Social Studies 3 Jolene Hehn

Lesson Duration: 40 minutes February 11th, 2020

Culture

Stage 1: Desired Results

General 3.1: Students will demonstrate an understanding and appreciation of how geographic, social,
Outcome(s) cultural, and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine, and
Peru.
Specific 3.1.2.5: How is identity reflected in traditions, celebrations, stories and customs in the
Outcome(s) communities?
3.1.2.10: How is cultural diversity expressed within each community?
Learning Students will:
Objectives - Identify how identity is reflected in culture
- Identify how diversity of culture is reflected in every community
- Explain and illustrate the meaning of culture
Student Understanding(s): Essential Question(s):
Students will understand the aspects of culture. How does culture influence the quality of life in
Students will understand how diversity is reflected in communities around the world?
our community.
Students will understand the definition and
illustration of culture.
Adaptations (TQS #4):
N/A: the activities are applicable for all students with adaptations and modifications through class discussion
and organized ideas.

Stage 2: Assessment Evidence (TQS #3)

Formative Discussion: Students will answer Summative N/A
Assessment questions and discuss with Assessment
others to enhance learning.
SEE-I: Students will complete a
SEE-I to help develop an
understanding of culture.
Exit Slip: Students will check
their understanding of culture.

Stage 3: Learning Experience (TQS #3)

Prior to SEE-I Template Resources to Templates
Lesson: Bring: Exit Slips
Time: Content/Description Notes/Materials
Introduction:
Overview with student’s lesson activities and expectations:
- Review our previous discussion on culture.
- Discuss the aspects of culture
5 minutes - SEE-I of culture
- Practice good listening skills
- Participate in class discussion
- Be a respectful and active group member.

Ask students:
- What is culture?
- How is quality of life reflected in culture?
Social Studies 3 Jolene Hehn
Lesson Duration: 40 minutes February 11th, 2020

Body:
Activity 1:
This portion of the lesson will be dedicated to students activating
their understanding of culture.
Write the word “Culture” on the board.
Students will:
10 minutes - Write words, definitions, or pictures.
- Once they are done writing or waiting for their turn to write What countries?
on the board they will at their tables discuss/remember What did it show us
“This Is How We Do It” about culture? Q of
Once every group has gone we will discuss the aspects of culture L?
students have outlined.
Ask students:
- How are these parts of culture represented in everyday life?
- How do these different parts of culture show diversity in a
community?

Activity 2:
This portion of the lesson will be dedicated to students solidifying a
definition and understanding of culture. This will be directed by
students but if the students are unable to come up with ideas use
below as a guide.
20 minutes
Culture
STATE: a pattern of behavior shared by a society, or group of people.
ELABORATE: This includes food, language, clothing, tools, music, arts,
customs, beliefs, religion, traditions and celebrations. These aspects
influence quality of life by improving our daily lives through
increasing happiness.
EXEMPLIFY: An example of this is traditional FNMI clothing worn for
traditional ceremonies.
ILLUSTRATE:

Make sure to circulate the room to check for understanding and

assist students with their writing.
5 min Conclusion:
Review with students our learning outcomes:
- Students will understand the aspects of culture.
- Students will understand how diversity is reflected in our
community.
- Students will understand the definition and illustration of
culture.

Formative Assessment:
Exit Slip:
- What is culture and how is it expressed in everyday life?

Once students complete their exit slip they will show me ready tables
and be dismissed for gym class.
Reflection (TQS #2):
Social Studies 3 Jolene Hehn
Lesson Duration: 40 minutes February 11th, 2020

Strengths and Weaknesses:

Strengths:
- Beginning culture activity was beneficial to check for understanding.
- Students can clearly give examples of culture

Weaknesses:
- SEE-I was difficult for students
- Lots of chatter in the lesson at various table groups
- Exit slip was a bit redundant

Improvements or Alternative Ways to Teach the Lesson:

Overall, I believe this lesson did not meet the expectations of a teacher and did not reach the learning outcomes I
was trying to achieve. The students are clearly beginning to develop an understanding of culture and the idea that
it surrounds them every day. However, I think that I lost my students with the SEE-I template getting off to a rough
start. The students had a challenging time trying to come up with a definition at their table groups of “Culture”.
Therefore, in future lessons of this nature I think it would be beneficial to provide students a series of definitions
that they will look at and justify their choice for “best” or most accurate definition. Additionally, I think providing
them a series of words that explain it and do not explain it would help students start to pinpoint the things that are
culture and not culture. Lastly, I think rather than an exit slip I would potentially use students’ examples and
illustrations that they do independently as assessment rather than an exit slip. I agree with my UC that the exit slip
was redundant and didn’t help with learning.