1. Presentation on Culture
Cross- Curricular Unit Plan can be uploaded on
http://www.slideshare.net/jasonherold/edit_my_uploads
Type of Classroom: 6th grade Resource Room
Number of students: 8 students
Title of the Unit: Culture
Rationale: I have chosen to make up a unit study derived around culture for my students
because they are raised in a very low economical and social setting. I would like to have
these young individuals to be exposed to many of the cultures throughout the world, not
just the ones that they are subjected to in their own lives.
Subtopics and Objectives:
1. Subtopic- Every Culture
2. Objective – Students will be instructed to go to the following website:
http://www.everyculture.com/Cr-Ga/index.html. Students will select two
countries, read the article, and write a paragraph and illustration describing the
culture in that particular country with 80% accuracy.
Grade Level Indicator:
Acquisition of Vocabulary
#8 Define the meaning of unknown words by using context clues and the
author’s use of definition, restatement and example.
3. Subtopic - Family Tree Builder
Objective - Students will utilize 4/5 community resources to complete a family
tree through power point in order to acquire and construct listing descendents in
sequential order.
Grade Level Indicator:
Analyze examples of interactions between cultural groups and explain the
factors that contribute to cooperation and conflict
3. Explain factors that foster conflict or cooperation among countries:
a. Language
b. Religion
c. Types of government

2. d. Historic relationships
e. Economic interests..
4. Subtopic – Technology timeline
Objective - Students will create a timeline of 5 facts that depicts how technology
advances in the area of agriculture and has improved human lives to meet
people’s wants and needs.
Grade Level Indicator:
Describe how technology affects human life
1. Explain how technology from different areas has improved human
lives.
5. Subtopic – Ohio State Map
Objective - To specify one location and plot an ordered pair on a coordinate plane
in ¾ trials with 80% accuracy.
Grade Level Indicator:
Number, Number Sense and Operations
1. Specify location and plot order pairs on a coordinate plane, using
first quadrant points.
Teacher: Mr. Herold
Grade Level: 6th
Length of Lesson: 45 minutes
Reading Lesson: Life in a New Country
Objectives:
1. Students will be instructed to go to the following website:
http://www.everyculture.com/Cr-Ga/index.html. Students will select two countries,
read the article, and write a paragraph and illustration describing the culture in that
particular country with 80% accuracy, using correct grammar, vocabulary and
punctuation.
.
Preparation:
Purpose of the Lesson:
Write a paragraph and illustrate a picture describing the culture they have
selected. Students will be instructed to use correct grammar, vocabulary and
punctuation.
Grade Level Indicator:
Acquisition of Vocabulary

3. #8 Define the meaning of unknown words by using context clues and the
author’s use of definition, restatement and example.
Materials:
Smart Board
Website – Where students will locate articles on countries cultures and traditions
Lined writing paper (Rough Draft)
Utensils, colored pencils, markers and crayons
Procedure:
Anticipatory set: Students will briefly view a Google video clip on culture and
traditions around the world. Students will then proceed to answer the following
question: What the statue of Liberty is or its importance? Responses will be put
onto a wordle document, which shows all of the student’s responses. Here is the
website to create a document: http://www.wordle.net/
Steps:
1. Before Reading
- Show the students the clip.
- http://www.youtube.com/watch?v=tAEwnhuEGIA
- Have a class discussion of the clip.
- Ask questions about culture and the traditions.
- Instruct students to use the hyperlink, which will take them to the page
with different countries, and their cultures and traditions
2. During Reading
- Have the student’s select two countries of interest, and read each
article.
- Have the students create a concept web on the countries they chose
- Each student will use http://penzu.com/. To share his or her concept
web.
3. After Reading
- The students will create a paragraph and illustration for each country using
http://penzu.com/. This will give the opportunity for other students to view a
different country than they selected, and how their countries differ from each
other.
Closure – The students will be able to view their classmate’s paragraphs and
illustrations. Students will be able to blog with each other, using the above
website, asking questions and giving feedback.
Independent Practice/Follow-up Activities:
Have the students deepen their understanding of cultures by having them
answer questions:
1. What kinds of customs or beliefs have people of other cultures brought
with them to the United States.? Give examples to support your
answer.
2. How has this changed or added to American Culture.
***These questions can be shared using the blog on penzu.com **
Adaptation: - Look at each individual IEP to decide length of summary.

4. - Students with fine motor control will be allowed to type the summary
on the computer with extended time.
- For those students who suffer from ADD, I will break the longer
assignment into smaller parts so student can see end to work.
Teacher: Mr. Herold
Grade Level: 6th
Length of Lesson: 45 minutes
Social Studies Lesson: Family Tree Builder
Objectives:
1. Students will utilize 4/5 community resources to complete a family tree through
power point in order to acquire and construct listing descendents in sequential order.
Preparation:
Purpose of the Lesson:
Students apply and explain through a multimedia presentation the factors
that promote forms of cooperation among people of varying social, cultural and
ethnic backgrounds to promote the theory that many diverse populations can co-
exist.
Grade Level Indicator:
Analyze examples of interactions between cultural groups and explain the
factors that contribute to cooperation and conflict
3. Explain factors that foster conflict or cooperation among countries:
a. Language
b. Religion
c. Types of government
d. Historic relationships
e. Economic interests..
Materials:
Library Books
Computer
Health Department
Birth/Death Records
Old Newspapers
Diaries
Procedure:
Anticipatory set: Students will be asked to answer the following question: What
is the true meaning of “family?” Students will be instructed to place their answers
on http://penzu.com/. Students will able to discuss answers with each other.
Steps:

5. -Students will be asked to collect pictures of their family (Showing
different traditions. They will also be held responsible for using resources
to accumulate data for their Family Tree.
- Take a quick survey to ask the students if they know what their
nationality is.
- Students will use family traditions that have been handed down from
generations and create a venn diagram (This will be your first slide on
your family tree power point presentation.)
- Students will use their given resources to now complete a family tree,
using power point on Microsoft office.
Closure – The students will upload their slideshows on:
http://www.slideshare.net/guesta43c2a2/web-20-technology-shaping-education,
where students can interact with each other, and discuss their slide shows online
Extensions (Extra Credit): - Family trip to the library to complete another
generation of the family tree. Students must show proof of going to the library,
such as pictures to receive credit
Adaptation: - Very low students will just do intermediate family members for
family tree.
i. Use index cards or sticky notes.
- I will give those students who suffer from ADD extra time to complete
their timeline, especially for those students with slow, motor tempo.
- For those students who suffer from dyslexia, I will offer alternative
ways to show mastery of material other than long slideshow.
Alternatives could include oral or video presentations, dioramas, or
collages.
Teacher: Mr. Herold
Grade Level: 6th
Length of Lesson: 45 minutes
Science: Technology timeline
Objectives:
1. Students will create a timeline of 5 facts that depicts how technology advances
in the area of agriculture and has improved human lives to meet people’s wants and
needs.
Preparation:
Purpose of the Lesson:
Students will examine and recognize that science and technology are
interconnected by investigating how advancements in very cultural areas have
improved human lives in areas of needs and wants.
Grade Level Indicator:

6. Describe how technology affects human life
1. Explain how technology from different areas has improved human
lives.
Materials:
Graphing Paper (Rough Draft)
Internet
Library
Interviews
Procedure:
Anticipatory set: Using http://www.livebinders.com/play/play/8641, students
will skype with each other and will compare and contrast between the agriculture
of today vs. a decade ago. Students should be able to discuss the topic, based off
of research at the library or through the web.
Steps:
-Create a title for the timeline on http://www.xtimeline.com/index.aspx
- Insert 5 facts with 80% accuracy.
- Go to Google images to select 5 pictures to place on the timeline.
- Complete the finish product.
Closure – Students will be able to view student’s timelines, using the above site,
and will be able to critique and give feedback.
Extensions (Extra Credit): - Have the students create a bar graph comparing and
contrasting technology of today vs. a decade ago.
Adaptation: - For my auditory learners, the class will be divided into two groups
to play jeopardy using the information from their peers timeline.
- For my visual learners, they will create a pop-up-book using the
facts from the timeline.
- For my tactile-kinesthetic learners, they will have a debate using
the facts from the timeline.
Teacher: Mr. Herold
Grade Level: 6th
Length of Lesson: 45 minutes
Math Lesson: Ohio State Map
Objectives:
1. To specify one location and plot an ordered pair on a coordinate plane in ¾
trials with 80% accuracy.
Preparation:
Purpose of the Lesson:
The students will apply math strategies in order to compute, measure and
analyze data to demonstrate to student’s math content that is relevant to their lives
as students, citizens, and workers.
Grade Level Indicator:

7. Number, Number Sense and Operations
2. Specify location and plot order pairs on a coordinate plane, using
first quadrant points.
Materials:
Smart Board – map of the United States
Map of the state of Ohio
Past Interviews
Procedure:
Anticipatory set: Using the classroom smart board I will show a map of the
United States (with a coordinate plane. I will then follow by asking the students to
say on the map where they were born, and what region it was located in.
Steps:
1. As a whole group, students and I will discuss the map of the state of
Ohio.
2. Talk to the students about where they can find themselves on the map.
3. I will continue with the discussions of map coordinates, asking the
students to identify the coordinates of specific places of interest on the
map or challenging their peers to name a point of interest that they
have identified by the coordinates.
Closure – Ask the students to identify key landmarks and historical sites around the state
that they have learned about in English or Social Studies class.
Extensions: - Students will use the map keys to determine the distance between the
specific places in the state and determining the time it would take to travel that distance
given an average speed, or to determine possible destinations.
Adaptations - For students with very low reading ability, you could ask them beforehand
what state they are from. Give them an outline of the state they are from so they can
match it with the correct state on the Smart board. This will ensure that they are able to
locate it on the map ahead of time.