Kindergarten

Social Studies

Unit: 06

Lesson: 04

Suggested Duration: 2 days

Kindergarten Social Studies Unit 06 Exemplar Lesson 04: Customs and TraditionsKindergarten Social Studies Unit 06 Exemplar Lesson 04: Customs and Traditions

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this

lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration

for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand howyour district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linkedthe TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional

Materials.)

Lesson Synopsis

Lesson four expands on the idea of family similaritiesto include customs and traditions. Just as families celebrate customs and

traditions in their home, community members celebrate customs and traditions in their neighborhood. These neighborhood

celebrations often include a variety of events and activities such as parades, sport games, and festivals that include music, clothing,

and food. These customs and traditions help define the community, and contribute to a spirit of belonging and togetherness.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are

required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in

a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at

http://www.tea.state.tx.us/index2.aspx?id=6148.

K.5 Geography. The student understands physical and human characteristics of place. The student is

expected to:

K.5A Identify the physical characteristics of place such as landforms, bodies of water, natural resources,

and weather.

K.11 Culture. The student understands similarities and differences among people. The student is expected

to:

K.11B Identify similarities and differences among people such as music, clothing, and food.

Social Studies Skills TEKS

K.14 Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected to:

K.14B Obtain information about a topic using a variety of valid visual sources such as pictures, symbols,

electronic media, print material, and artifacts.

K.15 Social studies skills. The student communicates in oral and visual forms. The student is expected to:

K.15B Create and interpret visuals, including pictures and maps.

GETTING READY FOR INSTRUCTION

Performance Indicators

Kindergarten Social Studies Unit 06 PI 04

Draw a picture to illustrate a local celebration, including music, clothing, and food. Compare drawing with a picture of another community’s celebration

and tell how they are similar and different.

Standard(s): K.11B , K.14B , K.15B

ELPS ELPS.c.1C , ELPS.c.1D , ELPS.c.1E

Key Understandings

People in the community may share similarities or have differences in the music, clothing, and food they like.

Last Updated 05/17/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 10

— What are the customs and traditions in our community or neighborhood?

— Why do communities celebrate certain customs and traditions?

— What part does music, clothing, and food play in the customs, traditions of our community?

— How does our community celebrate its identity?

— How are our customs and traditions similar or different from customs and traditions in other communities?

Vocabulary of Instruction

customs traditions celebrations

Materials

Refer to the Notes for Teacher section for materials.

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student

assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site

and are not accessible on the public website.

Teacher Resource: Season Pictures

Teacher Resource: Seasons Chart

Resources

None identified

Advance Preparation

1. Become familiar with content and procedures for the lesson, especially the idea that there are similarities and differences in the

way people celebrate when it comes to the kind of music they play, the clothes they wear and the food they eat.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview website according to district guidelines.

5. Gather books.

6. Copy student handouts and teacher resources needed for lesson.

7. Prepare materials and handouts as needed

8. Create a four-square on chart paper labeling each square with a season of the year and a picture or symbol to support

students on each season.

9. Collect music clips of typical music played at local celebrations.

10. Prepare materials and handouts as needed.

Background Information

Traditions – passing down customs from generations to generations usually by oral traditions.

Celebration – a day or event with ceremonies of respect, festivity, or rejoicing; a joyful occasion for special festivities to mark some happy event.

There are characteristics of the town or neighborhood that are similar to other towns and neighborhoods. There are also characteristics of the

town/neighborhood that make it different from any other place. Some of these include the environment or physical features and how it looks, as well as

human features or things that people have made such as art, buildings, bridges, roads and playgrounds. Another way that the neighborhood is different is

the languages people speak and the customs and traditions that people celebrate. Customs and traditions shared by a community help define the

community’s identity and develop a bond of shared experience. Many times a community will celebrate together something the people value. Examples

include: town festivals, cultural festivals, school homecoming, feast day festivals, annual events like library celebration, chili cook-off, Czech Fest, Market

Days, Frontier Days, Founder’s Day, rodeo, Christmas Stroll, blessing of the fleet, kite flying celebration of spring, fall carnival, Halloween customs, and

movies in the park.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These

lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each

unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be

Kindergarten

Social Studies

Unit: 06

Lesson: 04

Suggested Duration: 2 days

Last Updated 05/17/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 10

saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Activities are often centered around weather and season of the year

Notes for Teacher

NOTE: 1 Day = 30 minutes

Suggested Day 1 – 10 minutes

1. Display a scene from winter, spring, summer and fall and ask:

What is different about each of the pictures? (each picture

illustrates a different season)

What is the weather like in each of these seasons? (This will

depend on your location within the state of Texas. Winter is usually

cold with some moisture, spring is warmer and it may turn hot in some

places. Summer is usually very hot. Fall continues to be warm in most

places.)

2. Relate this discussion to physical characteristics studied in Lesson 1 –weather. Discuss how we use these symbols for the seasons even though

our own weather might not be like that (e.g., winter snow in the Rio Grande

Valley?)

3. Ask students to identify some of the activities or events in the town or

neighborhood that happen throughout the year or during a specific season

– times when community members get together to participate in variousactivities. Students may need to be prompted by giving an example such

as football games, fairs or parades that occur in the town/neighborhood.

Include related customs and traditions as well (food, clothing, decorations,

recreation activities). (In Texas we eat barbecue and dance the two-step.

People in other places may not do this.)

4. As students brainstorm events that occur in the town or neighborhood, the

teacher scribes the list on chart paper.

Attachments:

Teacher Resource: Season Pictures

Chart paper

Purpose:

Conclude that the activities and celebrations are often

centered around the weather and the season of the year.

TEKS: K.5A; K.11B; K.14B; K.15B

Instructional Note:

Town festivals, cultural festivals, school homecoming, feast

day festivals, annual events like library celebration, chili

cook­off, Czech Fest, Market Days, Frontier Days, Founder’s

Day, rodeo, Christmas Stroll, blessing of the fleet, kite flying

celebration of spring, fall carnival, Halloween customs,

movies in the park. (Try to keep discussion to local

community celebrations and not national or even state

celebrations.)

EXPLORE – Local celebrations and traditions Suggested Day 1 (continued) – 15 minutes

1. Say:

While our community participates in these activities, not every

community has the same customs and celebrations. Other

communities might have other ways in which to celebrate.

2. Choose a local celebration to use as an example. Talk about a local

celebration and the customs and traditions that go with it. Display

photographs of local celebrations. Direct students’ attention to the clothingpeople are wearing and the food that is available at the celebration. Read

a book about a community that has traditions or holds a celebration.

3. Compare the local celebration to the celebration in the book or another

community’s celebration. (If comparing to the celebration in the book, usethe pictures in the book. If comparing to another community’s celebration,locate photographs ahead of time.) Examine details of food and clothing

when making comparisons.

4. Explain that just as families have customs and traditions that are

celebrated through events and activities, so do towns and neighborhoods.

Refer students back to the list created in the Engage portion of the lesson

and read through what students already know (background knowledge)

about customs and traditions in their neighborhood.

5. Show students pictures that symbolize the four seasons of the year and

ask:

Materials:

books to read aloud

photographs of local celebrations during

various seasons of the year

photographs of a celebration from another

community to use as a comparison.

Attachments:

Teacher Resource: Season Chart

Purpose:

Establish an understanding of a local celebration and the

customs and traditions that go along with it.

TEKS: K.5A; K.11B; K.14B; K.15B

Instructional Note:

A sample of the chart is attached. However,

the teacher should recreate the four-square

on chart paper with plenty of room for

students’ work to be included at the end ofthe lesson.

To find photographs of another community’s

Kindergarten

Social Studies

Unit: 06

Lesson: 04

Suggested Duration: 2 days

Last Updated 05/17/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 10

Do you know what time of the year each picture represents?

6. Place the pictures on a chart with space around each picture. Next, ask:

Can you name other events and activities that are part of the

customs and traditions of the neighborhood?

7. Facilitate the discussion in such a way that allows students plenty of time to

turn and talk so that students have the opportunity to listen to one another

as they brainstorm. It might be necessary to explicitly state some of the

events and activities that occur in the neighborhood if students are unable

to identify additional ideas. Some events or activities might include, but are

not limited to, football or other sport games, specific festivals, circus,

outdoor music or movie concerts, etc.

8. Support students in determining the approximate season in which these

events occur and list the events in the correct location on the chart paper

next to the symbol or picture that represents that time of year.

9. Review the events and activities listed by reading them aloud to students.

celebration, conduct an internet search to

find the community website.

EXPLAIN – Share what we have learned Suggested Day 1 (continued) – 5 minutes

1. Students turn and talk to a partner about the events and activities listed in

the previous part of the lesson. Students discuss which events they have

attended with their family and the importance of the event or activity or

what was being celebrated.

Purpose:

Provide students an opportunity to share their participation

in a local celebration and the customs and traditions that

go along with it.

ENGAGE – Music helps us celebrate Suggested Day 2 – 5 minutes

1. Play assorted clips of music that might be played at local celebrations.

After each clip, ask:

What celebration does this remind you of?

2. Encourage students to share memories they may have of local

celebrations. Have photographs of local celebrations available. Students

match photographs with music typically played at each celebration.

Materials:

Music clips of typical music played at local

celebrations. (Might include high school

band music, music from a cultural

celebration, music that celebrates holidays,

etc.)

Photographs of local celebrations

Purpose:

Understand that playing music is one way to celebrate.

TEKS: K.5A; K.11B; K.14B; K.15B

ELABORATE – Why are customs and traditions important? Suggested Day 2 (continued) – 5 minutes

1. Ask:

Why is it important for neighborhoods to share customs and

traditions? (Customs and traditions shared by a community help

define the community’s identity and develop a bond of sharedexperience. Many times a community will celebrate together something

the people value.)

2. Facilitate a discussion where students discuss how the customs and

traditions celebrated in the neighborhood are similar or different to the

customs and traditions celebrated in the family community. Relate back to

key understanding of how neighborhoods celebrate customs and traditions

and facilitate a discussion about how the customs and traditions celebrated

are chosen based on the people of the community. Some possible

questions include:

What are the customs and traditions in our community or

neighborhood?

Purpose:

Understand that communities celebrate what is important

to them with certain traditions and customs. Food, music,

and clothing all play a part in celebrating the identity of the

community.

TEKS: K.5A; K.11B; K.14B; K.15B

Instructional Note:

As often as possible, the teacher should have students

make connections between the family and neighborhood in

terms of customs, rules, etc. to support students’

understandings of these concepts.

Kindergarten

Social Studies

Unit: 06

Lesson: 04

Suggested Duration: 2 days

Last Updated 05/17/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 10

Why do communities celebrate certain customs and traditions?

What part does music, clothing, and food play in the customs,

traditions of our community?

How does our community celebrate its identity?

EVALUATE – How celebrations differ Suggested Day 2 (continued) – 20 minutes

Kindergarten Social Studies Unit 06 PI 04

Draw a picture to illustrate a local celebration, including music, clothing, and food.

Compare drawing with a picture of another community’s celebration and tell how they

are similar and different.

Standard(s): K.11B , K.14B , K.15B

ELPS ELPS.c.1C , ELPS.c.1D , ELPS.c.1E

2. Students draw a picture of the town celebrating, complete with food,

clothing, decorations, songs, etc. Label the drawing with the season in

which it occurs. Tell about the drawing.

3. Students will write a sentence of explanation. Model writing by scripting

their sentence explanation on the bottom of the paper.

4. Students share in small groups.

5. Determine mastery using a rubric.

Materials:

Pictures of celebrations of other Texas

communities.

Purpose:

Compare a local celebration with a celebration of another

community in Texas.

TEKS: K.5A; K.11B; K.14B; K.15B

Kindergarten

Social Studies

Unit: 06

Lesson: 04

Suggested Duration: 2 days

Last Updated 05/17/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 10

Kindergarten Social Studies

Unit: 06 Lesson: 04

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Season Pictures

SUMMER

Kindergarten Social Studies

Unit: 06 Lesson: 04

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FALL

Kindergarten Social Studies

Unit: 06 Lesson: 04

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WINTER

Kindergarten Social Studies

Unit: 06 Lesson: 04

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SPRING

Image credit (all): Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Kindergarten Social Studies

Unit: 06 Lesson: 04

©2012, TESCCC 05/15/13 Page 1 of 1

Season Chart

Summer

Fall

Winter

Spring

Microsoft. (Designer). (2010). (All) Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/