Kylie Erickson & Jade Goosen

Integrated Unit

Name of Unit: Symbols from Around the World

Guiding Questions:
 How are national symbols from around the world the same? How are they different?
 How to symbols from different cultures within a country vary?

Rational and context for unit: We wanted to create a unit that would tie into what the class was
learning about, so we asked Mrs. Caylor for ideas. After giving her the timeframe that we were
considering for completing our lessons, it was determined that the class would be in transition
between two units. They would be finishing the unit on National Symbols of the United States
and starting a unit on Native Americans. We decided to blend the two units together by
reviewing the national symbols of the United States and then comparing them to the symbols
of the Native Americans in our region. We also wanted to include an aspect of diversity by
including a few national symbols from South Africa for Jade and Mexico, Turkey, and Indonesia
for a few of our students.

Goals
 Students will explain the meaning behind our national symbols.
 Students will deepen their understanding of national symbols.
 Students will be able to explain and understand the Native American culture.
 Students will understand what the different symbols of Native American culture are and
what they represent.
 Students will gain an understanding of 3D and 2D shapes and how they relate to Native
American symbols.
 Students will describe their created teepees in a minimum of two sentences.

Assessment plan:
 We plan to assess the students informally through observations and intermittent
questions during the lessons. This will help us to understand the students’ background
knowledge and determine if they are understanding the content.
 We plan to assess the students on their understanding of the national symbols of the
united states formally through a bingo game.
 We plan to assess the students on their understanding of Native American symbols
through the creation of their teepees and the “About My Teepee” writing activity.
 We plan to assess students on their understanding of the relationship between shapes
and the Native American symbols through a math activity.
 ECE 478: Integrated Curriculum in Primary Grades
Lesson Topic:
Unit goals that are
integrated into this
lesson:
Lesson #:
Objectives of this lesson
(to include integrated
curriculum standards):
Description of the
learning environment:
Core knowledge that
children will need to be
successful with this
lesson (previously-
learned):
Vocabulary to be taught
or explored in this lesson:
Plans for engaging
learners:
Lesson plan outline,
including involvement of
2 or more educators (co-
teaching strategies):
Lesson Plan #1
National Symbols Around the World
Students will explain the meaning behind our national symbols.
Students will deepen their understanding of national symbols.
1
 2.C.1.1 Explain, in written form, through speech, or through the use
of technology, the meaning behind our national symbols.
 RI.2.4 Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.
 RI.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
 SL2.1 Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and
larger groups.
There are 24 students in this second grade classroom. Students use
flexible seating. Students are encouraged to move to new seats if their
current spot is not helping them learn. The seating options are arranged
in clusters of two-four spots. Most spots have an excellent view of the
SMART Board at the front of the room, with only a few seats that require
the students to stand or move to see. Each student has their own tote
with learning materials, but there are also community supplies around
the room. At any given time there can be anywhere from one to five
adults present. A total of three students require a teacher aide. One of
these three students requires one-on-one attention with her teacher
aide. These three students leave the room for Special Education services
at various times throughout the day.
Students will need to have learned about national symbols of the United
States. They will need to have an understanding of what a symbol is. They
will also need to have an understanding of the symbolism behind flags,
animals, buildings, animals, etc.
Symbol, capital, capitol, monument, constitution, document, liberty,
freedom
One plan for engaging learners is to include symbols of countries of the
teachers’ and students’ families such as Turkey, Mexico, South Africa,
Indonesia, etc. We also plan to design a game for the students to
participate in to review about the state and national symbols discussed.
Intro
 Over the last couple weeks, we have been discussing national
symbols for the United States. Today we are going to review
these symbols and learn a little bit about national symbols from
around the world. We will touch on the national symbols of South
Africa, Turkey, Mexico, and Indonesia.
Lesson

Plans for differentiating
learning for particular
students:
Materials and equipment
required to carry out this
lesson:
Resources:
Background information
for teachers:
Accommodations &
Modifications for
students with disabilities:
 Present PowerPoint
o Ask students what other national symbols they
remember from the United States (U.S. Capitol, White
House, Supreme Court Building, etc.)
 Have short discussion about other countries around the world
and research their national symbols as a class
 Play National Symbols Bingo
 Read book: One Nation, Many Cultures by Maureen Picard
Robinson
o Stop periodically to ask questions and make connections
Conclusion
 Discuss how the symbols that we learned about are alike and
how they are different
 Just like we have national symbols for the United States, there
are also symbols for different cultures within the United States
and around the world. Next week we will be learning about the
symbols of Native American cultures.
The book will help the students calm down and engage from recess. The
PowerPoint will help students who are visual learners understand that
there are other national symbols around the world. The bingo or activity
will allow students who are hands on actively learn the national symbols
again.
Computer, PowerPoint, National Symbols Bingo, chips or markers, One
Land, Many Cultures by Maureen Picard Robinson
Graphics on Slideshow: https://graphicriver.net/item/national-symbols-
for-keynote/10938534; Bingo Cards: www.myfreebingocards.com;
www.usflag.org; www.wikipedia.com (used to remind us of well-known
facts about U.S. symbols)
Know/research national symbols for South Africa, Turkey, Mexico, and
Indonesia and their significance
The students who have disabilities will be apart of the activity as soon as
they join we will ensure to have the bingo cards or activity in their places
so that they may join in right away. We will assist and ensure they
understand the game so that they will have a good time.
 ECE 478: Integrated Curriculum in Primary Grades

Lesson Plan #2

Lesson Topic: Native American Culture & Symbols

Unit goals that  Students will be able to explain and have an understanding of the Native
are integrated American culture.
into this lesson:  Students will have an understanding on what the different symbols are and
what they represent.
Lesson #: 2
Objectives of  OSEU 1.2 Students are able to identify the interrelationships of people, places
this lesson (to and the environment.
include  OSEU 4.1 Students are able to identify examples of kinship terms.
integrated  OSEU 5.1 Students are able to identify the characteristics of Oceti Sakowin
curriculum culture.
standards):  OSEU 6.4 Students are able to explain citizenship. (second grade)
 2.C.1.1 Explain, in written form, through speech, or through the use of
technology, the meaning behind our national symbols.
 RI.2.4 Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area.
 RI.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
 SL2.1 Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
 Art Standard 1: Students will understand and use visual arts as a means for
creative self expression and interpersonal communication.
 Art Standard 3: Students will understand the relationship between visual arts
and history, culture, and society.
Description of There are 24 students in this second grade classroom. Students use flexible
the learning seating. Students are encouraged to move to new seats if their current spot is not
environment: helping them learn. The seating options are arranged in clusters of two-four spots.
Most spots have an excellent view of the SMART Board at the front of the room,
with only a few seats that require the students to stand or move to see. Each
student has their own tote with learning materials, but there are also community
supplies around the room. At any given time there can be anywhere from one to
five adults present. A total of three students require a teacher aide. One of these
three students requires one-on-one attention with her teacher aide. These three
students leave the room for Special Education services at various times
throughout the day.
Core knowledge The students will need previous knowledge on what the Native American culture
that students is. They will need to go over the symbols and understand what each symbol
will need to be stands for. They will need to have a basic understanding of what a teepee is, a
successful with bow and arrow, a headdress, a warrior, and a shield.
this lesson
(previously-
learned):
Vocabulary to be Teepee, headdress, spirit, journey, native, Oceti Sakowin culture
taught or
explored in this
lesson:
Plans for The plans to engage the learners are to use their fine motor skills and creativity to
engaging make their own teepees. The students will draw Native American symbols on their
learners: teepees that they feel represent them the most.
Lesson plan Introduction
outline,  “Last week we reviewed the symbols of the United States and a few countries
including around the world. Today we will be learning about symbols within Native
involvement of 2 American culture.”
or more
educators (co- Lesson:
teaching  Mrs. Erickson will start off by reading Sioux by Sarah Tieck. We will share a
strategies): slideshow depicting different Native American Symbols and their meanings.
 The class will then have a discussion about Native Americans and their
culture. We will then ensure that the students understand what the Native
American symbols are and how they compare and contrast to the American
symbols.
 The class will then be split into two groups. Each teacher will then be in
charge of a group. The students in each group will create a teepee from a
template given. The template will already be cut out for the students. The
students will start by decorating their teepees with Native American symbols
that they like best, stand out to them most, or hold significant meaning to
them or their family. The students then have to glue three sticks together.
Once they have glued the teepee sticks together, they will glue the teepee
paper around the sticks.
 Once the teepees are made the class will leave them to dry.
 The teepees may take more than a day to complete. We will allow time
during our third lesson for the students to complete their teepees.

Conclusion:
 We will then conclude by recapping what the Native American symbols are
and what symbol they felt they related to.
Plans for The students will be able to include as many or as few symbols on their teepees as
differentiating they would like. This will give students who work slower more time to complete
learning for each individual symbol, and it will give those who work faster something to work
particular on while they wait for their classmates to finish. We will have copies of the
students: symbols for the students to have at their seats or share with their neighbors. We
will create sheets with fewer symbol options for students who get overwhelmed
with choices.
Materials and Teepee templates (from Mrs. Caylor), sticks/popsicle sticks/small wooden rods,
equipment crayons/markers/colored pencils, liquid glue, Sioux by Sarah Tieck, Slideshow
required to carry
out this lesson:
Resources: Mrs. Caylor (teepee template and symbol reference sheet),
http://www.history.com/topics/native-american-history/native-american-cultures
(uses of buffalo), http://www.symbols.com/native/ (list of symbols),
 https://i.pinimg.com/originals/05/9d/53/059d5330dcea3fec2a5b3be745052f75.jp
g (more symbols & their meanings)
Background Know and understand the Native American culture as well as their symbols.
information for
teachers:
Accommodation The students who have disabilities will be a part of the activity as soon as they join
s& we will ensure to have them understand what the Native American cultures are
Modifications for and show them the symbols. We will give their teacher aids a sheet with the
students with information on it so that they can go over the information if needed. We will also
disabilities: ensure to include them with the making of the teepees and make sure that they
are having a good time with their group.
 ECE 478: Integrated Curriculum in Primary Grades

Lesson Plan #3

Lesson Topic: Native American Symbols

Unit goals that  Students will be able to explain and have an understanding of the Native
are integrated American culture.
into this lesson:  Students will have an understanding on what the different symbols are and
what they represent.
 Students will gain an understanding of 3D and 2D shapes and how they relate
to Native American Symbols.
 Students will describe their created teepees in a minimum of two sentences.
Lesson #: 3
Objectives of  OSEU 1.2 Students are able to identify the interrelationships of people, places
this lesson (to and the environment.
include  OSEU 4.1 Students are able to identify examples of kinship terms.
integrated  OSEU 5.1 Students are able to identify the characteristics of Oceti Sakowin
curriculum culture.
standards):  OSEU 6.4 Students are able to explain citizenship. (second grade)
 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids,
triangles, half-circles, and quarter circles) or three-dimensional shapes (cubes,
right rectangular prisms, right circular cones, and right circular cylinders) to
create a composite shape, and compose new shapes from the composite
shape.
 W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
 L.2.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
 L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Description of There are 24 students in this second grade classroom. Students use flexible
the learning seating. Students are encouraged to move to new seats if their current spot is not
environment: helping them learn. The seating options are arranged in clusters of two-four spots.
Most spots have an excellent view of the SMART Board at the front of the room,
with only a few seats that require the students to stand or move to see. Each
student has their own tote with learning materials, but there are also community
supplies around the room. At any given time there can be anywhere from one to
five adults present. A total of three students require a teacher aide. One of these
three students requires one-on-one attention with her teacher aide. These three
students leave the room for Special Education services at various times
throughout the day.
Core knowledge The students will need previous knowledge on what the Native American culture
that children will is. They will need to go over the symbols and understand what each symbol
need to be stands for. They will need to have a basic understanding of what a teepee is, a
successful with bow and arrow, a headdress, a warrior, and a shield. Students will need a
this lesson beginning understanding of shapes. They will need an understanding of the
(previously- conventions of English in order to write at least two sentences about their
learned): teepees.
Vocabulary to be Teepee, headdress, spirit, journey, native, Oceti Sakowin culture
taught or
explored in this
lesson:
Plans for The plans to engage the learners are to use their fine motor skills and creativity to
engaging make their own teepees. The students have already drawn their symbols. During
learners: this lesson, they will put their teepees together using sticks.
Lesson plan Intro
outline,  Review what we learned last week about Native Americans
including o Teepees
involvement of 2 o Symbols
or more o The buffalo
educators (co- o Anything else the students remember
teaching Lesson
strategies):  Complete teepees - Each student will be given 3-4 sticks. They will roll the
paper that they drew their symbols on into the shape of a teepee and glue
it closed. They will then glue or tape the sticks to the inside of the
construction paper. When the glue is dry, we will display the teepees on
top of their lockers.
 The class will be split up into two groups: a math and writing group. The
math group will be run by Miss Goosen. The writing lesson will be run by
Mrs Erickson. After approximately 10 minutes, Miss Goosen and Mrs.
Erickson will trade places and work with the other group. Any work the
students do not complete will be put in their To-Do folder to be finished
during Centers.
o Math: I will go over the difference of 3D and 2D shapes. I will
have sets of different type of shapes in front of each child. I will
explain the key terms such as right angle, segments and parallel
lines. I will tell students to try to find the shape that I describe
and hold it up without talking. For example, I will say "this shape
has 6 faces that are all square. It has parallel line segments all
around its edges and every face looks exactly the same." (cube) I
will then explain how shapes make up pictures and therefore
make up Native American symbols. The class will then have to
create symbols out of the three D and two D shapes. They will
have to show the group their symbol and explain why they chose
those specific shapes.
o Writing: The students will each be given an “About My Teepee”
sheet. I will ask each student to write at least two sentences
about their teepee, but will encourage them to write as much as
they can/want and be as descriptive as possible. Some things I will
suggest they write about include the symbols they chose, why
they chose them, and what those symbols mean. These will be
displayed in the hallway with their finished teepees.
Conclusion
 Have 2-3 students share about their teepees and the symbols they drew
on them. Draw names to choose the students that share. If any other
 students want to share about their teepees, we will encourage them to do
so with their classmates during lunch, recess, etc. throughout the week.
Plans for We will differentiate the writing portion by adjusting the minimum number of
differentiating sentences asked for.
learning for
particular
students:
Materials and Sticks, teepees (with students from last week), liquid glue, glue sticks, “About My
equipment Teepee” sheets, tape, worksheets for math portion, foam shapes for math portion
required to carry
out this lesson:
Resources: http://www.history.com/topics/native-american-history/native-american-cultures
(uses of buffalo), http://www.symbols.com/native/ (list of symbols),
https://i.pinimg.com/originals/05/9d/53/059d5330dcea3fec2a5b3be745052f75.jp
g (more symbols & their meanings),
Background Know and understand the Native American culture as well as their symbols.
information for
teachers:
Accommodation We will have all the materials ready for these students so they can join in the
s& activity as soon as they return to the classroom. If they need assistance putting
Modifications for their teepees together, we will be available to help as will their aides.
students with
disabilities: