Developed by: Ashley Jorgensen, Sarah Clark, Suyun Kang, Jennie Niles, Samantha Whidden

Grade level: Grade 3 Social Studies

Universal Design for

Learning
Representation
2.1 - I preteach
vocabulary and symbols
such that they connect to
students' life experiences
and prior knowledge.

2.5 - I use physical

objects and models to
teach abstract concepts

Outcomes
SCO: 3.2.2 - Examine how diverse
peoples in their province express
their culture.

SWBAT (in student friendly terms): I

can learn how a diversity of people
express their cultures.

Action and Expression

4.1 - I provide
opportunities for working
with materials using
hands.

5.2 - I provide tasks that

allow for students to
actively participate,
explore, and experiment.

5.3 - I provide
opportunities for review.
Engagement

Student Journals

open area for

Carousel activity

Drawing paper

crayons, pencil
crayons, pencils
etc

Assessment (formative/summative,
self/peer)

What prior data is informing your

instruction?
3.1 - I engage students
by activating prior
knowledge.

Required Materials,
Tools and Technology

Students will engage in small group

discussion in their table teams about
their favourite food. Students will
discover that although they live in
the same province, they have
different preferences for food. This
will lead into the instruction on how
there are many different cultures of
people in their province, and one way
that culture is expressed is through
food.

What assessment strategies will

measure the learning from the
outcomes?

Students will work towards a

summative assessment piece and will
continue to build on it throughout the
unit. Students will build a person to
represent one of the many diverse
people in their province. From this
specific lesson, students will choose a
specific type of food that their person
likes (ie: Japanese cuisine, Korean
cuisine, Chinese cuisine, etc) and be

Special Concerns
The class will be divided
into five teams to
circulate every table - this
will create more
organization during
transitions and food
tasting.
An alarm will sound to
indicate when students
move, again, this helps
maintain organization and
time-management.

Differentiation

During our APK, students

will have the opportunity
to have small group
discussion
The Carousel will promote
a physical and visual
representation of the
differences in Canadian
culture
This activity will also keep

7.2 - I vary activities and

sources of information so
that they can be:
a.

b.

personalized and
contextualized to
students' lives
socially relevant

c.

age and ability

appropriate

d.

appropriate for
different racial,
cultural, ethnic,
and gender
groups.

8.3 - I provide
opportunities for
collaboration.

able to explain how that food

represents a specific culture. As the
final assessment, students will
present their person to the class and
will explain how each of the
characteristics (food, dress, music,
entertainment, etc) is a
representation of different cultural
influences. As a class we will
examine the diversity of people that
we have created.

Timeline / Elaboration

To influence reflection, We
will then ask the students
to write in their journals
Students will then have
the opportunity to draw
their person of culture.

In-Class Support

Before (APK)
What is your favourite food, or type
of food, and why?

During
1.Sam use an attention getter and
introduce the presenters to the class.

9.3 - I invite students to

provide personal
responses, evaluation,
and selfreflection to
content and activities.

the class moving

2.Sam will ask the APK Question:

What is your favourite food, or type
of food, and why? and have
students discuss this question in their
groups for 2 mins.
3. Suyun will ask students what they
discussed in their groups - any
similarities? differences? what is it
they like about their favourite type of
food.
4. Ashley will describe our activity.
We will be having a carousel format
presentation in the Ed. lounge.
Students will be divided into groups
of five people, determined by
numbering students 1-5. Ashley will
tell students that they need to take a
paper and pen with them, which will
serve as a journal (much like the
journals weve been using in science
class).
5. Ashley will explain that at each
table the students will be given the
opportunity to taste a different type
of food from a particular culture.
They are asked to record what the

For this lesson, there will

be five teachers. Each
teacher will have a
specific type of food that
represents a certain
culture that they will
explain to the group of
students circulating
tables. teachers will
facilitate the lesson by
engaging students in
conversation about
diversity in Canadian
culture.

Cross-curricular
Connections
Literacy: Students will
write in their reflection
about their favourite
foods and how it
represents a certain
culture

Art: The Build a Person

component will promote
art and student creativity

Reflection

food is, what culture it comes from,

and any other observations they
have about it.
6. Ashley will make it explicitly clear
that students do not have to try any
of the food if they feel
uncomfortable, but they must record
it.
7. Each instructor will go to their
table with their food.
Suyun - Korean, Jennie - Japanese,
Sam - Chinese,Ashley-native, Sarah Canadian.
8. Students will have 3 minutes at
each table. Jennie will have alarm to
indicate when students should switch
stations.
9. After all students have visited each
table everyone will return to the
class.
10. Sarah will explain to students
that they are going to be working on
a unit about culture in which they will
develop a person. Today, their job is
to choose a name and construct the
food preferences of their made-up
person. Students will be given 5
minutes to write about the food
preferences of their person.
11. All instructors will circulate and
supervise as students are completing
this task - making sure that everyone
is completing the assignment and
answering any questions.
12. Jennie will provide a closure by
asking 4 randomly selected students
to explain the choices they made for
the class.
Opportunity for individual/small
group instruction

1. Students will work in small groups

at their tables to discuss what their
favorite food is and why. Students will
be called upon to share their choices

-This lesson will bring in

the diversity and
multiculturalism into the
class with various hands
on activities.
-Multicultural activities in
the classroom hopefully
brings many benefits for
students.
Teaching young graders to
understand and respect
cultural differences could
prevent future intolerance
and racism.
-Experiencing
multicultural foods can
promote multicultural
sensitivity and curiosity of
foreign cultures.
-Teaching multiculturalism
in class can create a safe,
accepting and successful
learning environment for
all.

with the class.

2. While students will be divided up
into small groups to participate in the
carousel food tasting activity,
students will also work individually to
record their findings in the journal
they are taking around with them.
3. Once the carousel activity is
completed, students will work
individually to develop and draw a
person of their cultural choosing.
Today they will be giving their person
a name and the type of food they
prefer.
4. Students will be called upon
individually to explain to the class
the choices they picked for their
person
After

Students will be asked to write down

the name of their made-up person
and describe their food preferences.