Fernando M. Reimers et a].

and they exchange these items with children from other schools in the
world. (They can also build on the previous unit and exchange pictures of
clothing and their families, for example.) They continue to realize that food,
shelter, water, and clothing may look different in different places. There is
also a continued emphasis on climate and weather—for example, on the fact
that trees, flowers, buildings, and clothing can differ across cultures because
of differences in climate or context.

Activity K.2.1
Homes around the World

— The students are given pictures of houses and rooms from different
places around the world, and they are asked to group them accord—
ing to what they observe as similarities and differences.

— The students also read two photo books, one on clothes and the oth—
er on houses around the world. In each case, the students are asked
to answer the following questions as part of a group discussion:

0 What do the houses have in common?

0 Why would the houses look different in different places?

0 What is familiar about the houses?

0 What is unfamiliar about the houses?

0 What kind of house do you live in? What do you like about it?
What don’t you like about it?

- Through these activities, they learn about houses, the different
rooms in houses, and the rooms’ functions. They learn about differ’
ent types of buildings where people live (e.g., apartments, houses,
condos, cabins, etc.) and how those buildings are different around
the world.

0 They can review the alphabet and learn about different types
of buildings for each letter (e.g., a is for “apartment,” 6 is for
“boathouses,” c is for “castle,” etc.). See the listings under
“Resources” below.

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