One of my favorite units in the Lower Elementary curriculum is the lessons on Fundamental Human Needs. These lessons explore the fundamental needs of humans, how humans have met those needs over time, and how different groups meet the same needs in different ways, often based on their region. These lessons help students to see how much the human family has in common. They build a sense of human unity and respect for the diverse ways in which cultures around the world have met and continue to meet the same needs. It is important for students to see how much we, as humans, have in common if they are going to approach the differences with respect. I prepared this lesson plan, based on the book, The Sandwich Swap, by Her Majesty Queen Rania Al Abdullah with Kelly DiPucchio, to reinforce the idea that we all have the same needs, but meet them differently. In this book, two girls are friends. They have so much in common, and enjoy each other's company. But when it is time for lunch, one has peanut butter and jelly on white bread, and one has humus on pita bread. The book provides an excellent opportunity for students to explore foods of different cultures with curiosity and respect.
Allows learners multiple ways to demonstrate learning sensitive to diverse experiences, while holding high expectations for all.
Cultural diversity is an important consideration when allowing students multiple ways to demonstrate their understanding. Another important aspect of diversity considers each student's abilities. Students with disabilities need diverse ways to express their understanding of different concepts. In the inclusive space where I work the most, the students have different levels of ability both in communication, memory, independence and fine motor. The works in the classroom are carefully chosen to allow the students with many opportunities to explore the same concepts. The language area includes sandpaper letters for students who are learning to form letters and moveable alphabets that are easily manipulated for students to build words. These alphabets, both in plastic form and magnets, allow students who struggle with the fine motor skills necessary to form the letters, to have another, much easier way to build words. Ziplock bags filled with gel and paint are available to the students. This work was a suggestion from the Occupational Therapists. The students lay the bag flat, then use one finger to write the letter, line, shape, or number they are working on. By having a variety of materials, students are able to work on their goals and develop their skills using different ways to demonstrate their understanding of foundational language concepts.
This work has many elements. There is a moveable alphabet that is magnetic for the students to form the words. There are cards to match the word to the picture, as well as a card to follow to provide a self-correcting element.
Sandpaper letters provide a sensorial experience for students. They trace the sandpaper letters to learn the correct formation and transfer that understanding to their own writing.
This idea came from collaborating the the school's Occupational Therapist. Ziplock bags are filled with paint. Students use their fingers to trace and "write" on the bag.
The moveable alphabet allows students to build words without being hindered by limited fine motor skills.