Lesson Title: Ways of Life

Day Number: 11
Author: Kristen Link
Grade Level: 3rd
Background Information
This lesson will teach students that all cultures have similarities and differences between
each other and that it is okay for cultures to be different.
This lesson will teach students about specific aspects of cultural ways of life, specifically
in Ethiopia and Spain.
The goal of this lesson is to understand that all cultures have similarities and differences.
In addition, students will experience aspects of the culture in Ethiopia and Spain.
This lesson will take about 60 minutes.

Integration of Learning Outcomes

SWBAT watch a video about cultural differences from the perspective of people from
Sudan coming to America and discuss this video with a partner, and then in a group
discussion with the class.
SWBAT read along on pages 362-363 in their textbook as the teacher reads aloud.
SWBAT complete a scavenger hunt sheet by reading information from websites
provided by the teacher.
SWBAT listen to music from the countries Ethiopia and Spain as well as try a food that
originated from Ethiopia and Spain.
SWBAT brainstorm similarities and differences between the cultural way of life in
Ethiopia or Spain and the cultural way of life in America, and then use that to write a
paragraph about the similarities and differences of the cultural way of life between the
country of their choosing and America.

Standards
NCSS; enable learners to assess the importance of cultural unity and diversity within and
across groups;
8.4.3.C: Compare and contrast selected world cultures.
1.5.3.B: Develop content appropriate for the topic. Gather and organize information,
incorporating details relevant to the topic. Write a series of related sentences or
paragraphs with one central idea.

Anticipatory Set
The teacher will say, Today, were going to learn about the ways of life of different people in
different cultures around the world. Were specifically going to focus on the countries Ethiopia
and Spain! When we learn about the ways of life in different cultures, you have to remember
that there are going to be people that do things very similar to you, and there will also be
people that do things very different. Different does not mean bad! Remember to keep any
negative comments to yourselves because even in this classroom, we have multiple different
cultures! Respect everyones differences...it is so fun and interesting to learn about the ways of
life in other cultures! Before we take out our textbooks, I want to show you a video that will
show you how shocking it is for someone to go from their own culture to a new culture. This
video is from National Geographic. The men in this video have come to America from Sudan.
Sudan is a country in Africa. Let me show you on the class map! Lets see how they view the
cultural differences. The teacher will play the youtube video on the interactive whiteboard for
the class to watch. After the video is over, the teacher will say, That was interesting, wasnt it?
What is something you found interesting? Turn and talk to your neighbor for a minute or two.

The teacher will allow students to share with their neighbors. After, the teacher will say, Okay,
would anyone like to share what they found most interesting about the video? The teacher will
allow about 3 students to share and end the discussion by saying, So now we can see that not
only would we feel strange entering another country and experiencing their culture, but other
cultures come to our country and feel strange too! In this video, we saw people from Sudan
experiencing new food, new social customs, and a new way of life. Lets read from our textbook
about ways of life in other cultures around the world!
Procedures
1. The teacher will say, Can everyone take out your social studies textbooks and turn to
page 362? I want you to read along in your book as I read aloud. Before reading, the
teacher will tell students to pay attention to how cultures around the world are alike
and different. The teacher will read the title, the information in the margins, and the
text aloud.
a. The teacher will stop on page 363 at the end of the section about Ethiopia
and say, The text tells us that families eat vegetables and meat served on
injera. We are going to get to try injera today when we complete our activity!
b. The teacher will stop on page 363 at the end of the section about Spain and
say, We are going to get to try a dessert food that originated in Spain called,
flan.
c. The teacher will say, Take a look at the pictures and read the captions to
yourself. Both images show food in both countries.
2. After reading to the end of page 363 from the textbook, the teacher will say, Can
anyone think of a difference between Ethiopia and America? Yes, most people in
America do not eat injera. How about a similarity? Yes, many schools in our country
teach students different languages as well. Can anyone think of a difference between
Spain and America? Yes, the people in Spain eat their main meal in the afternoon and
typically, the people in America eat their main meal at night.. dinner! Can you think of
any similarities? Yes, it looks like both Spain and America have markets with plenty of
food.
3. The teacher will say, Now, were going to start a fun activity! We are going to do an
online scavenger hunt with our class laptops! Once I am done explaining, you can get
your laptops. There is a document called Scavenger Hunt, on your class page that you
can click on. This will show you two websites for each country. We will all work on the
same country at the same time. First, we will work on Ethiopia. This means you can visit
the two websites for Ethiopia and fill in your Ethiopia scavenger hunt sheet. While you
work, I will play Ethiopian music and get the Ethiopian food ready. After about 20
minutes of working, I will call you up by table to get a sample of the food. After, we will
switch to Spain and do the same thing.
4. The teacher will say, I am going to pass out two scavenger hunt sheets. One is for
Ethiopia and one is for Spain. The teacher will pass out the scavenger hunt sheets and
say, Lets look at these sheets. Each has the same nine aspects of culture. I want you to
write as much as you can under each aspect, but you are required to write at least one
thing under each. Lets read them together. It says, language, clothing, food, money,
free time, music, holidays, family, and religion. If you do not finish this today, I would
like you to complete it by the end of the week. You can do this at home or during our
study hall, time in class.
5. The teacher will call students by table to get their laptops. The teacher will direct the
students to log on and go to their class page to click on the link called, Scavenger
Hunt. The teacher will play the youtube video for Ethiopian music and get the injera
and atkilt wot ready. The teacher will allow students to work independently at their
seats using their laptops and clipboards for their papers. The teacher will tell students to
raise their hands if they have any questions or need help. After about 17 minutes, the
teacher will begin to call students up to get a sample of the food on a paper plate with a

napkin and cup of water.

6. Once all students have received and eaten their food, the teacher will get the class
attention and tell students to put their Ethiopia paper in their social studies folder and
that they can finish it by the end of the week. The teacher will say, We are going to
switch over to Spain now! I want everyone to get your Spain scavenger hunt sheet out
and close all links that are related to Ethiopia. Now, I would like to you to use the links
for Spain to write down information about Spain. I will play music from Spain and get
the flan ready while you work. Raise your hands if you have any questions.
7. The teacher will play the youtube video for Spain music and get the flan ready. The
teacher will allow students to work independently at their seats using their laptops and
clipboards for their papers. After about 17 minutes of working on Spain, the teacher will
begin to call students up to get a sample of the food on a paper plate with a napkin and
cup of water.
8. The teacher will say, Great job everyone! Did you enjoy the activity, music, and food?
What did you like most? Turn and talk to your neighbor for about a minute. The
teacher will allow students to share with their neighbor. The teacher will say, Okay,
would anyone like to share what they enjoyed most with the class? The teacher will
allow about 3 students to share. After, the teacher will say, I would like you to make
sure both your Ethiopia and Spain scavenger hunt sheets are in your social studies
folder. Please close all links on your laptop and log off and shut down. I will call you by
tables to put your laptops back. Please clear your desks except for a sheet of notebook
paper and a pencil. The teacher will allow students to put all materials away.

Differentiation
For lower-level students: The teacher will provide lower level students additional resources
during the scavenger hunt including a couple expository picture books so that they are not
limited to only using the computer.
For higher-level students: The teacher will ask the student to write at least 2 paragraphs in their
final response, allowing the student to extend their response and include more information.

Closure
The teacher will say, Now that we have learned a lot about the culture and way of life in two
different countries, I would like you to pick just one of the countries and think about a similarity
and a difference between your culture and the culture in that country. I want you to brainstorm
some ideas on one side of your notebook paper. You can use any of the forms of brainstorming
that we discussed in writing class, such as a list, a web, or a t-chart. After you brainstorm,
choose at least one similarity and one difference. Write a paragraph about how this countrys
cultural way of life is similar and different to your own cultural way of life. When you are
finished, please put your sheet in the turn in bin and read silently!
Formative / Summative Assessment
Formative:
The teacher will observe students as they watch the youtube video on the interactive
whiteboard and listen to students as they discuss the video with a partner and in a
group discussion with the class.
The teacher will walk around as she/he reads the text to observe students as they read
along silently.
The teacher will walk around and observe students as they complete both scavenger
hunt sheets and look for logical answers.
The teacher will observe students and they listen to the music and eat the food.

The teacher will read the brainstorming sheets and the paragraphs that the students
write and turn in and evaluate for logical responses.

Materials / Equipment
Interactive Whiteboard
God Grew Tired of Us Youtube Clip (Attached)
Harcourt Social Studies Our Communities Textbooks (for all students)
Harcourt Social Studies Our Communities Textbook (teacher's copy)
Classroom Laptops
Clipboards
Scavenger Hunt Document (Attached)
Scavenger Hunt Worksheets (Both Ethiopia and Spain) (Attached)
Ethiopia Music YouTube Clip (Attached)
Spain Music YouTube Clip (Attached)
Notebook Paper
Pencils
Injera and Atkilt Wot
o Recipe Injera: http://allrecipes.com/recipe/7070/injera/
o Recipe Atkilt Wot: http://allrecipes.com/recipe/152937/ethiopian-cabbagedish/
Flan
o Recipe Flan: http://allrecipes.com/recipe/20979/spanish-flan/
Paper Plates
Napkins
Cups
Water
Citations:
Ch. 9 Our American Culture. (2010). In Harcourt Social Studies. Orlando, FL: Houghton Mifflin
Harcourt Publishing.
God Grew Tired of Us. Dir. Christopher Quinn. National Geographic Films and Newmarket Films,
2007. Film.
Technology
Interactive Whiteboard- used to show video
YouTube videos
o Movie Clip Link: https://www.youtube.com/watch?v=BT0kzF4A-WQ
o Ethiopia Music Link:
https://www.youtube.com/playlist?list=PLNIaePJdmWnq3mKGhXF25kcejHSSjN41
o Spain Music Link: https://www.youtube.com/watch?v=yoMERTIP7hs
Classroom Laptops
o

Online Scavenger Hunt

Reflection on Planning
While planning this lesson, I realized it was very difficult to find good resources for students to
use for the scavenger hunt. I truly expected more kid-friendly websites that would relate to
cultural ways of life. In addition, I had extreme trouble finding kid-friendly videos to show about
Ethiopia and Spain. I am happy I thought to use National Geographic as a resource because the
website features reliable kid-friendly information and videos! Although I think the textbook had
great information, I definitely felt the need to create a fun activity that allowed students to learn

more from other resources than the textbook. I think the scavenger hunt will allow students to
explore information about each country, while the experience of listening to the music and
eating the food will allow the students to really get a feel for the country and the similarities and
differences. I think this activity will be fun for both the students and the teacher as they explore
the ways of life in other cultures.
Content Outline
Lesson 3 - Cultures of the World
o Ways of Life
Life in Ethiopia
Students in Ethiopia learn different languages in school
At home, families eat vegetables and meat served on an injera,
a flat spongy bread
o Can make injera and bring it into class with a simple
topping that is common in the country (Atkilt Wot)
Can listen to music from Ethiopia
Learn more online- videos or scavenger hunt
Life in Spain
Official language is Spanish
Families in Spain eat their main meal of the day in the afternoon
Food that originated in Spain- Flan
o Can make it and bring it into class
Can listen to music from Spain
Learn more online- videos or scavenger hunt
Can find similarities and differences between own culture and the
cultures in Ethiopia and Spain
Focus on ways of life; language, clothing, music, food, what they do in
their free time, type of money, religion, holidays, etc.