Africa

NAME: ____________________________

Grade Level(s): 2

Subject(s):

• Social Studies/Geography
• Art
• Technology

Description: Students will be learning information about Africa within a month time period. The
unit will consist of the overall features of Africa: the countries, landforms, and animals. Toward
the end of the month, students will focus one to two weeks on Kenya. The learner will do various
art, technology, and research activities to help them focus on the concepts being studied.
Through the unit, the learner will be responsible for a country and an animal. The responsibility
involves finding facts and information on the item and then sharing this information with the
class. The students will use websites and a document with “hot links” to find information about
Africa to create a 3-D diagram of a part of Africa.

Goal: Students will gain new information about Africa.

National/State Standards:

1. Develop an understanding of community/local government in relationship to the expanding horizon

theme. (C, H, G, E)

a. Describe relationships among people, places, and environments (e.g., local communities and Kenya, etc.).
b. Describe how human activities alter the environment (e.g., reservoirs, dams, slash and burn forests,
construction).
c. Identify historical figures in local communities and explain their characteristics and significance.
d. Describe local community life through history.
e. Compare selected communities in North America and other areas.
f. Identify student responsibilities at home, school, and community
(e.g., homework, school supplies, procedures, school/community drives).
g. Recognize varieties of family life and cultures (e.g., rural, urban, national, and international
{For Example: Kenya}).

3. Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, compasses,
graphs, technological resources, grids, schedules, etc.). (C, H, G, E)

a. Use maps and globes to find relative and absolute locations in regard to different communities (e.g., spatial
perspective, longitude, latitude, etc.).
NETS –S Standards:

Grades PK–2 (Ages 4–8)

The following experiences with technology and digital resources are examples of learning activities in which students might engage during
PK-Grade 2 (Ages 4-8):
1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2)
2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally
appropriate solution. (1,3,4)
3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2,6)
4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum
area. (1,2,6)
5. Find and evaluate information related to a current or historical person or event using digital resources. (3)
6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and
animals. (1,3,4)
7. Demonstrate safe and cooperative use of technology. (5)
8. Independently apply digital tools and resources to address a variety of tasks and problems. (4,6)
9. Communicate about technology using developmentally appropriate and accurate terminology. (6)
10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web
sites. (6)

Objectives:

1. The learner will gather information about animals, snakes, and birds of Africa.
2. The learner will appreciate the importance of preservation and beauty of animals, snakes,
and birds of Africa.
3. The learner will gather information about the various animals, climates, lands, people and
environments in Africa using the internet. (Some websites will be provided in a
document with “hot links”-see materials-but students can use any good source available if
approved by the teacher).
4. The learner will use the information found to create a 3-D part of Africa.

Materials:

• pieces of paper with African animals listed on them

• books of different animals
• pictures of African animals to color
• report sheets
• toy animals
• encyclopedias
• basket
• example of toilet paper roll
• Art materials such as butcher paper, poster, construction paper, glue, scissors, pictures,
etc.
• Computer with Internet access, Web sites (http://www.africanfauna.com/aardvark.php,
http://www.enchantedlearning.com/painting/,
http://nationalzoo.si.edu/Animals/AfricanSavanna/,
 http://www.awf.org/section/wildlife/gallery,
http://library.thinkquest.org/16645/the_land/the_land.shtml,
http://www.africanculturalcenter.org/2_2climates.html,
http://www.africaguide.com/culture/tribes/index.htm), printer (to print pictures for their
Africa-Art project)

Procedures:

Activity One (notice that the first part include the Teacher’s procedures/actions and the second
part consists of Students’ procedures/tasks to complete the activity)

1. Prepare classroom environment for the activity and collect necessary materials for
students to use.
2. Develop instructional materials such as the report sheet to be handed to students.
3. Play the part of the movie “I can’t wait to be king” by Lion King on a DVD player.
4. Gather the class at the reading rug.
5. Demonstrate to the class that they will pick an animal out of the basket. The animal that
they pick will be the animal that they have to find information about.
6. Demonstrate to the class how they will fill in their report.
7. Show class the material that they may use to help them locate information about their
animals.
8. Each student will pick an animal out of the basket.
9. The students may work with other students (only if they need to share the same book and
have the same animal).
10. The student will fill out the report sheet that the teacher distributes (5 facts relating to
their animals).
11. After the child has finished their report sheets, they will either draw or color a picture of
their animal.
12. Students will make a classroom presentation of the animal by discussing why they chose
their animals, explaining the 5 facts they collected, and show their drawings.
13. At the end of the period, show the class an example of a “toilet paper roll animal” that
they will make the following day.

Activity Two (the students will have at least 3 days to complete this project and have 2 days to
present)

• The learners will get into groups of 3-4 students.

• The learner will use the internet to find specific information about Africa including
climate, environments, animals, food, people, and other interesting facts.
• The teacher will provide a document with provided “hot links” so that the students are
limited on the websites they use.
• The learners will create a 3-D environment of the part of Africa they choose from a hat
(one member from each group will draw a part from a hat).
• The teacher will provide assistance to the students.
 • They will give a 5-7 minute presentation to the class on their part of Africa. They will
present the facts and explain what they like about that part of Africa.

Assessment/Evaluation:

Activity One

1. The student will have to state 5 facts in front of the class individually or with another
student who did the same animal, explain why they chose that animal, and show their
artwork.
2. After the reports, ask the class which animal weighed the most? Which part of Africa do
a majority of the animals live? What type of food do the animals eat?
3. Collect the report sheets to see if each student completed the report accurately. This
activity will be worth thirty points total (20 points for the report and drawing, and 10 for
the presentation).

Activity Two

1. The teacher will observe the students as they find information and create their project (10
points will be given each day for participation).
2. The teacher will grade their presentation using a checklist.

Checklist for Presentation (5 points each- total of 20 points):

____ Accuracy of facts
____ Participated in the presentation
____ Creative
____ All facts are presented (about peoples, climate/weather, lands/landforms, animals,
food, and environment)