Thematic Unit

Unit Plan: Same, Same, Different

Grade: 4th

Rationale:
Students are aware, or should be, that not everyone looks like one another and that each student
and human is different in their own unique way. Such things as Race, Religion and Family Life
may be subject matters that 4th Graders are curious about and are beginning to realize more
frequently as they move into their Middle School Years. To us, it is extremely important that our
students are aware of the lives of others and how their life may differ from that of their peers.
This Unit will focus on the overall and general culture of India, Africa and China and the beliefs
and traditions that are included within each culture. Although there are endless cultures students
are able to dive more deeply into understanding, these are three we believe may be most
prominent in the lives of students and the lives of students we may have in our classroom.
Throughout this Unit, students will gain a worldly understanding of these three cultures and the
various aspects that make up these cultures. They will become familiar with their cuisine,
schooling, traditions, clothing and so on and so forth. This Unit will aid our students in becoming
more culturally aware and accepting of other people they may meet throughout their lifetime.
This Unit will give them the tools and deeper understanding of accepting all types of people, and
creating a generally positive and welcoming classroom.

Classroom Goals:
The overall goals we have for this Unit include the following:
● Understand what cultures are and what they may mean
● Be accepting of all other humans that may have a different cultural background than you
● Have a general while rich understanding of Indian, Chinese and African cultures
● Understand and accept their own personal and historical culture and background
● Have a worldly and accepting heart for others of different cultural backgrounds

Teacher Goals:
Our goal as teachers throughout this Unit is very simple while also being extremely important for
our students. Our goal is that our students will be culturally aware and accepting of all kinds of
people and their cultural background and history. We hope that this Unit will create a fire and
passion within our students to take the initiative to learn more deeply about the cultures of their
friends and peers. Throughout each day of our Unit we will give our students the tools for
understanding cultures more deeply and learning to embrace and accept whatever the culture has
to offer. Our teacher goal for this Unit it to ignite and accepting heart and mind within our
students and that they become more culturally accepting young adults.
 Scope and Sequence

Grade: Grade 4 Student Assessment Differentiatio

Activities n

African Day 1 Day 1: Day 1: Day 1: Students

Unit Culture throug Introduction Formative: would be
1 h Day Students will Students will be allowed to take
5 complete a pretest required to the test in the
to see how complete a hallway or in
culturally aware pretest that will the Teachers
they are before the require them to office at a
Unit begins. answer different time of
questions about the day that
Day 2: their cultural would allow
Writing awareness. one-on-one time
SWBAT compare with the student
two different stories Day 2: and teacher so
from two different Formative: the teacher
cultures and make
Students will would have the
comparisons about
the similarities and have to write a opportunity to
differences. comparative read the
essay stating questions aloud
Day 3: the similarities and guide the
Art and differences student where
SWBAT learn the between the they are
art of African masks two Red Riding struggling.
and what traditional Hood story.
masks look like in
Day 2: Students
the African culture.
They will use the Day 3: will have the
knowledge they Formative: opportunity to
have about mask art Students will work with a
Unit African forms and will be do research and partner in the
1 Culture asked to make their learn about sharing and
own. traditional brainstorming
 Day 1 African masks. process of the
through Day 4: After they comparative
Day 5 Science understand the essay. The
SWBAT understand art form of stories will also
the environment and these masks, be on tape for
habitat in Africa and
they will have students that
the animals that live
within this region. the opportunity need the story
Students will to create their read aloud to
understand the own. them for deeper
different animals understanding.
that survive in these Day 4:
dry regions and what Formative: Day 3: Students
the most common Students will be will be allowed
animals are. assigned a to work with a
project of
Day 5: partner to create
researching an
Math African animal their masks.
SWBAT focus of their choosing They will also
deeply on fractions and do research be allowed
and money with a on that animal. outside
theme around They will be resources to
asked to research
farming. The
complete a final
student will traditional
project on the
understand animal of their masks allowing
different aspects of choosing and all them to use
African farming the finds on that other resources
and how important animal. than just their
these skills would prior
Day 5: knowledge.
be to an African
Formative:
farmer because it is
Students will Day 4: Students
one of their biggest
complete a will be given
job markets.
math worksheet support
focusing on throughout this
fractions and lengthy project
money with a by meeting with
Unit African theme around the teacher to
1 Culture farming, to help find
showcase their research on their
knowledge of animal and the
not only math teacher will
 Day 1 but aspects of provide
through African culture. guidance for the
Day 5 project and what
else to do.

Day 5: Students
will be given a
partner to
complete this
worksheet with
if they do not
understand the
content or
struggle with
the math unit,
they will be
paired with a
fluent and
coherent partner
to help guide
them.

Indian Day 6 Day 6: Day 6: Day 6: Students

Unit Culture throug Math Formative: that struggle
2 h Day SWBAT understand Students will with this math
9 the importance of use their unit and
rice in Indian culture foundational worksheet will
and use this
understanding be paired with a
understanding
during a math of rice in the student that can
lesson. Indian guide them in
agricultural better
Day 7: system to understanding
Math perform math the content on
SWBAT activities using the worksheet.
accurately identify this theme.
coins with Day 7: Students
monetary value and Day 7: that struggle
correctly use those Formative: with coin and
number for Students will paper money, as
addition and complete a well as language
 subtraction worksheet that and
problems gives them understanding
differing will be given
Day 8: amounts of coin manipulatives to
Science and paper help them
SWBAT explain money. They complete this
Indian ways in which a loss will add and worksheet.
Culture Day 6 of water can subtract using
negatively impact
Unit throug these numbers, Day 8: Students
our environment and
2 h Day why it should be will be paired
9 prevented. up with a
Day 8: partner or in a
Day 9: Formative: group setting to
Writing Students will be complete this
SWBAT understand asked to design Science project.
the Diwali Holiday their own water
With the
and will complete collection system
and test its assistance of a
and create a
brochure on this ability to collect partner or group
Holiday and its water. students will be
customs. guided
Day 9: throughout this
Formative: project for
Students will further
create an
understanding.
individualized
brochure on the
Holiday of Day 9: Students
Diwali, including will get
all the personalized
information on assistance from
this Holiday and the teacher
the important
outside of
customs and
traditions that instruction time
come along with so they can have
it. more
individualized
guidance for
this brochure.
 China Day Day 10: Day 10: Day 10: For
Unit Culture 10 Writing Formative: students that
3 throug SWBAT gain a Students will struggle with
h Day deeper read a story in English or
understanding of class about The
15 struggle with
The Legend of Lao Legend of Lao
Tzu and the Tao research and
Tzu and the Tao Te
Ching and how this Te Ching and pulling facts
Leader was will then write from content,
influential in the about the we would allow
Chinese culture and important facts them to work
during their history. and details they with a partner
learned about
that understands
Day 11: these leaders
through the the material
Math
reading. deeply and is
SWBAT
able to describe
understand how Day 11: it to the student
Chinese Formative: struggling.
mathematics works Students will be
using the Ancient given a Day 11:
Chinese Number worksheet Students that
System. using the struggle with
Ancient math or struggle
Day 12:
Chinese with this
Art
Unit China Number concept will be
SWBAT gain
3 Culture System and will given the
understanding about
Day the War Effort in display their Chinese
10 China and how it knowledge by Number System
throug affected the culture filling it out. as a material to
h Day through reading guide them
15 “Nim and the War Day 12: through this
Effort”. Formative: worksheet,
Students will instead of just
Day 13: read “Nim and
completing this
Writing the War Effort”
in class and then on prior
SWBAT reflect on
will have a class knowledge from
Chinese New Year
discussion about the lesson, they
and the
the War Effort will be given
significance it and its effects on guiding
holds within the China. After the
materials.
Chinese culture, class discussion
based upon is finished, they Day 12:
previous will create Students will be
knowledge of the posters that will given the
be shown to the
culture. chance to create
class on different
aspects of the this poster with
Day 14: War Effort. a group of other
Reading students, they
SWBAT Day 13: wouldn’t be
understand the Formative: asked to
meaning behind the Students will complete it or
Chinese Zodiac respond to generate
Sign and the writing prompt information
significance it asking them to individually but
holds in the lives of reflect on would have the
Chinese people. Chinese New support of many
Year and its other group
significance in members.
the culture.
Day 13:
Students will be
Day 14: allowed to use
Formative: the books they
Students will be have read
asked to reflect during class
on the CHinese about the
Zodiac lesson Chinese New
by researching Year or their
and drawing notes on this
their own subject to
personal Zodiac respond to the
Sign based on writing prompt.
their birthday This will give
month. them concrete
information to
discuss and will
guide them in
their writing.

Day 14:
Students will be
 given materials
that will guide
them in ways
and steps to
draw and create
their Zodiac
Sign.

Content Standards:

Reading Standards:
● CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
● CCSS.ELA-LITERACY.RL.4.4 Determine the meaning of words and phrases as they are
used in a text.
● CCSS.ELA-LITERACY.RL.4.6 Compare and contrast the point of view from which
different stories are narrated.
● CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama
and a visual or oral presentation of the text, identifying where each version reflects
specific descriptions and directions in the text.
● CCSS.ELA-LITERACY.RL.4.9 Compare and contrast the treatment of similar themes
and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in
stories, myths, and traditional literature from different cultures.
● CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from
details in the text; summarize the text.
 ● CCSS.ELA-LITERACY.RI.4.9 Integrate information from two texts on the same topic in
order to write or speak about the subject knowledgeably.
● CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what happened and why, based on
specific information in the text.

Writing Standards:
● CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a
point of view with reasons and information.
● CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
● CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete
details, quotations, or other information and examples related to the topic.
● CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear event sequences.
● CCSS.ELA-LITERACY.W.4.3.B Use dialogue and description to develop experiences
and events or show the responses of characters to situations.
● CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
● CCSS.ELA-LITERACY.W.4.6 With some guidance and support from adults, use
technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to
type a minimum of one page in a single sitting.
● CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
● CCSS.ELA-LITERACY.W.4.8 Recall relevant information from experiences or gather
relevant information from print and digital sources; take notes and categorize
information, and provide a list of sources.
● CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.

Language Standards:
● CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
● CCSS.ELA-LITERACY.L.4.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
● CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
● CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases.
 ● CCSS.ELA-LITERACY.L.4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Speaking and Listening Standards:

● CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners.
● CCSS.ELA-LITERACY.SL.4.2 Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
● CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an
experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
● CCSS.ELA-LITERACY.SL.4.5 Add audio recordings and visual displays to
presentations when appropriate to enhance the development of main ideas or themes.

Social Studies Standards:

● CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they

are used in a text, including vocabulary specific to domains related to history/social
studies.
● CCSS.ELA-LITERACY.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.
● CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a
primary or secondary source.
Science Standards:

● CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when

carrying out experiments, taking measurements, or performing technical tasks.
● CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or
technical context.
● CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an
explanation, describing a procedure, or discussing an experiment in a text.
● CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information
expressed in words in a text with a version of that information expressed visually (e.g., in
a flowchart, diagram, model, graph, or table).
● CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with that gained from reading a
text on the same topic.
Math Standards:
 ● CCSS.MATH.CONTENT.4.OA.A.2 Multiply or divide to solve word problems
involving multiplicative comparison, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem, distinguishing multiplicative
comparison from additive comparison.
● CCSS.MATH.CONTENT.4.OA.A.3 Solve multistep word problems posed with whole
numbers and having whole-number answers using the four operations, including
problems in which remainders must be interpreted.
● CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the
presence or absence of parallel or perpendicular lines, or the presence or absence of
angles of a specified size. Recognize right triangles as a category, and identify right
triangles.
● CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional
figure as a line across the figure such that the figure can be folded along the line into
matching parts. Identify line-symmetric figures and draw lines of symmetry.
Health Standards:

● H2.Se5.4. Identify how friends and family can influence ideas regarding gender roles,
identity and expression.
● H4.Se5.4. Demonstrate ways to show respect for all people.
● H4.Se6.4. Demonstrate positive ways to communicate differences of opinion and feelings
while still maintaining relationships.
● H4.So5.4. Demonstrate how to respond appropriately to bullying, harassment, and
intimidation.
Music Standards:

● MU:Cr1.1.4a. Improvise rhythmic, melodic, and harmonic ideas, and explain connection
to specific purpose and context (such as social and cultural).
● MU:Pr4.2.4c. Explain how context (such as social and cultural) informs a performance.
● MU:Cn11.0.4a. Demonstrate understanding of relationships between music and the other
arts, other disciplines, varied context, and daily life.
Art Standards:

● VA:Cr1.1.4a. Brainstorm multiple approaches to a creative art or design problem.

● VA:Cr1.2.4a. Collaboratively set goals and create artwork that is meaningful and and has
purpose to the makers.
● VA: Cr2.3.4a. Document, describe, and represent regional constructed environments.
● VA: Cn10.1.4a. Create works of art that reflect community cultural traditions.
● VA: Cn11.1.4a. Through observation, infer information about time, place, and culture in
which a work of art was created.
Accommodations: Accommodations are critical for creating a successful learning environment
for all students. We will accommodate for struggling learners, gifted learners, and ELL students
in our classroom. This will be done through differing groups sizes, instructional techniques, and
difficulty levels in assignments. There will be an opportunity for every student to reach a higher
level of thinking and be pushed to their full potential while still catering to their individual
learning needs.

Accommodations for ELL Students:

● ELL students will sit at a table or in a desk next to a native speaking student that is also
proficient and strong with English work and language.
● Pictures will be posted around the room that correspond with the word of the object so
students can refer to the picture for better understanding.
● Teacher will conference with the ELL student if they seem confused.
● Teacher will check in with ELL student before they are to begin an activity to make sure
they have a solid understanding of the assignment.
● ELL students culture and historical background will be discussed throughout this Unit
and they will be able to share and work in their native language throughout this part of
the Unit.
Accommodations for Gifted Students:

● Students will be asked to answer higher level thinking questions on assignments.

● Students will be given the opportunity to further research the culture we are working on
to gain a deeper understanding further than the lesson covered.
● Students will be paired with either similar leveled partners to push each other in some
cases.
● Students will be paired with lower level individuals to help teach the material and
therefore solidifying it in their own mind more in some cases.
● Students will be asked to write rather than draw responses to materials.

Accommodations for Struggling Learners

● Students will be given more time to finish assignments.

● Students will be paired with higher level students to assist when needed.
● Teacher will help students who need one on one during individual work time.
● Changes can be made for sitting arrangements that best support the students learning.
● Students will have the opportunity to draw responses to questions if the writing aspect is
too difficult.
 ● If IEP’s are present we will adjust instruction to fit these students qualified needs.
Learning Objectives and Assessment Strategies:
Content/Language Objectives
SWBAT compare two different stories from
two different cultures and make comparisons
about the similarities and differences.
SWBAT use knowledge of African clothing
and previous math knowledge of division and
multiplication to solve math problems.
SWBAT create a musical instrument that will
allow them to understand vibrations and
sounds.
SWBAT understand the art of African dance
and immerse themselves in the traditional
dance.
SWBAT understand the different aspects of
traditional African music and be able speak
about them and recognize them in different
African music.
SWBAT use previous knowledge of
probability within math to successfully play
the African game of Mancala and gain a
deeper understanding of probability through a
traditional African game.
SWBAT understand African culture and the
process of boys transitioning to men through
this bull jumping activity.
SWBAT learn about the history of African
jobs and how jobs in Africa differ from jobs
in America. They will be asked to read a piece
on African jobs and important facts they find
Assessment Strategies
Formative: Students will have to write a
comparative essay stating the similarities and
differences between the two Red Riding Hood
story.
Formative: Students will use understanding
and knowledge on African clothing to solve
Math problems using clothing as materials to
divide and multiply.
Formative: Students will have to explain why
they chose the materials they did for their
Sistrum, and why they believe they would
worst best for their instrument.
Formative: Students will be asked to perform
a whole class African dance within the
classroom to understand the art of traditional
African dance more fully.
Formative: Students will listen to traditional
African music and be asked to make
comments and observations on the music and
the different connections that they hear within
each song.
Formative: Students will play Mancala with a
classmate as the teacher walks around to
assess how well students are understanding
probability through this game.
Formative: Students will be instructed to play
or perform a similar activity to bull jumping,
but instead of jumping onto a bull, the activity
will include an obstacle course including
jumping over things.
Formative: Students will have a lesson on
African jobs and then will read articles and
books that are provided by the teacher on how
African jobs are much different than in
interesting, as well, important differences
between jobs in African and America.
SWBAT write a narrative essay on the life of
an African worker and the daily struggle and
activities they encounter each day.
SWBAT understand typical African greetings
and how they may be used in the African
daily life. They will also understand how their
greetings may be similar or different to
American greetings.
SWBAT read and respond to a book on
Kwanzaa and the traditions that come along
with this holiday. They will be able to write
about their reactions to this book and what
they learned and thought was important.
SWBAT learn the art of African masks and
what traditional masks look like in the African
culture. They will use the knowledge they
have about mask art forms and will be asked
to make their own.
SWBAT use prior knowledge of Kwanzaa
and apply that knowledge, along with
previous math knowledge to complete a math
worksheet.
SWBAT recognize and learn traditional
African music. They will understand different
themes they hear in this music and how the
traditional music is created and constructed.
SWBAT understand the environment and
habitat in Africa and the animals that live
within this region. Students will understand
America. Teacher will walk around and
clarify any questions students may have, as
well will ask them facts and interesting things
they are learning from the readings.
Formative: After students read different texts
and articles on African jobs, they will pick a
job most interesting to them. They will then
be asked to write a narrative essay on the life
of an African worker and the job they endure
everyday, depending on the job they picked to
research.
Formative: Students will learn basic African
greetings. They will use them and perform
them as a class while deeply thinking about
how they may be similar or different to the
greetings we use in America.
Formative: Students will read a book on
Kwanzaa and then write about important facts
and information they gained from this book.
They will reflect on this holiday and how it
may be similar or different from American
holidays.
Formative: Students will do research and
learn about traditional African masks. After
they understand the art form of these masks,
they will have the opportunity to create their
own.
Formative: Students will be asked to
complete a math worksheet that will enhance
their knowledge of math, as well as the
holiday of Kwanzaa and how that may look in
the daily life of those that celebrate this
holiday.
Formative: Students will learn the art of
traditional African music and the different
aspects that make up this music.
Formative: Students will be assigned a
project of researching an African animal of
their choosing and do research on that animal.
the different animals that survive in these dry
regions and what the most common animals
are.
SWBAT have a deep understanding of
African clothing and the tradition between the
clothing of this culture.
SWBAT recognize and comprehend the
significance of African civil rights, as well as
the significance of the African flag and the
making behind.
SWBAT use previous knowledge and
understanding on the farming life in Africa to
apply this farming culture to math problems.
SWBAT understand the animal population
and life in Africa to carry out a Physical
Education game that involves the Big Snake
found in Africa.
SWBAT watch a video on the educational life
in Africa and how it differs from the
educational life in America. They will gain an
understanding of the differences and struggles
others around the world face.
SWBAT compose a persuasive piece about
how African schooling should change and
how this would better the country and
children going through the schooling system.
SWBAT understand the importance of rice in
Indian culture and use this understanding
during a math lesson.
SWBAT read and write about the similarities
between hinduism and buddhism.
They will be asked to complete a final project
on the animal of their choosing and all the
finds on that animal.
Formative: Students will create a traditional
Kente clothing piece by weaving and using
clothe and other materials to represent
traditional African clothing.
Formative: Students will show their
understanding of African civil rights and
history by responding to a writing prompt to
show their understanding of the lesson and
history of Africa.
Formative: Students will show their
understanding of African farming and the
agricultural life there, by completing a math
lesson and worksheet with this theme
intertwined throughout.
Formative: Students will interact with other
students to play a PE game of Big Snake tag
that represents the African wildlife.
Formative: Students will watch an
educational video that shows the schooling
life in Africa. Students will then respond to a
prompt about how the schooling life is
different in Africa than in America and reflect
on the fortune they have.
Formative: Students will be asked to
compose a persuasive essay on the many
reasons, after watching the previous video,
about positive and influential ways the
African school system could change for the
better.
Formative: Students will use their
foundational understanding of rice in the
Indian agricultural system to perform math
activities using this theme.
Formative: Students will successfully write
and reflect on the similarities between

SWBAT create a Holi Festival Sand Art
painting and have an understanding of this
history and meaning behind this festival.
SWBAT understand Indian Children’s stories
and what the themes and topics are about in
their culture.
SWBAT write a comparative piece of stories Formative: Students will compose a
in the Indian culture compared to stories in the comparative piece of writing comparing two
American culture and compare the two.
SWBAT create and illustrate India’s national
flag and the details found within the flag.
They will also learn the significance and
history behind the making of the flag.
SWBAT read a book about Diwali and gain
an understanding of this Holiday and the
significance behind the meaning.
SWBAT accurately answer comprehension
questions regarding the purpose of Diwali, the
symbolism of the holiday following a book
reading.
SWBAT explain ways in which a loss of
water can negatively impact our environment
and why it should be prevented.
SWBAT explain the meaning behind the
colors and symbols of the flag.
SWBAT identify ways in which forestry
benefits society and ways we can expand into
it without causing harm.
hinduism and buddhism after reading a book
on both religions.
Formative: Students will create a Holi Sand
Art representation that will model what this
festival is, as well, they will be expected to
have an understanding of the history behind
this.
Formative: Students will listen to Indian
Children’s Stories and will have an
understanding of the theme and enjoy the
stories of children in another culture.
different books, one from India and one from
America and discuss the similarities and
differences.
Formative: Students will model and create
their representative of the Indian flag during
Art. They will learn the background history on
the flag and the significance of the art of this
flag.
Formative: Students will read a short book
on Diwali and then will be given a worksheet
with questions that assess and check in their
understanding of this Holiday.
Formative: Students will be given a
worksheet with several questions requiring
them to go back to the story and identify
aspects of the Diwali Festival accurately.
Formative: Students will be asked to design
their own water collection system and test its
ability to collect water.
Formative: Students will need to write a
short report on what the colors represent and
what the symbol is meant to represent.
Formative: Students will need to write and
design an urban plan allowing for the

SWBAT understand the Diwali Holiday and
will complete and create a brochure on this
Holiday and its customs.
SWBAT use famous and influential Math
Inventors in the Chinese Culture to complete a
math worksheet with information about the
inventors as subjects.
SWBAT gain a deeper understanding of The
Legend of Lao Tzu and the Tao Te Ching and
how this Leader was influential in the Chinese
culture and during their history.
SWBAT experiment and discuss the
important and factors of the Bullet Train the
Chinese transportation system.
SWBAT understand the significance of
Buddha in the Chinese culture and the
articutral factors of the typical statue.
SWBAT discuss and identify significant
Science Inventors within the Chinese culture
and how they transformed and influenced the
culture.
SWBAT identify significant parts of the
Spring Festival in China and the traditions
that accompany this annual festival.
SWBAT understand the significance of the
Dragon in the Chinese culture.
maximum number of trees to remain
untouched.
Formative: Students will create an
individualized brochure on the Holiday of
Diwali, including all the information on this
Holiday and the important customs and
traditions that come along with it.
Formative: Students will be asked to
complete a worksheet on grade level math
incorporating Chinese Math inventors as the
subjects of problems, to deeper their
understanding of not only math but Chinese
inventors.
Formative: Students will read a story in class
about The Legend of Lao Tzu and the Tao Te
Ching and will then write about the important
facts and details they learned about these
leaders through the reading.
Formative: Students will conduct a science
experiment modeling the transportation
system of the Bullet Train and how it is able
to move so quickly.
Formative: Students will recreate a Buddha
representation with knowledge of the
significance behind his appearance and
meaning.
Formative: Students will be asked to discuss
and reflect on an inventor they found to be
most interesting and influential and why they
believe this is so from the research they have
done on the inventor.
Formative: Students will complete a
worksheet on the different aspects of the
Spring Festival in China and why it is so
important to this culture.
Formative: Students will read the story, The
Day the Dragon Danced and will discuss the
importance of the dragon in Chinese culture
afterwards to reflect on the reading.
SWBAT accurately paint a representative of a Formative: Students will create a piece of art
Chinese Dragon and all of its traditional based off the Chinese dragon, they will also
features. be asked to write about the significance of the
dragon.

SWBAT learn the significance of the Chinese Formative: Students will be asked to write
flag and what each aspect of the flag means. and reflect on the significance of the flag.

SWBAT gain understanding about the War
Effort in China and how it affected the culture
through reading “Nim and the War Effort”.
Formative: Students will read “Nim and the
War Effort” in class and then will have a class
discussion about the War Effort and its effects
on China. After the class discussion is
finished, they will create posters that will be
shown to the class on different aspects of the
War Effort.

SWBAT understand the significance of the Formative: Students will read a story on
Chinese New Year and the long history of Chinese New Year and then will produce an
traditions that accompany this popular art piece on Chinese New Year and how they
Holiday. view it after learning its significance.

SWBAT learn the history of the Chinese Formative: Students will create Chinese
clothing and how it has changed throughout paper dolls based on their traditional clothing.
time. They will understand the significance They will create clothing and dolls that
and making behind their clothing. represent the Chinese people.

SWBAT deeply understand the Chinese Formative: Students will complete an activity
Zodiac Signs and how they are used within worksheet about the Chinese Zodiac Signs
this culture. They will learn the history of this and apply it to their life to make it more
tradition and how it became so influential. interactive and engaging.