Fernando M. Reimers et 31.

They also learn about different activities/verbs (e.g., activities/verbs
that relate to sports, concerts, parties, outdoor activities, etc.) and
the different kinds of clothing associated with them. They begin to
see, for example, that pants can look different, depending on the
weather, the season, or the activity that the wearer is engaged in.
They begin to form a picture cloud on the classroom walls. A
clothing word~—

for example, “pants”—is at the center of it, and they post pictures to
show how pants can look different depending on context. They also
learn about the different kinds of clothing worn in different cultures
and places around the world and also add pictures from other cul-
tures and places to the picture cloud. They also learn about the dif—
ferences between traditional dress/ costumes (e.g., theater costumes)
and everyday clothing. They begin to familiarize themselves with
differences in appearance and to understand that those differences
are a part of living in a diverse world.

An optional activity would be to learn about different kinds of fab—
rics (e.g., cotton, silk, wool, etc.), how they feel to the touch, and
where they come from (e.g., plants, worms, animals, etc.).

Resources [(1.4

Hands Around t/oe World: 365 Creative W015 to Encourage Cultural
Awareness and Global Respect, by Susan Milord from the Williamson
Kids Can! series,

Lesson Plans from the Discovery Channel (http://www.
discoveryeducation.com/teachers/free—lesson—plans/around—the—
world.cfm)