We started our unit, Holidays Around the World, in our own country. The activity pages for this unit were stapled into a file folder. A cardboard handle was added to the top so the file looks like a small suitcase. The students drew red stripes on the handle to make it look like a candy cane.
We began the unit by discussing the traditions our own families honor. It was decided that most of our families put up a Christmas tree, hang our stockings, exchange gifts and have a visit from Santa.
In our "suitcase" we found the United States on a world map and colored it in. On the next page was a map of the United States where we found our state of Colorado and colored it.
We looked at our U.S. flag and talked about how it looked. The students were excited to notice that our flag has a pattern on it. (Since our math unit on patterns, we have been finding patterns every where!)
Today we began talking about the holiday traditions and customs of Germany. On the Promethean board, I used Google Earth to show the children where we were in Colorado. Then we flew across the ocean and landed in Germany. What a great tool to visualize traveling around the world!
Our class learned that the Christmas tree originated in Germany and is called the tannenbaum. Families gather together and enjoy baking together. One of the favorite cookies to make is gingerbread. Therefore, this week our class will be participating in many gingerbread men and Christmas tree activities.
In our suitcase of activity pages, we found Germany on our world map. Our word this week is compare. So we compared our country to Germany and noticed that Germany is smaller than the United States. To color in the Germany flag, we had to research on the internet what colors to use because no one knew.
I am surprised and excited about how interested the students are in their maps and flags. One little guy chose to finish coloring his flag instead of going to recess. Now that is something!
In math, we started our new unit on measuring. We traced our shoe and cut out the shoe print. The students then measured how many unifex cubes long their print was. They had to record their answer. We then exchanged shoe prints, and we measured someone else's print. Using our word compare again, we compared our prints to see which one was longer, smaller or just the same.
