Crandall

University

Developed by: Jessica Allen

Grade level: 6 Lesson Topic: An Introduction to the Concept of Culture

Universal Design for Learning

Representation

1.1 Offer ways of customizing
the display of information
Information will be displayed on
the whiteboard, PowerPoint
and poster board, by using both
text and images.

2.5 illustrate through multiple
media
Text, images, video, and song
will be used to present
information. Students will also
gain information through
listening to the discussions of
other students.

Action and Expression

5.1 Use multiple media for
communication At various
times throughout the lesson,
students will be asked to give
their own opinions and
examples, along with
communicating what they have
learned by sharing with the
class and writing an exit ticket.

Engagement
7.2 Optimize relevance, value,
and authenticity. Students will
realise that these skills are
relevant to everyday
communication as each country,
province, city, neighbourhood,
and household have their own
unique culture that should be
respected.

7.3 Minimize threats and
distractions. The teacher will
circulate the class during
discussion; if certain students
do not work well together they
will be separated.

Outcomes
GCO: 6.1.1 Explore the concept of culture and
demonstrate an understanding of its roles in their lives
6.1.3 Analyze the importance of cross-cultural
understanding
SCO: I will be able to give examples of Canadian
culture and how it affects me. I will be able define
what a bias is and how this may affect how I see other
cultures.

Objective(s) for this lesson: Students will understand
that cultural examples do no apply to all of the
countrys citizens. Students will understand how a
majority culture may affect how they see minority
cultural groups or groups from other countries.


Introduction
APK/Introduction before the lesson

Today we are going to talk about culture. Culture
is all the tiny things that make up your day.
(Gesture to Slide 2 and Bristol board so they know
where examples are posted). Here are some
examples of culture. We are going to discuss
Canadian culture today so for a little inspiration
we are going to do watch a video by Canadian
astronaut Chris Hadfield (Slide 3) and then
complete a place mat brainstorming page. The
activity will have us coming up with some ideas by
ourselves and then when I give the single elect
someone to write some ideas in the middle circle
about what your whole group discussed. (After the
video switch to Slide 4)
! Can someone please explain a place mat
activity?
! When will we start discussing as a group?

Focus Question
Have you ever heard of the word culture or
multiculturalism? How about someone saying hockey,
fishing, or camping is part of our culture?

During/Learning Activities

After the place mat activity is completed ask each
group to share one idea/example they came up with.
Write the words Canadian Culture up on the board
and have them walk up to the board to add their ideas
underneath.

Required Materials, Tools and

Technology
!
!

!
!

PowerPoint slides (See

Appendix A)
Whiteboard and
different colours of dry
erase markers
Paper and markers for
place mat activity
Chris Hadfields video
In Canada
https://www.youtube.c
om/watch?v=zuVsHt3r
Bnc
Bristol board with
examples of culture
(See Appendix B)

Special Concerns
! Pictures will be printed
out in case the laptop is
malfunctioning.
! Be aware that some
students may not
identify with Canadian
culture.
! Make sure that the
environment has been
established as safe and
respectful.


Differentiation
If there are students with
exceptionalities certain parts of
the lesson can be modified such
as writing activities or visuals.

Multiple Intelligences:
Interpersonal: Students will be
discussing ideas surrounding
culture as a class and in groups

Intrapersonal: Students will
begin by writing down their own
ideas on culture before
discussing as a group.

8.3 Foster collaboration and

community. Students will work
together in small groups to
discuss examples of culture in
their homes. This activity will
necessitate collaboration and in
turn, build community.

If time allows go around the groups once more asking

for ideas.

Switch to Slide 5. Ask the class what they see in these
pictures and if they are related to Canada. Explain to
students that all these photos are related to Canada
but we would need more information to fully
understand what it is like to live in Canada or what
Canadian culture is. Explain that these are pictures of
stereotypes. Go to Slide 6.

Refer once again to the Bristol board. Explain that
culture and stereotypes are very different. Teach
them that culture is what we pass on to others: things
that our parents do that we do too or will do
someday.
! Ask them to give an example of something
their parents do that they do too

The next word is stereotypes.
! What do you know about stereotypes?
Explain that stereotypes (write the word on the board)
are ideas about a culture that are just to simple and
cultures are very complex. Give them the example of
hockey. A fact would be that hockey is a popular sport
in Canada. A stereotype is saying everyone in Canada
plays hockey and likes watching it.
! Why should we avoid stereotypes?

Go to Slide 7. Ask, Why is there so many different
flags in the map of Canada? Because Canada has so
many cultures. We can have different cultures for
different countries. (Go to Slide 8). Different cultures
in different provinces. (Go to Slide 9) Different
cultures in different cities. (Go to Slide 10) Different
cultures in different neighbourhoods, even in different
houses.

(Go to Slide 11). Explain that everyone in this class
shares some cultural similarities because we all live in
the same area and go to the same school. However,
you will also have some cultural differences because
your families, traditions, day to day routines are all
different.

Tell them that in their groups they will discuss a
tradition their families might have or a routine they do
everyday. For example, how do you start your
morning or prepare for supper every night. Explain
that they should let each person have the chance to
talk then you will pick a few to share what they
learned from your partner, so they should listen
closely.
! What will you be explaining to your partner?
! Who is sharing what they heard to the class?

Verbal/Linguistic: Group and

class discussion will occur, along
with writing down ideas on
paper and the whiteboard.

Visual/Spatial: Definitions and
photographs that contain
examples will be projected on
the smart board

Logical/Mathematical: Statistics
such as how many Canadians
play or watch hockey and other
will be presented

Kinesthetic: Students will be
asked to write their examples
down on the white board

Musical: Chris Hadfields song
In Canada will be shown


In-Class Support
The teacher will circle the class
as students work in groups. If
any volunteers or EAs are in the
class they will be encouraged to
offer assistance or aid in
facilitating discussion.


Cross-curricular Connections
Literacy: working with
vocabulary words and
definitions

Pick a few students to share what they learned from

their partner. Point out any similarities.

Go to Slide 12. Explain that our own culture is how we
see the world: it is our eyes. We understand the
culture that is closest to home because we can see up
close really well. Looking far away can be difficult
without help, just like trying to understand cultures
from other countries without knowing anything about
them. Glasses can help us see things that are far away
just like learning can help us understand things we
dont understand. We are going to learn about
another country this year and it will be like putting on
a new pair of glasses. (Note some students may have
difficulty understanding the metaphor. Read the room
and push the fact the more we know about a culture
the better we can understand it.)
! Does anyone have any questions?
! Can someone explain what a stereotype is?
! Can someone explain how putting on our
glasses of knowledge can help?
Closure:
Go to Slide 13. Explain to students that they will be
writing an exit ticket. On the ticket they should write
examples of culture in their own home. They should
also explain what the glasses represent.
Assessment (formative/summative)
What assessment strategies will measure the learning
from the outcomes?
Assessment for/of: Collect their place mat activities
and exit tickets. Assess students answers and
participation throughout the class.

Appendix A

Appendix B