Phase One: Pose Compelling Questions
2 Days.
Day 1: The teacher will show powerpoint presentation "A Day in the Life of Urpy Chaska" (made by 5 yr. old Urpy, of Peru). Students will identify one aspect of Urpy's life that is similar to their own and one aspect that is different. From exposure to this and the previous day's activities, students will participate in a graffiti exercise brainstorming answers to the driving questions listed below. Day 2: Students will identify at least one element that two cultures have in common. Teacher will present in a prezi different cultural aspects about her life in Guatemala that lend themselves to evaluating values or habits and ask: Do these traditions remind you of something that you do or that you believe in? Do they remind you of way of behaving that you consider important (respect for elders)? With these questions in mind, students choose one Spanish speaking country to study and develop 3 questions that they wonder about the people that live there. |
Phase Two: Gather and Analyze Information
3 Days.
Days 1-2: Teacher models how to research important information about the culture on the internet to get a foundation for what the culture might be like. Students research basic information about their chosen country using a graphic organizer in order to lay the foundation for their interview. Day 3: Students will interview a peer via skype using their 3 questions in order to gain insight into the culture. Students write notes on the answers they receive with adult help if necessary. |
Phase Three: Creatively Synthesize Information
2 Days.
Days 1-2: Students will brainstorm how they would like to present what they have learned about the culture of their country. Teacher models using voicethread, voki, prezi, and storyjumper as options for presenting information. Students are to include in their presentations a conclusion about how the project has affected how they think and feel about the country of choice. |
Phase Four: Critically Evaluate and Revise
2 Days.
Day 1: Students will partner up and view a peer's presentation. While viewing they will rate the presentation using a rubric previously modeled by the teacher. Day 2: Students will take the rubric used on their presentation and make necessary adjustments. |
Phase Five: Share Public Act
1 Day.
Students will present final product for a Kindergarten class. Can be prerecorded or an in-person oral presentation. |
Driving Questions: What makes all of us human beings similar? What makes us different? Are those differences important? What do all human being need? What do all human beings deserve?