MGP 335/535

Lesson Plan Template

K. Johnson

1.0 Learning South American Cultures Through a Gallery Walk, Day

3, Lauren Valerio, Grade 6
Expected Duration 45 min
Concepts (Chapter 9)
o Culture and Individual development
Vocabulary
o Culture
o Traditions
o Rituals
Skills
o Interpreting pictures
o Cooperative learning
o Critical thinking
1.1 Integration of Learning Outcomes/Objectives
Students will construct knowledge of three different cultures from
South America and illustrate their understanding using a guide and a
collage.
1.2 Standards PA Civics, History, Economics, Geography &
NCSS Themes I - X with subthemes
CC.8.5.6-8.G: Integrate visual information (e.g., in charts,

graphs, photographs, videos, or maps) with other information in

print and digital texts.
CC.8.6.6-8.F: Conduct short research projects to answer a
question (including a self-generated question), drawing on
several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
CC.8.6.6-8.H: Draw evidence from informational texts to
support analysis reflection, and research.
NCSS.1.1.a ...enable learners to analyze and explain the ways groups, societies, and
cultures address human needs and concerns
NCSS.1.1.d ...encourage learners to compare and analyze societal patterns for
preserving and transmitting culture while adapting to environmental and social
change;
NCSS.1.4.e ...guide learners as they examine the interactions of ethnic, national, or
cultural influences in specific situations or events;

1.3 Anticipatory Set

Have students who finished their collage share with the class. Ask the
students to point out the specific aspects of culture and how the
objects are similar or different from their own culture.
1.4 Procedures
1. As we have learned about the cultures of Chili, Brazil, and Argentina
we are going to expand our research into Ecuador, Peru, and Bolivia.
Can someone help remind me what skills we used yesterday to gain
information? (Making inferences from pictures.)
2. What might I be looking for in pictures that help me learn about
someones culture? (clothing, activities, symbols, etc...)
3. Today you can choose your partners and you can come up and tell
me which of the three countries you are going to research. But
remember if I see any work off task I will switch up partners or you can
complete this activity on your own.
7. There will be a worksheet that everyone hands in with his or her
findings.
8. Students will then use iPads or computers along with the
PowerPoint of pictures to look for the different types of culture.
9. Now that everyone seems to be finishing you can either work on
the collage that you started yesterday, or if you finished that you can
start the collage with your new culture. I saw a lot of great ideas from
the finished collages with different pictures and words that really
portray the cultures.
1.5 Differentiation
Visual Learners will be given the example right in front of them with my
example written out for them to refer to on their guided worksheet.
ADHD: These students will be given brain breaks (along with everyone)
throughout the lesson to get up and walk around the room. There will also be
energy balls that they can sit on to help them concentrate better.
1.6 Closure
Students will write an exit paragraph that compares their individual culture or
yesterdays cultures to the one that she or he explored today whether there
are similarities and differences. They will use examples from the research
that they used today.
1.7 Formative/Summative Assessment of Students (P-12)
Formative assessment: Students will be monitored based on their
answers and participation during the activities.

Summative assessment: At the end of this activity students will turn in

the exit paragraph, their research notes, and the collage that they
create.

1.8 Materials/Equipment
A. STUDENT MATERIALS/ READING RESOURCES:

http://travel.nationalgeographic.com/travel/countries/ecuador-guide/
http://travel.nationalgeographic.com/travel/countries/peru-guide/
http://travel.nationalgeographic.com/travel/countries/venezuela-guide/
Computers/ iPads
Internet
Worksheets
PowerPoint
Pencils
B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN: List resources you
used to design the lesson plan (teacher materials, to provide background on
the content, etc...)
Source

Significa
nce
Minor

Reliability

https://www.cia.gov/library/publications/the-worldfactbook/geos/pe.html

Minor

Governm
ent
website
Central
Intelligen
ce
Agency
All factual

Easy

https://www.cia.gov/library/publications/the-worldfactbook/geos/ve.html

Minor

Governm
ent
website

Easy

https://www.cia.gov/library/publications/the-worldfactbook/geos/ec.html

Governm
ent
website
Central
Intelligen
ce
Agency
All factual

Accessibil
ity
Internet

Central
Intelligen
ce
Agency
All factual

I.

South American Culture

A.

Ecuador
1.

2.

3.

4.

Population
a)

10% European descendent

b)

25% Indigenous

c)

Mixed

Jobs
a)

Administration

b)

Land ownership

c)

Farmers

Industry
a)

Petroleum

b)

Food Processing

c)

Textiles

d)

Metal Work

Agriculture
a)

Bananas

5.

6.

7.

8.

b)

Coffee

c)

Cacao

d)

Rice

e)

Cattle

f)

Balsa wood

g)

Fish

Exports
a)

Petroleum

b)

Bananas

c)

Shrimp

d)

Coffee

e)

Cacao

Religion
a)

Roman Catholic

b)

Evangelical

c)

Jehovahs Witness

Language
a)

Spanish- official language

b)

Quechua

Economics
a)

High poverty and income inequality

(1)
Indigenous, mixed race, and rural
population
b)
Medical check ups helped improve
educational attainment and healthcare
c)

B.

2-3 million live abroad

Peru
1.

2.

General Facts
a)

Among top producer of silver

b)

Rich fisheries

c)

Machu Picchu and Cusco- Inca civilization

The Government
a)
Switch between democracy and
dictatorship

3.

4.

b)

Maoist guerrilla organization

c)

Poverty and illegal coca production

d)

Independence in 1821

Economy
a)

Metals

b)

Petroleum

c)

Fishing

d)

Textiles

e)

Clothing

f)

Food processing

Agriculture

5.

6.

7.

8.

a)

Coffee

b)

Cotton

c)

Sugarcane

d)

Rice

e)

Poultry

f)

Fish

Exports
a)

Fish

b)

Gold

c)

Copper

d)

Zinc

e)

Crude petroleum

Language
a)

Spanish

b)

Quechua

c)

Aymara

d)

Ashaninka

Religion
a)

Catholics

b)

Evangelical

Demographics

a)

Urban and coastal major benefits vs rural

b)

School enrollment has improved

c)
Increased sanitation, hygiene, and clean
water
d)

C.

Emigration to US, Spain, and Argentina

Venezuela
1.

Named for Italys Venice

2.

The People
a)

Most live in cities near Caribbean coast

b)

Most live in poverty

c)

Ethnic Groups
(1)
Spanish, Italian, Portuguese, Arab,
German, African, indigenous people

3.

Government
a)
One of the oldest democracies in South
America
b)
Petroleum industry= more than half
government revenue
c)
Emerged from the collapse of the Gran
Colombia

4.

d)

Majority of military strongmen

e)

Now authoritarian government

Industry
a)

Petroleum

b)

Iron Ore mining

c)

Construction materials

d)
5.

6.

7.

Food processing

Agriculture
a)

Corn

b)

Sorghum

c)

Sugarcane

d)

Rice

e)

Beef

f)

Fish

Export
a)

Petroleum

b)

Bauxite

c)

Steel

d)

Aluminum

e)

Chemicals

f)

Agricultural products

Language
a)

Spanish
(1)

8.

Indigenous dialects

Religion
a)

Roman Catholics

b)

Protestant

c)

Other

10

1.9 Technology
SmartBoard
iPads/ computers
2.1 Reflection on Planning
My ultimate goal for this lesson plan is for students to use a different
approach to gaining information other than just reading text and jotting down
notes. There is a lot to learn through looking at pictures and visually seeing
what makes up a culture. If I were in a school I would use books from the
library as another resource for my students to use to look at different
cultures.
Lesson Plan Elements (see WCU lesson plan rubric on D2L
for specifics)
Lesson Plan Details
Integration of Learning Outcomes/Objectives
Standards PA Civics, History, Economics, Geography &
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of Students (P-12)
Materials/Equipment , Citation of Sources
Evaluation of Sources (Information Literacy)
Lesson Plan Teacher Content Notes
Technology
Reflection on Planning

Point Value
Total /30
/1
/2
/2
/1
/5
/1
/1
/3
/2
/5
/7
*
*

Total
Points will be taken off for spelling/mechanics.
Comments

11

Name:
Country:

Picturing Cultures in South America

1. Picture One
Describe whats happening in the picture.

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

2. Picture Two

12

Describe whats happening in the picture.

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

3. Picture Three
Describe whats happening in the picture.

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

13

How does this compare with your own culture?

4. Picture Four
Describe whats happening in the picture?

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

14

5. Picture Five
Describe whats happening in the picture?

What aspects of culture do you see in this picture?

How might this contribute to their everyday life?

How does this compare with your own culture?

Other Facts about this county and culture

15

Culture Collage

3 Language
Evidence

3 Religion
Evidence

3 Cuisine
Evidence

3 Social habits
Evidence

3 Music and Art

Evidence

Today

in class you researched Argentina, Chile, or Brazil using pictures that were
provided. Now your assignment is to use your own resources at home whether that is the
Internet, drawing pictures, news paper clippings, or using magazines to cut out pictures or
phrases that have to do with your country. I need to see at least three items from every
aspect of culture (language, religion, cuisine, social habits, music and arts) are
incorporated in some way.

Total

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