Social

Subject: Grade: 3 Teacher: Alexis Breckenridge

Studies
Unit: Traditions and Celebrations

Lesson 5: Evaluation Date: Mar. 12, 2021 Length: 50 mins.

Lesson Overview:
This lesson will be used to perform a summative assessment of students learning about other
cultures and how culture relates to identity. We will first work together to summarize what we
have learned about each culture. Students use their previously completed worksheets to identify
aspects of each culture they have been learning about. Different aspects of each culture will be
written on the board in sections for each country. Students will be asked to show me what they
know about the cultures in each country. They will be allowed to use the information gathered
on the board as well as information in their binders to help them answer questions. Students will
hand in their work for summative assessment of their learning. To conclude the lesson, students
will be informed that they will begin learning about quality of life next in social studies.
Alberta Program of Study:
GLO 3.1: Students will demonstrate an understanding and appreciation of how geographic,
social, cultural and linguistic factors affect quality of life in communities in India, Tunisia,
Ukraine and Peru.
SLO 1.1: appreciate similarities and differences among people and communities:
• demonstrate an awareness of and interest in the beliefs, traditions and customs of
groups and communities other than their own
SLO 1.2: examine the social, cultural and linguistic characteristics that affect quality of
life in communities in other parts of the world by exploring and reflecting upon the
following questions for inquiry:
• What are the traditions, celebrations, stories and practices in the communities that
connect the people to the past and to each other (e.g., language spoken, traditions,
customs)?
• How is identity reflected in traditions, celebrations, stories and customs in the
communities?

Critical Questions: Lesson Guiding Questions:

 • How are the cultural practices in
other countries similar or different
from where I live?
• What can I remember about the culture
in Peru?
• What can I remember about the culture
in Tunisia?
• What can I remember about the culture
in Ukraine?
• What can I remember about the culture
in India?

Resources: Materials and Equipment:

• Connecting with the World • Computer
• ADLC Teacher Resource • Epson Board
• Evaluation Sheets
• Student Worksheets (completed)
• Pencils and Erasers
• Filled in Copies of the worksheets for
students who were absent during those
lessons

Formative Assessments: Summative Assessments:

• N/A Students will be assessed using both multiple
choice and short answer questions in an open
book format.
- Students will be assessed on their
understanding of culture.
- Students will be assessed on their
knowledge of culture in different
countries
- Students will be assessed on their
understanding of how culture connects
people and relates to their identity

Lesson Procedures:
Introduction: (5 min.) Notes:
− Remind students have been talking about culture in
Social Studies
− Ask students to define what culture is
− Ask students to take out their binders and turn to the
pages about culture in Peru
− Show students a mind map on Epson Board with
sections for Peru, Tunisia, Ukraine and India
− Inform students we have learned about the culture in
each of the countries
− Inform students that we will fill in the sections using
their binders

Body: (42 min.) Notes:

Discussion:
− Ask students to identify things about the culture in Peru
(clothing, celebrations, traditions, stories, languages,
beliefs, etc.)
• Choose students with raised hands to offer
information about the culture
• Write information down in the space provided
− Repeat this process for each country
− Describe aspects to student as they are added to the lists
to remind them
Test:
− Inform students that I need them to show me what they
know
− Show students what they will be working on and how to
approach the assignment
− Inform students this will be going on their report cards
− Inform students that they can use their binders and the
information on the board to help them answer questions
− Ask that students refrain from talking to others as they
work and to read when they finish to avoid distracting
others
− Circulate to offer support as needed
− Hand out evaluation sheets

Differentiation: Notes:
• Students who are unable to read or write can
complete work with the support of a teacher and use
of a textbook – Teacher can read questions aloud
and the student can flip through the textbook to use
picture clues and answer questions audibly. The
teacher can also record the student's answer's as
they are given.

Consolidation Learning/Closure: (1 min.) Notes:

− Inform students that they will be learning about quality
of life next

Clean-up: (2 min.) Notes:

− Ask that student's hand in their work for evaluation
− Ask students to put their binders away
− Ask that students clean off their desks and ensure the
floor is clean

Reflection:
•