Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney

STAGE 1 DESIRED RESU TS

Unit Tit!e: Cultures Around the World Estab!is"ed Goa!s: Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of ma or ideas! eras! themes! develo"ments! and turning "oints in world history and e#amine the $road swee" of history from a variety of "ers"ectives% Key &dea ': (erformance &ndicator 2) Students will e#"lore the lifestyles! $eliefs! traditions! rules and laws! and social*cultural needs and wants of "eo"le during different "eriods in history and in different "arts of the world% +eading Standards for ,iterature for -rade .:
3. R.I. 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur). /Ne# $or% State Education Department& 20121

Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051

Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney

Understandings: Students #i!! Essentia! (uestions: understand t"at' ) Why is culture im"ortant9 This lesson is "art of a unit on world history! 6 6 How are cultures similar and different9 s"ecifically culture% 6 What can we learn a$out ourselves $y studying 6 &n this lesson! students will understand that there cultures in other "laces9 are different cultures around the world% 6 This lesson is designed to e7ui" students so that they will $e a$le to understand that "eo"le have different cultures! and this affects their way of life! such as one8s education! food! or clothes% 6 Students will understand that they can com"are and contrast their culture with other cultures% 6 Students will understand that although "eo"le8s cultures can differ greatly! we also all have culture traits in common% 6 According to 4indes /20051! teachers can encourage a res"ect for others and give students o""ortunities to learn a$out other cultures through reading stories from different view"oints and cultures%Therefore through learning a$out different cultures in relation to their own culture! res"ect and education will $e a "ositive result% 6 Students will understand that illustrations from an informational te#t can hel" "rovide information in an interesting way%

Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051

Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney

Students will know: Students will $e a$le to: Objectives: 6 The different traits of culture such as: food! clothes! where someone lives! what activities they 6 Gather information from illustrations and text do! education! and trans"ortation from Children Just Like Me (Kindersley, 1995) to 6 :alua$le information can $e gained from the learn about other cultures. illustrations in the $ook! *"i!dren +ust i%e 6 Identify specific traits of children's cultures in ,eChildren Just Like Me, like what they eat, where 6 .ocabu!ar/ and 0e/ Terms: they live, what they do, what they wear, etc. 6 Culture: the way "eo"le do things; "eo"le8s way of life 6 Discuss as a class the different culture traits that cultures have. 6 Tradition: handing down information or $eliefs orally or $y action 6 Students will create a "age for a class $ook with 6 Culture trait: ha$its and characteristics done $y a illustrations and descri"tions of their individual certain culture culture% 6 Students will include on their page a way their culture is similar to one childs culture in the book and a way it is different than one of the childrens culture in the book.

Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051

Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney
STAGE 1 ASSESS,ENT E.IDEN*E

2er3ormance Tas%s: 4t"er E5idence: Pre-Assessment: This lesson is a concluding lesson 6 All About My Culture Rubric within a unit on culture. It is expected that most 6 Journal Entry (follow-up activity) learners are developing schemas about what culture 6 Think Pair Share means and that cultures differ. The Social Studies Common Core Standards for 3rd grade expect that students will study about different people around the world and their cultures. The book, Children Just Like Me, will allow students to gain insight into the lives of children around the world, helping them understand how cultures are similar and different. Students will create a personal page about their culture and all students pages will be compiled into a class book. Students will complete an entrance slip prior to the lesson presentation. The entrance slip will read I want to meet someone from the _______ culture. Why? Please explain. I will use the data from the entrance skips to design instruction and scaffold learning. I will listen to student responses during the grand conversation to gather other evidence. The entrance slip will allow me to appropriately differentiate the lesson to meet the learning needs of struggling learners ELL learners, and talented learners.

Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051

Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney

Stage 67 earning 2!an

Summar/ o3 earning Acti5ities: Set-InductionI will pair the students for a Think-Pair-Share Activity. Then I will say, Today we are going to conclude our unit on culture. Right now, Id like you to turn to your partner and talk about what we have been learning about culture. Use specific examples and definitions we have learned in previous lessons. I will give students time to talk with their partner. Then I will say, Who would like to define culture for me? Students definitions will vary. The teacher will ask, What are examples of culture traits? Students will answer with traits like food, where someone lives, etc. I will then say, Today we are going to focus on why it is important to have different cultures. Does each student in this classroom have a different culture? Students will answer with individual responses. I will follow-up by asking, In what ways are our cultures alike? I will instruct students to turn to their partner and talk about two ways their cultures are alike. The class will share a few examples. Procedure6 I will say, First we are going to read from the book, Children Just Like Me by Anabel and Barnabas Kindersley. This book is organized differently than fiction books. I have made copies of the pages we will be looking at for each of you to have. I want us to look at the book as a class to talk about culture. 6 I will talk with the students about the specific cultures and children the students have in their individual packets. As a class we will look at the book, and I will model how to read the pages. 6 I will say, Since there is a lot of information in this book, we need to make sure we are thinking about what makes these children different or similar to us. Lets look at Oscar. He is from South America. This book tells us about his family, home, toys, food, and jobs that he does. 6 I will explain to the class the ways that Oscars culture is different from mine or similar to mine. 6 Next, I will give students a few minutes to look over the packet I gave them and talk with a partner about the different children and the traits of their cultures. 6 Afterwards, we will discuss (as a class) new information we have learned about other cultures. I will emphasize that cultures can be similar in some ways and different in other ways. For example, In my family, I dont grow my own food. I go to the supermarket to buy my food. 6 Then I will tell the class that they will be making their own special page about their culture. 6 Students will be given a rubric prior to the assignment that has specific criteria that must be included on their page. As a class, we will talk about the specific criteria students must have on their page. 6 I will tell students to be creative and neat because the pages will be collected and put together in a class book. 6 Students will be given more than one class period to complete their page. Closure- I will have students turn to a partner and share their page, identifying the specific criteria that the rubric requests.
Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051

Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney

Materials and Resources6 Children Just Like Me (Kindersley, 1995) 6 Photocopied packets for each student of excerpts from Children Just Like Me 6 Thick, white paper for each student to complete personal page 6 Social Studies Notebook 6 Extra Pencils, Erasers, Crayons, Markers Follow-up ActivityStudents will respond in their Literacy Journals to the prompt: What did you learn about culture that changed how you feel about yourself? This encourages students to make a connection between what they learned and how it affects their life. DifferentiationThis lesson "lan incor"orates 2niversal 3esign for ,earning /CAST! 20121 in order to address neurodiversity% This lesson on culture "rovides several means for com"rehension and a""lication: the set)induction activates "rior knowledge and the colla$orative learning strategy assists students to "rocess information% &t "rovides multi"le means for e#"ression of understanding! through conversations with the teacher and other students! and through drawing and writing% There are multi"le means of engagement: students have o""ortunities to work with others or alone /inter"ersonal and intra"ersonal1; the task of making a "ersonal "age hel"s students a""ly the terms learned; the ru$ric is shared and reviewed "rior to the task; and community and colla$oration is utili<ed% This lesson integrates multi"le intelligences /-ardner! 20111% =or ver$al and linguistic learners and mathematical)logical learners! the teacher e#"lains the organi<ation of the $ook and allows students to organi<e their "age however they8d like% =or inter"ersonal and intra"ersonal learners! students had o""ortunities to work alone and together during Think)(air)Share and grou" discussions% =or visual)s"atial learners! the "ictures and layout of the $ook will hel" them to understand the material%

E5a!uation8Assessment 90e/ *riteria:7

Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051

Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney

>All A$out 4y Culture8 +u$ric CAT?-@+A Traits o3 persona! cu!ture

;
&ncludes more than 5 traits of their "ersonal culture and clearly e#"lains how it affects their way of life! giving e#am"les

6
&ncludes more than 5 traits of their "ersonal culture and e#"lains how it affects their way of life! giving e#am"les

&ncludes less than &ncludes less than 5 traits of their 5 traits of their "ersonal culture "ersonal culture and e#"lains how it affects their way of life

Simi!arities and di33erence #it" anot"er cu!ture

&ncludes more &ncludes more than 1 similarity than 1 similarity and more than 1 and more than 1 difference with difference with another culture another culture and shows the connection through e#am"les 4any illustrations! very similar to those seen in the te#t are included and enhance the "age% Several illustrations similar to those seen in the te#t are included and enhance the "age%

&ncludes at least 1 similarity and at least 1 difference with another culture

&ncludes less than 1 similarity and difference with another culture

Uses i!!ustrations demonstrated in t"e te<t

Some illustrations included somewhat similar to those seen in the te#t are included%

Bone or very few illustrations are included @+ the illustrations are unrelated to those seen in the te#t% 3id not use class time to focus on the "ro ect @+ often distracted others%

Use o3 *!ass Time

2sed time well 2sed time well 2sed some of the during each class during each class time well during "eriod% =ocused "eriod% 2sually each class "eriod% on getting the focused on getting There was some "ro ect done% the "ro ect done focus on getting Bever distracted and never the "ro ect done others% distracted others% $ut occasionally distracted others%

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Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051

Design Topic: Cultures Around the World Subject: Social Studies Grade: Third Designers Name:Kathleen Cooney

CAST% /20121% CAST: A$out 23,% ="at is Uni5ersa! Design 3or earning> +etrieved @cto$er 1E! 201. from "ttp:88###-cast-org8ud!8 -ardner! H% /20111% ?rames o3 ,ind: T"e T"eor/ o3 ,u!tip!e Inte!!igences 9Third ed%1 Fasic Fooks% Kindersley, B (1995). Children Just Like Me. New York: Dorling Kindersley. Mindes, G (2005). Social Studies in Todays Early Childhood Curricula. Beyond the Journal: Young Children on the Web. Retrieved October 16, 2013 from http://www.naeyc.org/files/yc/file/ 200509/MindesBTJ905.pdf Bew Aork State ?ducation 3e"artment /20121% Common Core ,earning Standards: CG&: ()12: BAS?3% *@I: *urricu!um and Instruction- State ?ducation 3e"artment% +etrieved @cto$er 1H! 201.! from htt":**www%"12%nysed%gov*ciai*commonIcoreIstandards* Bew Aork State ?ducation 3e"artment /20121% ,earning Standards and Core Curriculum: C&G&T: BAS?3% *@I: *urricu!um and Instruction% State ?ducation 3e"artment% +etrieved @cto$er 1H! 201.! from htt":**www%"12%nysed%gov*ciai*socst*socstand*home%html +u$istar Home% +etrieved @cto$er 1D! 201.! from htt":**ru$istar%'teachers%org*inde#%"h"9 tsC1.D2.D'E1.

Source: 2nderstanding $y 3esign! 2nit 3esign (lanning Tem"late /Wiggins 4cTighe 20051