Lesson

#1

Peru - Marias Traditions

Date

Dec. 2

Subject/Gra
Social Studies, Gr. 3
de Level

Time
Duratio 60 min
n

Unit

Teacher Claire Peterson

Ch. 2, Traditions and Celebrations

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
3.1
Learning
Students will demonstrate an understanding and appreciation of how
Outcomes: geographic, social, cultural and linguistic factors affect quality of life in
communities in India, Tunisia, Ukraine and Peru
Specific
3.1.2
Learning
examine the social, cultural and linguistic characteristics that affect quality of
Outcomes: life in
communities in other parts of the world by
exploring and reflecting upon the following
a.) 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)?
b.) How is identity reflected in traditions, celebrations, stories and customs in
the communities?
3.1.1 - appreciate similarities and differences among people and communities:
c.) demonstrate an awareness of and interest in the beliefs, traditions and
customs of groups and communities other than their own

LEARNING OBJECTIVES
Students will:
1. describe the significance of traditions (a, b, c).
2. compare the cultural practices of Peru to their own (a, b, c).

ASSESSMENTS
Observations:

Key Questions:

have all the students in a group use different coloured

markers, note students who contribute more than 2 points, and
those who contribute less (class list)

What do you think tradition means? (pre-assess, 1)

What are our traditions? (2)

How are Marias traditions different from ours? Does

she have any traditions that are similar to you and your
family? (1,2)
- Are Marias traditions things that have been done in Peru
for a long time? (1,2)

Products/Performa
nces:

group posters describing Marias cultural traditions

(note depth of understanding).

LEARNING RESOURCES CONSULTED

Learn Alberta

MATERIALS AND EQUIPMENT

Newsprint, paper, markers.

PROCEDURE
Prior to lesson

Gather class on the carpet.

Introduction

Consider:

Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to
Body

Consider:
Variety of
Learning Styles

Questioning
throughout

Differentiation
for students

Focused
formative assessment

Time

discuss definition of tradition.

ASK: What do you think tradition means?
definition: thehandingdownofaculture'sbeliefsand

customsfromparentstochildrenovermanyyears.
ASK:What are our traditions?

1:00 pm
10 min

on the board, write our classs traditions, ask

students to share their familys traditions, write them on
the board

Body
Activity #1 (25 min)
- have each group read through the chapter on Marias
familys traditions and celebrations
- using a large sheet of newsprint and different colored
markers for each student, have the groups record as
much as they can about the chapter
- goal of at least 2 points from each group member

Time
1:10 pm
35 min

Activity #2 (10 min)

- have the groups switch tables - is there anything
important that they could add to this different groups
page?
- cycle around until every group has been at every other
table
Closure
Consider:

Consolidation of
Learning
Feedback from
Students
Feedback to
Students
Transition to Next
Lesson

- clean up and call the class back at the gathering area

- ask students to share something they learned about
-

Maria
Are Marias traditions things that have been
done in Peru for a long time?
compare Marias traditions to our traditions
ASK: How are Marias traditions different from
our traditions? Does she have any similar
traditions to you and your family?

Sponge
Activity/Activities

Time

- T-chart comparing their own traditions to Marias

- description of their favorite family tradition

1:45 pm
15 min

Reflections from
the lesson