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Lesson3 2

This lesson plan summarizes how culture spreads through diffusion and how it affects societies. It includes an opening skit, lecture, group work, and presentation to assess student understanding. Students will explain cultural diffusion, evaluate its effects, and create a skit showing how culture spreads incorporating time and change.

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154 views

Lesson3 2

This lesson plan summarizes how culture spreads through diffusion and how it affects societies. It includes an opening skit, lecture, group work, and presentation to assess student understanding. Students will explain cultural diffusion, evaluate its effects, and create a skit showing how culture spreads incorporating time and change.

Uploaded by

api-349408035
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1

Thomas Harefa Geography: Individuals and Societies 2 Weeks


Grade 7

Lesson: 3 Observing Patterns of Diffusion Part II (Double Period) [Presentation]

Unit Overview
Main Idea (Claim) Summative Assessment

The mixing of world cultures through different A short five-minute skit that shows the spread of
ethnicities, religions and nationalities has culture that incorporates the aspect of time,
increased with advanced communication, growth and change.
transportation and technology. In addition, the
mix of cultures lead not only to societal changes This assessment will help students to carefully
but also lead to individual changes. think about the depth of cultures and how it is
affected by another culture. This aspect of
Understanding that culture now are changing culture will cover two components from the IB
relates back to how the Great Commission are MYP curriculum:
impacting not only faiths but also the way that
people live. A secondary goal of this unit is to
also train students that the heart of a culture is Criterion A: Knowing and
not in structures or traditions rather it lies in the understanding (Secondary)
heart of people. This understanding relates to the
Great Commandment as understanding the demonstrate knowledge and
depth culture helps one to love their neighbors understanding of subject-specific content
more. and concepts, using descriptions,
explanations and examples.

Criterion C: Presentation (Primary)

communicate information and ideas with


clarity

organize information and ideas effectively for


the task

Guiding Questions Objectives (know/understand/do/value)


The student will . . .

How can we determine the effects of cultural Explain how culture can spread between nations
diffusion? and peoples.
What are the different responses of cultural Evaluate that the spread of culture ultimately
diffusion in various parts of the world? affect the people not on the surface but on what
they believe.

Time
(45 Instructional Procedures and Strategies
mins)
Beginning the Lesson

7 mins Opening Skit: (Introduction)


My co-operating teacher and I will attempt persuade students to wear our uniform jackets
as a part of their daily style. This part will be highly improvised but it will represent on
2
Thomas Harefa Geography: Individuals and Societies 2 Weeks
Grade 7

how people can affect other peoples culture through persuasion.

After the short skit, gather the students attention to see what was happening. Breakdown
the skit was to show how culture can spread. This phenomenon of how a culture can
spread will be the topic of discussion for the lesson.

Developing the Lesson

5-7 Short lecture by the teacher:


mins Teacher will lecture and build on previous concepts:
1. Ways that culture can spread
2. How a culture can spread
3. How it affects different societies

Following their own examples of cultural diffusion, students are now tasked with finding
5-7 out through what primary means their cultures spread and how it has affected its receiver.
mins As an informal assessment, the students will pair up and decide on one topic the other
have chosen. They are then to describe how their specific things of culture can be
transformed from one group to another.

Class discussion:
5 mins After their discussion, each student will present with their groups their findings. The
teacher may ask guiding questions if students struggled to follow the instructions.

Summative Assessment:
5-7 The teacher will introduce the summative assessment to the students. The Unit Plan will
mins include more information but the introduction will cover:
1. The type of assessment
2. The goal of the assessment
3. The different ways students are assessed
4. The different parts of the assessment

After the explanation, the teacher will ask the students if they need any clarifying. If no
one raises their hand teacher should proactively ask individual students about the task.
This will allow some students to ask more questions and ensure students understand what
the teacher is talking about.

Students will be split into three groups in the class. Each of the class will first
10 research about the topic they wish to present.
mins
Closing the Lesson

Snowball!
The class will use their previous cultural iceberg papers and write in the back
about what they learned today. After writing down the review they will
5 crumple their papers and throw it off towards Mr. Thomas. After getting all the
mins snowballs, Mr. Thomas will read one paper and read off what the class have
learned from today.

Formative Assessment Differentiation


3
Thomas Harefa Geography: Individuals and Societies 2 Weeks
Grade 7

The discussion after the lecture assess Students will be given the choice to
their deepened understanding of the research about a culture and dramatize it.
process of cultures spread.

Resources
4
Thomas Harefa Geography: Individuals and Societies 2 Weeks
Grade 7

Glossary

Term Definition Resources


Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to
keep the goal in mind during the
writing and implementation of the
lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to
plan or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences

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