Classroom Diversity

Life Skills, Mathematics, Technology

Classroom Diversity

2-3

Students will work together in groups to estimate and fill in "estimation" row in the spreadsheet.


Students will use Microsoft Excel to fill in spreadsheet and find totals.

Students will learn about the differences among their classmates, while learning to input data and make a graph using Microsoft Excel.

This lesson would make a good introduction to a larger unit on diversity. It gives the students an idea about what diversity really is, and shows them that it exists even within their classroom.

1. Lead a short discussion with the class about similarities and differences (hair color, eye color etc.)

2. Explain that there is a word for these differences that make us all unique, it is called Diversity.

3. Read the book, "Mommy Why?" by Lin Fong-O'Neil which illustrates the importance of diversity.

4. Explain graph that will be filled out by each student to understand how different we are as a class.

5. Have students discuss in small groups estimations for the two columns(hair color and eye color)and fill their guesses in on the chart.

6. Students will return to whole group, and as a class, will total the ACTUAL number of students for each group.

7. Students will then go to computer lab to learn about Microsoft Excel and how to fill in the chart and make a graph.

8. Teacher will follow up with another discussion and review on students' ideas about diversity.

9. Students will have silent writing time to write paragraph about what diversity means to them.

Additional help with the computers will be available to students with disabilities.

Students will work collaboratively & individually. Students will work in groups of 3.

1 class period. 45 Min. per class.

It is important to discuss types of diversity that are relevant to the students, as well as outside the class. Hair and Eye color are only a small part of diversity. Race, Religion, etc. are also a large part and could be discussed depending on the class. This is just a simple activity to introduce them to the concept.

• Technology resources:
  Excel
• The number of computers required is 1 per student.

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) • Grade : Grades 3-5 Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: 1. Basic operations and concepts 2. Social, ethical, and human issues 3. Technology productivity tools 4. Technology communications tools 5. Technology research tools 6. Technology problem-solving and decision-making tools Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.  Performance Objective 1: Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)  Performance Objective 5: Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4) MI- Michigan Grade Level Content Expectations • Subject : ENGLISH LANGUAGE ARTS • Grade : SECOND GRADE • Strand : LISTENING & VIEWING • Topic : Conventions  Expectation : L.CN.02.02 Ask appropriate questions during a presentation or report. • Subject : MATHEMATICS • Grade : THIRD GRADE • Strand : DATA AND PROBABILITY • Topic : Use bar graphs  Expectation : D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph.  Expectation : D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.