Exploring Culture

Overview

In this 50-minute introductory lesson for 5th-grade students, learners will explore the concept of culture. They will develop an understanding of culture as a combination of beliefs, values, customs, and traditions that shape identity. Through collaborative discussions and interactive activities, students will connect these concepts to their own lives, setting the foundation for the unit Cultures in Context.

---

Learning Objectives

By the end of this lesson, students will be able to:

• Define culture and identify its key elements: beliefs, values, customs, and traditions.
• Recognize examples of culture in their own lives and communities.
• Explain how culture influences personal and group identity.

Common Core State Standards (CCSS) Alignment

Although the Common Core is primarily focused on English Language Arts and Math, this social studies lesson aligns with these standards by focusing on critical reading, discussion, and writing skills integral to social understanding:

• CCSS.ELA-LITERACY.RI.5.1
  Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text (applicable to reading culture-related texts).
• CCSS.ELA-LITERACY.SL.5.1
  Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.W.5.2
  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

---

Success Criteria (Student "I can" Statements)

• I can explain what culture means and list its key parts.
• I can share examples of my culture and explain how it shapes who I am.
• I can listen to my classmates’ ideas about culture and add my own thoughts clearly during discussions.

---

Materials Needed

• Chart paper or whiteboard
• Markers
• Printed “What is Culture?” reading passage (dyslexia-friendly font: OpenDyslexic or Arial, 14 pt, double-spaced)
• Culture element cards (each card names and describes one element: beliefs, values, customs, traditions)
• Student notebooks/journals
• Index cards for exit tickets

---

Lesson Breakdown

Time	Activity	Description	Differentiation
5 min	Warm-Up: Think-Pair-Share	Ask “What do you think culture means?” Students think quietly, then share with a partner. Select volunteers to share with class.	Provide sentence starters on board: “Culture means...”, “An example of culture is...”
10 min	Read-Aloud & Guided Discussion	Teacher reads aloud the “What is Culture?” passage (with visual supports and clear pacing). Pause to discuss key vocabulary (beliefs, values, customs, traditions). Use questioning to check understanding.	Provide dyslexia-friendly printed copies; visual aids (images representing each key element). Use paired reading for students who need support.
10 min	Interactive Group Activity: Culture Sort	In groups of 5-6, students receive culture element cards plus example cards (e.g., family dinner, holiday celebration, helping others). Groups sort examples underneath correct culture elements and explain their reasoning.	Assign mixed-ability groups. Provide sentence frames for explanations (e.g., “We put ___ under customs because…”)
15 min	Personal Reflection & Share	Students write or draw examples of their own culture in journals. Volunteers share one example and explain how it connects to their identity.	Allow drawing or bullet-point responses. Provide additional prompts for ELL or struggling writers.
5 min	Exit Ticket	On index cards, students answer: “What is one thing about culture that you learned today?”	Students may draw or write; teacher provides prompts as needed.
5 min	Review & Closing	Recap lesson with a short interactive game (e.g., “Culture Freeze” where teacher calls out a culture element and students freeze in poses representing it). Reinforce key vocabulary and “I can” statements.	Use movement and engaging visuals for kinesthetic learners.

---

Differentiation Strategies

• For struggling readers/writers: Provide dyslexia-friendly fonts and audio recordings of the passage. Use visuals and graphic organizers. Pair with a supportive peer.
• For English Language Learners (ELLs): Use visuals, gestures, and simplified language. Provide sentence frames and collaborate in bilingual pairs if possible.
• For advanced learners: Challenge with deeper questions like “How can culture change over time?” or “Can you think of an example where two cultures mix?” Offer opportunities to research a culture of interest and present briefly in upcoming lessons.

---

Extension Activities

• Create a “Culture Collage” poster at home or in small groups highlighting traditions, foods, clothing, and celebrations from their family or another culture.
• Write a short story about a character from a culture different from their own, focusing on cultural practices and beliefs.

---

Assessment

• Formative assessment through observation during discussions and group activity.
• Review exit tickets to check individual understanding of culture concept.
• Journal reflections provide insight into personal connections with culture.

---

Teacher Reflection Points

• Did students participate actively in discussions?
• Were culture elements understood in relation to real-life examples?
• Which differentiation strategies were most effective?
• What adjustments may improve engagement or understanding next lesson?

---

Harnessing familiar experiences alongside new vocabulary and meaningful collaboration, this lesson aims to build a rich foundation for students’ cultural literacy while enhancing communication skills aligned to rigorous Common Core standards.