Design for Learning

Instructor: Chelsea Treadway Area: Social StudiesTitle: “What is Culture?” Date:Grade Level: 5th grade Estimated Time: 1 hr.

Standards Connection:5.) Explain the early colonization of North America and reasons for settlement in the Northern, Middle, and Southern colonies, including geographic features, landforms, and differences in climate among the colonies.

Recognizing how colonial development was influenced by the desire for religious freedomExample: development in Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland colonies

Identifying influential leaders in colonial society Describing emerging colonial government

Examples: Mayflower Compact, representative government, town meetings, rule of law

Learning Objective(s):When given access to the class blog, students will respond to a discussion question and other students’ comments in which they will explain what culture is, list two examples of characteristics that make up a culture, and describe their own culture according to a checklist.

Learning Objective(s) stated in “kid-friendly” language:Today we are going to learn about culture and the characteristics that make up everyone’s cultures.

Evaluation of Learning Objective(s):The teacher will gain the students’ attention, and she will give directions for the blog

response. She will explain that they will each access the class blog from their iPad. She will tell them that they will be responding to a question about culture, which she will then read. She will say that they will have to explain what culture is, list two examples of characteristics that make up a culture, and describe their own culture using at least two of the cultural characteristics. She will also explain that they will have to comment on at least one other person’s response about culture, which can be done at home. She will encourage them to read multiple responses and comment on more than one. She will ask if the students have any questions. During this time the teacher will walk around the class to monitor student’s work and help them if they have any technical difficulties. Students will be considered proficient if they fulfill 4/5 on the checklist.

Engagement:The teacher will gain the students’ attention by walking into class dressed in a Chinese

changpao. She will start playing Chinese music softly as background music. She will then greet the class by saying “hello” in Chinese. She will tell the students that her name is Ning and proceed to tell more about herself and her culture. She will say that she is wearing a changpao which is a traditional Chinese outfit. She will show a picture and explain that her favorite food is

pork dumplings which are also called potstickers. She will tell the students that she enjoys writing calligraphy, and then she will explain that it’s a type of writing and show a picture. She will then show a picture of her wedding dress and explain that it’s red because red symbolizes love and prosperity. She will say that she believes that we all need to find peace and love everyone. She will say that she also believes that a good attitude can transform a bad situation into something good. She will say goodbye in Chinese and walk off to quickly remove the changpao. The teacher will come back into the class and ask the students what they thought of Ning. She will ask them what they had in common with her and what was different about her. Then she will ask students what Ning talked about (i.e. food, clothing, beliefs, etc.). She will explain that all of those areas make up Ning’s Chinese culture. She will then ask the students what they know about culture. She will have them all write down on a note card what they think culture is. The teacher will take these up and read them aloud to the class. She will then state the kid-friendly objective.

Nǐ hǎo. That means hello in Chinese. Hello class, my name is Ning and I am from China. Ms. Treadway asked me to come in today to tell you a little about myself. I am playing some of my favorite Chinese music for you, and I like it because it’s so relaxing and beautiful. You may notice that I’m not dressed like you all. I am wearing a changpao, which is a traditional Chinese outfit. My favorite food is pork dumplings, but my friends and I call them potstickers. I brought a picture of them so you all can see what they look like (walk around the room and show students the picture of the pork dumplings). I also enjoy writing calligraphy. Calligraphy is a type of fancy looking writing and I have a picture of my name written in calligraphy for you all to see (walk around the room and show students the picture of the calligraphy). I am married and I also brought a picture of my wedding dress (walk around and show the students the picture of the red dress). Some of you might be wondering why I wore a red dress at my wedding. Well, in China women usually wear red dresses at their wedding because red symbolizes love and prosperity. Not only do I love my husband but I also believe we should love everyone and find peace. I believe too that a good attitude can transform a bad situation into something good. Now that’s about all the time I have today to share with you, and now I have to go to the airport so I can fly home to China. I will go and tell Ms. Treadway she can come back to the classroom now. Zàijiàn. That means goodbye in Chinese. (Leave room and quickly remove Chinese outfit, then return to class) Good morning class! So did you all get to meet my friend Ning? What did you think of her? (Allow multiple students to share their thoughts). I’ve known Ning for a very long time and I have some things in common with her but we are also different. Raise your hand if you would like to share some similarities you have with Ning. Oh Sarah, you like dumplings too?! And Kate your mom writes calligraphy? That’s so neat! Raise your hand if you would like to share some differences between you and Ning. George, you don’t speak in Chinese. Brad, you don’t listen to the same type of music. Ok, good. What other things did Ning talk about today? We already mentioned music, food, and language. Yes, Courtney clothing. Beliefs. Good listening. Well all of the areas Ning talked about today like food, clothing, and her beliefs are all a part of her culture. Raise your hand if you’ve ever heard of the word culture? Ok, well I’m going to give each of you a note card and I would like for you to write down what you know about culture. If you don’t know anything then write that you don’t know anything about culture. Are there any questions? (Pass out note cards. Give students a couple of minutes to write. When they are finished collect them and bring them back to the front of the room to read.) Now I’m going to read what you all wrote about culture. (Read note cards). Ok, so some of you know about culture and some do not and that’s ok

because today we are going to learn about culture and the characteristics that make up everyone’s cultures. Learning Design:

I. Teaching:The teacher will tell the students that she is going to show them a video about

culture. She will ask them to pay close attention to what it shows. After the video she will ask the students to turn and talk to their table group about the different areas of culture the video talked about. During the discussion she will hand out the note taking devise for the day. Then she will ask them to help her list the different things the video talked about. She will take the list and form a definition to put on the culture wall for the duration of the unit. She will define culture as a group of people with similar customs. She will take the list that the students helped her to create and also some additional words and post them under the definition of culture. The teacher will then ask the students to find their 3:00 clock partner. They will discuss different aspects of their culture and compare and contrast their cultures. After given enough time, the teacher will ask students to raise their hands if their partner had a different culture than them. She will then ask some of the students the differences. Then she will ask students to raise their hands if their partner had a similar culture to them. She will ask students to share the similarities of their cultures. She will ask the students if they think culture changes over time and she will give them a few minutes of think time. Then she will allow the students to engage in a grand conversation about if culture changes over time. After the conversation has taken place the teacher will explain how cultures are different all over the world and that they have all changed over time. She will mention that American culture has changed over time. She will explain how American culture began prior to being a country. She will tie it into colonialism and how people of different countries and cultures settled in America to create a new culture. She will briefly describe the regions of the colonies and their cultures by showing a map on the SMART board. Then the teacher will ask the students what they know about the 13 colonies and what they what they want to learn through the completion of a class KWL. The teacher will have three sheets of chart paper on the wall. The students will each get two sticky notes, and they will write something they know about the colonies and something they want to learn. They will post their sticky notes on the correct chart paper. The teacher will give out extra sticky notes if needed. Once the students are finished, the teacher will read all of the sticky notes from the first two chart papers.

I have asked you all what you think culture is and before we dive into learning about culture, I’m going to show you a short video. The video talks about what culture is and I’d like you to pay close attention to everything the video talks about and we will discuss it afterwards. (Play YouTube video about culture). Ok, so now you know a little more about culture. Turn and talk to your table group about what the video mentioned was a part of someone’s culture. As you all are talking I’ll be passing out your note helper for today. (Allow a few minutes for students to discuss. During this time pass out note taking guide and then walk around the room and listen to various groups.) Ok, now I’d like for you all to help me list what the video said was a part of culture. Please raise your hand to share what your table talked about. Yes, it talked about beliefs. What else? Food and clothing. Yes, and it listed some different traditions. What were those

traditions? Marriage, music and dancing, art, and what we learn. That’s right. Are all of these things a part of your life? Yes, and are they the same or different than others’? Turn and talk to your shoulder partner. Are the different parts of culture the same or different from person to person? (Give a minute or two for the students to discuss). Sarah, what did your group talk about? Ok, you all think that different parts of culture will be the same between people. How about Greg’s group. What did you all talk about? Ok, you think they will be different. What about your group John? Ok, you all said both. Why is that? So you think that people will sometimes have the same beliefs as others and sometimes not and that’s the case with all of the parts. Well you all hit the nail on the head! Culture groups people according to their similarities. Remember when Ning was talking, all of the different things she mentioned was a part of Chinese culture, like her red wedding dress and the food she liked to eat. So let’s define culture as a group of people with similar customs. I will put this definition on what will be our culture wall for the next several days. If you look at your note helper, there is space for you to write down the definition of culture. There is also space to write down other definitions and you will do that when we get to that point. Now let’s look at that word customs. Turn and talk to your partner across the table from you. Discuss what you think the word customs mean. (Allow a couple of minutes for students to discuss.) Debbie, what did you all think customs were? Traditions, ok that’s good. Who else? Yes, Kevin. Something you do a lot. Well Kevin and Debbie, those are great answers! Customs are traditions or just something that a person does regularly. So now that we know the definition of culture, let’s take the words we listed earlier from the video and put them on our culture wall. As we put words on the wall, you can also put them on your “paper wall” on your note helper. Let’s see, we talked about beliefs. What are some beliefs or religions that people have? Christianity, Judaism, Hinduism. Good. Ok, we talked about food. What food did Ning say was her favorite? Yes, dumplings. Dumplings are very popular in China and they are a part of their culture. What is some food that is a part of the American culture? Yes, hamburgers, BBQ, fried chicken. Good, those foods are a true part of our everyday lives in America. Ok, so now for clothing. Does anyone remember what Ning was wearing? Well it’s called a changpao and that is a traditional Chinese outfit. What types of clothes are a part of our culture? Jeans, dresses, tennis shoes. Yes, all of those are a part of our culture. And then we talked about different traditions, so I’m going to put the word traditions on our wall. What does the word traditions mean? Yes, it’s handing down beliefs or customs over time, like when your grandparents pass down their customs to your parents. The video talked about marriage, music and dancing, art, and what we learn. So I’m going to put the rest of these words on the wall. And then a few areas the video did not mention about culture are values, recreation, shelter, and government or rules. Turn and talk to your table about what you think the word values means. (Allow a few minutes for the students to discuss). Table one, what did you all think values were?...Table two?...Table three?...Table four?...Values are something that’s very important to you or characteristics you live your life by. So things like responsibility, honesty, and respect are all values that we should try to live by. Now I’d like for you all to find your 3:00 clock partner and sit down with them and discuss different parts of your cultures. Use the words on the culture wall to help guide your conversation. Try to figure out if your cultures are similar or different or both. Ready, go! (Allow about five-seven minutes for students to discuss their culture

with their partner.) Ok, so you all can stay where you are. Raise your hand if your partner’s culture was different than yours. (Allow various students to share their differences) Now raise your hand if your partner’s culture was similar to yours. (Allow various students to share their similarities) So as you have found out, you have similarities and differences. That is because a culture can be as small as your family. Your family may have different customs than that of your neighbor’s family, but you all still make up the culture of America. Culture is any group of people with similar customs, so it could be as small as you having your own culture or as big as America having its own culture. Now I would like you all to take some think time to think about if culture changes over time. (Allow about a minute for students to think) Let’s have a conversation about this question. Raise your hand if you would like to start our conversation. Ok, Greg start the conversation by telling us if you think culture changes over time and why. Then Greg can choose someone with their hand up as the next person who talks. Ok Greg, share your thoughts with us. (Allow time for the discussion to take place) So as you all have concluded, cultures change over time. There are different cultures all over the world and they change all the time because of cultures coming together or because technology is changing. What’s a word we could use to describe the many differences of cultures over the world? Yes, those are all great words. Have you all ever heard of the word diversity? Well diversity means differences. So there are many diverse cultures in America because there are many cultures that are different. Cultures over time are also diverse. The many changes over time makes them different. There are many reasons for cultures to change. American culture has definitely changed over time. Before the United States was a country, there were 13 colonies. We will be learning all about the 13 colonies and their cultures. If you look on the SMART board, you will see a map of the 13 colonies. As you can see they are spilt up into the three regions, which are called the north, middle, and south. Each of these regions had their own culture. They all had customs that were unique to them, like beliefs, clothing, and traditions. Throughout this unit we will be learning all about these different cultures. So now we are now going to fill out a KWL as a class. I have three sheets of chart paper on the wall. One is for what you know about the culture of the 13 colonies, the second one is what you want to learn about the culture of the 13 colonies, and the last one we fill out at the end of the unit because it’s for what you learned. I’m going to give each of you two sticky notes, and you are going to write what you know about the culture of the colonies and what you want to learn about the colonies. Once you are finished writing you will go to the chart paper and post your sticky notes. If you need extra sticky notes just raise your hand. Try to write down as much as you can because this will be up for the entire unit. Are there any questions? Ok, let’s get started! (Pass out sticky notes, and then walk around and observe and discuss with students what they are writing. Once everyone is finished go to the charts to read the students responses.) Ok, everyone should be back in your seats. I’m going to go ahead and read what you all wrote so we know what you all knew at the beginning of this unit. (Read sticky notes from both charts.) Ok, so you all know a little bit about the colonies and you all want to learn so much! That’s so good and we will get started learning about the culture of the colonies very soon!

II. Opportunity for Practice:

The teacher will explain the directions for the culture wheel activity. Each student will receive a culture wheel and they will fill it our accordingly. Then they will gather with their table group and discuss what they wrote on their wheels. They will create a giant wheel on poster board that combines the table members’ cultural characteristics defined by different colors. Each group will present their giant wheel and what they learned about each other’s cultures in front of the class.

Now that you all know about culture and all of the areas of what make up a groups’ culture, you are going to get to create your own culture wheel. You may be wondering what a culture wheel is and I’m going to tell you. You discussed your culture with a partner earlier, but now I’m going to give each of you a paper that looks like this (hold up culture wheel). As you can see, each circle has a different topic that we discussed earlier and posted on our culture wall. You will fill out your wheel as it applies to your culture. Give me a thumbs up if this makes sense and a thumbs down if you’re confused or have a questions. Ok, Sarah please help me to pass out the culture wheels. (Allow a fair amount of time for students to think and fill out the wheel. During this time the teacher will be circulating around the room observing and guiding students accordingly.) Eyes up front please. Now that everyone has filled out their culture wheels, you all are going to turn and talk to your table group about what you wrote down. While you’re discussing I will be passing out poster board and different colored markers. After everyone at your table is finished sharing, your group will make a giant culture wheel. Make sure to include at least one detail from each member for each area on your wheel. You will write each member’s details in a different colored marker so we can see the differences. After everyone is finished, each group will share their wheel with the class. You will also share what you learned about each other’s culture, so make sure to be thinking about the similarities and differences of everyone. You may start discussing. (Pass out poster board and markers. Allow enough time for groups to construct their wheels. During this time the teacher will be circulating and listening to the discussions. She may even participate in the discussion to deepen thinking.) It looks like everyone is finished with their wheels. Now it’s time to share. Remember you are sharing the different parts of your wheels and what you learned about each other’s cultures. Table one, you’re up first. Table two…three…four. Awesome job everyone! There are so many cultures in our classroom! So I have one last question for you all. Take some think time and think about the purpose of culture. What is the purpose of culture? (Allow a couple of minutes for think time) Alright, raise your hand to share what you think the purpose of culture is. (Allow multiple students to share) So like you all said, the purpose of culture is to define different groups of people according to their lives. Great job! Please place your poster at the front of the classroom and return the markers to the box. Then go back to your seat and I will tell you what we’re doing next.

III. Assessment: Alright I need everyone’s eyes on me. We have talked so much about culture

today and I think it’s time for you all to write what you know on our class blog. After I say go, each of you will get an iPad from the charging station and go to our blog page. I already have a question on there for you to answer. You will explain what culture is, list two examples of characteristics that make up a culture, and describe your own culture. Be sure to answer all of these three questions. After you have submitted your response,

you will need to read over some of the other responses. Comment on at least one other person’s response, like how their culture is similar or different than yours or just write about something that you liked when they explained culture. If you don’t get to this part in class, you can comment on someone’s response during free time or when you get home. You don’t have to comment on just one either, you can comment on as many as you would like. So let’s recap. John, what will you do when I say go? Yes, you will get an iPad from the charging station. Sarah, what will you respond to? Yes, the question I have already posted about culture and your own culture. George, what will you do after you are finished responding? Yes, you will comment on at least one other person’s response which can also be done at home. Are there any questions? Ok, you all may go get your iPads.

IV. Closure:The teacher will close the lesson with questions about important points from the

lesson. Questions will be related to the definition of culture and its characteristics, and also about the 13 colonies they will be learning about.

Before we move on, let’s talk about some of the important points from today. Who can raise their hand and explain what culture is? Yes, it’s a group of people that have similar customs. What are some of those customs or characteristics we talked about? Yes, beliefs, food, clothing, traditions, and everything on our culture wall. What else did you learn about culture today? Yes, it can be similar or different than other people. What cultures will we be learning about during this unit? Yes, the 13 colonies. And do you remember the names of three regions of the colonies? That’s right, the north, middle, and south. Ok, great job today!

Materials and Resources: Chinese music link— https://www.youtube.com/watch?v=l1jcj7W_8c4 Changpao Picture of Chinese dumplings (attached) Picture of calligraphy (attached) Picture of a red Chinese wedding dress (attached) Note cards “What is Culture” YouTube video link— https://www.youtube.com/watch?v=o32l-_U6nGY Smart board Note taking guide (attached) Map of colonial America color coated by region (attached) 3 sheets of chart paper Sticky notes Pencils Individual culture wheel (attached) Poster board Various colored markers iPads Class blog link Checklist (attached) “Cultures and Me” extension packet (attached)

“My Culture” two page packet (attached) Culture Representation page (attached)

Differentiation Strategies (including plans for individual learners):Extension:

Students will receive the “Cultures and Me” packet. They will complete the checklist by visiting the TIME for kids website. They will choose a country, research it and fill out a “Discover Culture” question guide, read about a day in the life in that country and fill out a Venn diagram, and then they will choose a mini project to complete (Glogster or Voki).

Re-Teaching: Students who need re-teaching will receive a “My Culture” two page packet.

Students will read over the questions and answer them as it applies to their own life. Through this activity they will learn more about their own culture. Then they will draw a symbolic representation of their culture including all of the answers they included on their sheet.

Note HelperCulture

Name: ______________________ Date: ________________

Write down the definition for each word as we discuss them in class.

1. Culture: __________________________________________________________________________________________________

2. Tradition: __________________________________________________________________________________________________

3. Diversity: __________________________________________________________________________________________________

Write down words from the culture wall on your own wall!

Blog Checklist: Culture Response

_____ Student correctly explained what culture is

_____ Student gave two accurate characteristics of culture

_____ Student wrote about their own culture

_____ Student commented on at least one other person’s response

_____ Student’s comment related to culture and the original response

Total: _____/5

Name: ________________

Cultures and Me

Family

Food

Clothing

Religion

Values

Recreation

Traditions

Shelter

Name: ______________________ Date: ___________Directions:

Complete the assignments on the checklist in order. Check them off as you go!

On your iPad type in www.timeforkids.com/around-the-world and choose a country

___ Use the information about your country to fill out your “Discover Culture” sheet

___ Click on “Day in the Life” on the left side of the page. Read about your person and follow the directions to fill out the Venn diagram.

___ Choose to create a Glogster or a Voki

GlogsterCreate a Gloster that represents the

culture of the country you researched

___ Include the following information: ___ Country name, languages, climate, and products ___ At least three facts of daily life ___ At least two pictures of your country/people who live there ___ Picture captions ___ At least one fun fact ___ Optional: video of your country___ “Share” your Glogster on the class blog

VokiCreate a Voki that represents the

culture of the country you researched

___ Voki resembles person of your country___ When Voki speaks it includes: ___ Country name, languages, climate, and products ___ At least three facts of daily life ___ At least one fun fact ___ Voki tells their story and about their country in first person___ Publish Voki and post link on the class blog

Discover CultureName: ______________________ Date: ____________

Directions: Fill out this sheet by reading and looking for the information on the TIME for kids website about the country you

choose.

Country: __________________

Population: ________________

Languages: _____________________________________________________

Climate: _______________________________________________________

Products:____________________________________________________________________

_________________________________________________

Click on “Sightseeing Guide” on the left side of the page. Click on different

cities and sights on the map. Choose one and write a short summary about

it.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________

List 2 fun facts about your country.

1. _________________________________________________________

2. _________________________________________________________

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Name: ____________________ Date: ___________Directions: Use your answers to the questions on the “My Culture” sheet to draw a representation of your culture. You can use symbols, drawings, and words.