SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Brittany Graft

Subject Social Studies

Grade Level 3rd Grade

Date/Duration Approximately one hour

RATIONALE Standard - 8.4.3.A

Identify the elements of culture and ethnicity.

Standard - 8.4.3.C
Compare and contrast selected world cultures.

INTRODUCTION Activating Prior Knowledge

Class discussion on “what is a culture?”

Hook/Lead-In/Anticipatory Set

Continue class discussion with “What are elements of the United States’ culture?”

EXPLICIT INSTRUCTION Big Idea Statement

Countries typically have their own unique cultures and heritages.

Culture describes the traditions, language, beliefs, and other characteristics common to
the members of a particular area or society.

Essential Question Statement

What is a culture?
What are the elements of the culture in the United States?
Does the United States share the same culture as other countries or is it different?

Objective Statement (Audience, Behavior, Condition, Degree)

After creating a Venn diagram comparing the cultures of the United States and Mexico,
3rd grade social studies students will be able to identify the cultural differences between
the two countries five times with 80% accuracy.
 Vocabulary

 Culture - the arts and other manifestations of human intellectual achievement

regarded collectively.
 Language - the method of human communication, either spoken or written,
consisting of the use of words in a structured and conventional way.
 Heritage - valued objects and qualities such as cultural traditions, unspoiled
countryside, and historic buildings that have been passed down from previous
generations.

Transition
Students will listen to a few short clips of music from Mexican artists. Then the teacher
will demonstrate a few basic steps of how to salsa while students will get up and be
allowed to dance as well.

LESSON PROCEDURE Pre-Assessment of Students

This will come from the class discussion in what a culture is and describing the culture
of the United States.

Modeling of the Concept

Venn Diagram will be displayed on the projector for students to follow while filling it in
on their own.
Teacher will model the basic steps in how to salsa as the students follow along.

Guiding the Practice

The teacher will bring up key points to discuss and show examples of such as music and
holidays for the students to compare.

Providing Independent Practice

Students will fill in their Venn Diagrams on their own and also complete their exit
tickets on their own.

Transition
Students will have the opportunity to try empanadas, chips, and salsa if they wish.

READING MATERIALS, - Venn Diagram

TECHNOLOGY, AND - Exit tickets
SUPPLIES - Music clips from Juanes, Carlos Santana, Luis Miguel
- Art piece examples by Frida Kahlo and Diego Rivera
- Salsa music
- Frozen empanadas, chips, and salsa
- Pictures of food, flags, clothing, and holidays
EVALUATION OF THE Formal Evaluation
LEARNING/MASTERY
OF THE CONCEPT Exit ticket

Informal Evaluation

Teacher observation looking for engagement and participation

CLOSURE Summary and Review of the Learning

Students will complete the exit ticket about the two cultures.

Homework/Assignments
N/A