as themselves. To demonstrate that there are

many things that each of us share which can be very different, the story Same, Same but

Different would be read. Students will be asked to share examples from the book that

demonstrate this concept. To help students understand that everyone has some things that

are different or the same as others, The Same but Different Too will be read. The idea

that all the characters were not exactly the same but how that is ok and they are all

friends. Finally, the book We Are All Different would be used in a short brainstorming

session to help students identify ideas for the art activity. Discussion would also include

questions to help identify some of their own similarities and differences (ex. “By raise of

hands, who has hair like…?”, “who has skin like…?”, “what is your favorite color?”,

“what is your family like?”, “do you have a pet?”). (15 min)

 Guided Practice: After the lesson, students will be given a quick explanation of what they

will be doing, and how the completed projects will be made into a “class quilt” to be

displayed for everyone to see. Students will be excused to their seats and instructed to

wait for instruction to do the project. Once everyone is seated, a more detailed (step-by-

step) explanation and demonstration of the steps will be given. Students will be allowed

to work independently on their drawings and assembly of the “quilt square”. (10 min)

 Independent Practice: The students will be asked to make 1 small drawing in each of

sections of the white paper. These will include a drawing of themselves, their family or
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important people/pets in their lives, where they live, and a favorite something of their

choosing (food, toy, activity, game, etc.) Examples of the completed art project will be

left on display as well as the ideas from the brainstorming session to be used as

inspiration. The students will be asked to glue the drawings to the center of the

background paper. Once the students have completed the previous steps, they will be

instructed to arrange the scraps of patterned paper to surround the drawing then glue them

around the perimeter of the drawings similar to the example on display. (15 min)

 Exit Slip: They will be asked to write their name on the back of their paper and turn in

their completed artwork. (5 min)

4. Resources:

Same, Same but Different by Jenny Sue Kostecki-Shaw https://www.youtube.com/watch?

v=Qdcn39f_NOA

The Same but Different Too by Karl Newson https://www.youtube.com/watch?

v=iDseOK8957U

We Are All Different by Twinkl Originals https://www.youtube.com/watch?

v=G1avMGuHwuU

5. Reflection:

In my introduction to teaching class, I was given an assignment to give a lesson on one of

the chapters in the textbook. Coincidentally, it happened to be the chapter on multicultural

education. In the text, the concept that our society, rather than being like a melting pot, should be

more like a salad bowl. The idea being that many very different things are combined to create a

salad and they all come together to create something better. It can be said that in a melting pot
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the same thing happens, but in a salad the ingredients maintain their individual characteristics

whereas in a melting pot they all blend together and become more or less the same.

This is where I got the idea of a tapestry or a quilt being much like a salad bowl and why

I chose it for my lesson plan activity. Every color and shape remains unique, but work together

to create something different and special. In this way the concept of each member of the

class/community can become part of something bigger and better while still maintaining their

individuality

Another idea that is taught in this lesson is that there are things in life that all of us have

in common, such as hair, skin, families, favorite things, etc., but none of them are exactly the

same, and that’s ok. Also, one thing I really liked about The Same but Different Too by Karl

Newson, was that the difference in abilities was also brought up and that it isn’t a problem in the

friendship between the characters in the book. The lines, “I can’t hide as well as you”, or “I can’t

climb as well as you” are examples of that idea. I think that’s an important concept for young

children to learn. Everyone has strengths and weaknesses, but that shouldn’t be something that

separates us from others or stands in the way of creating friendships with them.

I think that the level of student engagement is pretty good. The discussion is directed by

the teacher but participation is important and highly encouraged. The students also are expected

to come up with the ideas for their drawings based on the lesson/brainstorming session, but

guidelines are in place to help the students be more successful at deciding what to draw. All of

the work is student created with the exception of the assembly of the “quilt” display. Each

student creates a unique “quilt square” which demonstrates their individuality and represents

them as a member of the class.

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I have a tendency to be very critical of my own work, but I really like this lesson. I have

already talked about what I believe are the strengths of the lesson. I think it would be a fun way

to incorporate an art activity in a social studies lesson. I could see it being a memorable lesson,

because everyone could find something to identify with and make connections. Another thing I

would consider a strength, is that it doesn’t require a lot of materials. Those are some of the

strengths I see in the lesson.

Next, this isn’t really a weakness, but I am a bit sad about it. I had not done much

searching for ideas because I honestly thoughts it was a unique concept. Sadly, when I began

searching the internet afterwards, I discovered that it wasn’t unique at all. In fact, quite the

opposite is true. That being said, I apologize if there are too many similarities to other lessons

that have been done. It really is an original creation. Another weakness I would say is that I have

experience in working with Kindergarteners and while I feel that the concepts are appropriate for

their age, the fact that they are young and have a short attention span means that, three books

may be too much for them to digest. I would certainly gauge my decision to continue my

discussion based on observable cues that I still have their interest. Also, although I tried to make

the instructions for collecting materials as simple as possible, I recognize that there could be

members of the class who might find this step a bit challenging. Finally, this lesson relies on

previously acquired knowledge. It’s assumed that the students all participated in a previous

lesson where puzzles and recipes were used to demonstrate the concept that every individual

element is necessary for successfully creating them. I realize that the instructions for this

assignment clearly stated that we were not to include other sections, but I felt it was important to

note that in this scenario, that concept was previously taught. Overall though, I think it is a pretty

good lesson.