Day 3: How Have Beauty Standards Changed Across Cultures?

Time

Student Activities

Teacher Procedures

Assessment

10
Students will complete a
Minutes quick write answering the
following question: How has
beauty changed through the
years? Can you think of a
specific example? What are
some ways that cultures
besides our own define
beauty?

During the quick write the

teacher will hang up
pictures from the article
around the classroom.

Quick write

20
With their shoulder partner,
Minutes students will walk around the
classroom and take notes on
each picture. Each picture
will have a caption
describing which culture is
being represented. Students
will note any differences they
see between pictures.

The teacher will be

walking around
monitoring conversations
between students.

Notes on each cultural

difference.

10
Students will participate in a The teacher will host the
Minutes class discussion on what they discussion and pose the
took away from the activity.
questions.
Students will analyze which
culture surprised them the
most and which one they
expected.
5
Students will do the brain
Minutes break named, Plates. This
includes students having a
paper plate on their head that
they walk around the room
and balance. If the plate falls
they freeze until a classmate
picks up their plate for them
(while continuing to balance
their own plate).

Teacher will walk around

and make sure students are
following the rules of the
game. After the brain
break each student will
grab a card from the
teacher and will form
groups according to their
card suit.

20
How do you think geography
Minutes and beauty trends are
connected? Students will be
given 5 minutes to discuss

Teacher will pose the

question to the group. The
teacher will then handout
information on various

the question with their

shoulder partner. They will
then read and discuss an
informational packets
describing the climate of
various regions around the
world with their table group.

climates around the world

to each table group.
Teacher will pass out mega
sticky notes to each
groups student A/E. After
15 minutes teacher will
break to tell the class what
their role in presenting
will be.

20
Round table. Students will
Teacher walks around the
Minutes take turns in their table
rooms as the groups share.
groups sharing. Student A
will say what their continent
is. Student B will say what
the climate is like. Student C
will share how this climate
differs from our own.
Student D will share their
groups ideas about how the
geographical location
impacts beauty standards.
Student E/A (if there are only
four students in a table
group) will record : continent
name, climate type, and
relationship to beauty trend
on a mega sticky note and
place it on the world map.

Mega sticky notes with

bulleted information of
each continent.

10
Students will revisit the
Minutes articles they found the day
before and choose which one
they want to further research.

The teacher will walk

around and assist students.
The teacher will put up
visuals for the next Four
Corners activity.

Students will submit

the link to their chosen
article.

5
Students get into four corners
Minutes (Africa, Europe, East Asia,
and South America) based on
where they would like to go
on vacation. Students will
write down which region
they chose and a second
choice before moving to
ensure they do not follow
their friends.

No more than 25% of the

class per group. When
students are getting into
groups, teacher will put
each countrys image
(Morocco, Germany,
Philippines, Argentina),
the USA image, and the
original image on tables
(images from article used

Written down country

where students want to
go on vacation

in earlier activity)
15
In small groups based on
Minutes locations using rally table,
students will create a venn
diagram to compare and
contrast the image of USA
beauty to their countrys
beauty, then compare both to
the original image. Once the
venn diagram has been
created, students will answer
questions on a separate piece
of paper based on the
following prompts: What
differed about the country
you looked at and the
original? What differed
between the image and the
image and the one from the
US? What was the same
throughout? Why do you
think these changes happen?
What do these differences
say about the concept of
beauty? Questions will be
answered as a group, but
each member of the group
will make their own copy of
the answers.

Teacher will model how to

use a venn diagram to
organize group thoughts,
then while students are
going through the rally
robin process, walk
through the room and
prompt on questions
students when needed.

15
Student groups will present
Minutes the venn diagrams they
created on the visualizer, not
yet discussing how they
answered the questions.
Those groups not presenting
will take notes on what the
other groups said about the
countries they explored.

Teacher will monitor the

rest of the class to ensure
they are actively engaged
with those presenting and
provide feedback orally to
each group after their
presentation.

10
After each group has
Minutes presented, groups will take
out the answers they
generated to the questions
posed during group time.

Teacher will monitor each

group and provide
prompting when needed,
especially when groups are
answering the overhanging

Venn Diagrams based

on comparison/contrast
and answered
questions

Final group answers to

What do these
differences say about
the concept of
beauty? question

Students will then engage in question.

a jigsaw-style activity where
a member of each countrys
group will form the new
group and students will
explain why their original
group answered how they
did. When discussing the
final answer, What do these
differences say about the
concept of beauty?, a
designated recorder from the
new group will write down
the conclusion the new group
came to based on their
looking at each different
culture.
5
Groups will engage in a whip Teacher will write down
Minutes around to share their
key words from each
overhanging answers.
groups answer in a
bulleted list on the
visualizer.
5
Based on bulleted list the
Minutes teacher created during the
past activity, students will
create a class answer for how
cultural concepts of beauty
differ and how those
differences contribute to our
idea of what makes someone
beautiful across the world.
This will be written on giant
sticky paper and displayed in
the room.

Teacher will prompt

students with the big ideas
they generated and record
the class answer on the
giant sticky paper.

Class answer on giant

sticky paper.

20
In small groups from original
Minutes venn diagram activity,
students will create a travel
brochure on what a citizen of
the US should prepare for in
terms of beauty standards
when traveling to the country
the students explored,
incorporating how that

Teacher will provide

materials to groups and
show them an example
travel brochure, leading
students through the
different pieces of the
brochure to include.

Travel Brochures

country defines beauty

differently and similarly as
well as the class answer for
what differences in beauty
concepts say about beauty as
a whole.
5
Zip Zap Zug brain break Minutes Students will form a circle
and the student wearing the
most blue will start by
stepping, pointing, and
making eye contact with
someone else in the circle
and saying zip, that person
doing the same movements
toward someone else saying
zap, and that person saying
zug, wherein students may
stay in a rhythm and continue
movement or they will be
out - the last person
standing wins

Teacher will monitor brain

break and call students to
come out when they have
fallen out of rhythm, failed
to do a step, or said the
wrong word

10
Students will work with their
Minutes shoulder partner and write
down anything they
know/remember about
tessellations.

The teacher will walk

around and prompt
students thinking by
asking them to think about
colors and patterns.

15
Students will share their
Minutes ideas about tessellations and
will participate in the class
discussion.

The teacher will then

begin a class discussion
about tessellations, asking
volunteers to share what
they discussed with their
partner. The teacher will
then tell students that a
tessellation is created
when a shape is repeated
over and over again
covering a plane without
any gaps or overlaps. The
teacher should then ask
students how they think
this might relate to the
topic for the day. If

List of ideas

students are unsure, the

teacher will prompt them
to think about the various
beauty patterns they have
examined across cultures.
5
The students should think
Minutes about the various colors,
beauty standards, and
countries discussed in class
to come up with a shape
and color scheme for their
tessellation.

The teacher will pass out a

piece of printer paper to
each student. The teacher
will then tell students that
they are going to create
their own tessellation
based on the information
studied today.

30
Students will work on their
Minutes tessellations but may talk to
their group members while
they are working. Students
should ask questions if
needed.

The teacher will walk

Tessellations
around and observe,
ensure that students are on
task, and answer questions
when needed. The teacher
should also help students
come up with an idea for
their tessellation if needed.

5
Students will write in their
Minutes journal reflecting on their
quick writes from the
beginning of the lesson and
what they learned today.
They will be answering the
following questions: Based
on todays lesson, why do
you think different cultures
define beauty so differently
from each other? Does your
new knowledge of cultural
beauty make your original
definition of beauty change
at all?

The teacher will walk

around and observe while
the students are writing
and answering questions
as needed.

Journal entry