These products were generated for their like grade level to continue their learning in order to expand their knowledge about Ancient Egypt.

The students were insightful and open-minded during our unit. They learned all about global connections and how we can be global citizens. It has been an enlightening unit for the kids to see how connected we are to the people and places around the world. A student of mine is learning to read in Mandarin so he read a version of The Hungry Caterpillar, I read it in English, and our ESL teacher read it in Spanish. After we interviewed his mom who was pulled to America from Taiwan after falling in love many years ago. We learned so much! It was a great example of how globalization and cultural diffusion is alive and thriving. It was an incredible experience to have them see how everything we have been learning is a part of who we are as humans. We did a mural for our final product this time and they came up with the idea of a variety of people holding hands to show unity around the world. This is before it was hung up in the school.

Exit ticket sample from Our Changing Landscape, Module 3, Lesson 2

Our steps for this project were inspired by discussing the multi cultural elements of the 2022 Winter Olympics. Games are something we can share and play together regardless of culture or language. Games can also be cultural diffusion. They decided to make posters, but with a comic strip embedded with the directions. We practiced presenting to each other and then took turns on the announcements. That will be an ongoing part of our project that will occur every Monday morning.

When I am asking them to brainstorm we love to use dry erase on our desks. They love this and it makes it easy to erase questions or circle open ended questions during QFT. We will sometimes do gallery walks during this process and have them circle questions they like on others' desks or a shared thought. In the other desk writing scenario we were tracking belongings to understand imports.

These are samples of the student's letters. Our process was researching and choosing businesses, learning how to write a letter, peer editing and utilizing feedback, creating the rubric together, and writing a final draft.

The students answered the question, "How can we persuade others to travel and make connections based on their interests?" Because we did the lesson as a pilot and we still and to do the rest of our curriculum, we ended up combining this with our persuasive letters. The students created an imaginary person, or used a real person, and identified the interests of the person. Based on that knowledge they had to write a letter persuading him/her to travel to a certain location. The class used their country research to provide support for their arguments. This activity reinforced the idea of making connections both between a person and their interests and encouraging someone to travel to make personal connections with a new location. The class understood that travel is one way to make the world a smaller place. The above is one example of a letter.

This is the "1st Grade Community Quilt" (Module 1) that we created after reading "THE WALL" and creating our "WHAT AM I?" quilt squares. Our whole grade made the quilt together - everyone in the grade is represented on the quilt, students and teachers alike. This quilt hangs in our first grade hallway on what was previously, a blank wall! (Just like the book!)

Students created replicas of artifacts during the Native America Unit. They used only recyclable materials and chose an artifact from their assigned Native Tribe. They re-created the artifact and had to imagine what resources native americans had to use to create such intricate designs. Students also created end of unit brochures and posters to help squash common misconceptions about Native American Culture in hopes to help our community better be able to "honor them."