Explore the vibrant culture of India with our India guide.

We will look at authentic artifacts from India and spend some Rupees at a market while learning about India’s goods and services. Students will learn about the daily life in India as well as its culture and geography. Explore the Elephant Festival that takes place every year in Jaipur. Take home a wooden elephant, handcrafted by Indian artisans, which each student will decorate during the field trip.

Highlights

  • Theme: Exploration of India!
  • Activities: Listen to a singing bowl, play a custom board game, examine authentic Indian artifacts, play a game exchanging Rupees, learn about traditional elephant festivals.
  • Cross-curricular connections
  • Take-Home: Each student decorates an authentic wooden elephant from India.

I enjoyed how at every station, the students were engaged in learning about India without having to write anything down. It was easy to get them to participate as they enjoyed the variation in each station.

R.R., Grade 3 TeacherRichard Secord School

My students were completely engaged in the four centres. They enjoyed all the games and I enjoyed that they were reviewing/learning concepts that were absolutely tailored to the Alberta curriculum outcomes.

V.L., Grade 3 TeacherGuthrie School

The artifacts were great, the activities and games were engaging. The presenter was very good. It was a nice change to have someone else do the preparation. (I am sure you've heard THAT before, but it's true.) The activities were at an appropriate level for my students.

Grade 3 TeacherHawkwood School

 

3.1.1 Appreciate similarities and differences among people and communities:

  • Demonstrate an awareness of and interest in the beliefs, traditions and customs of groups
    and communities other than their own. (CC)

3.1.2 Examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • What determines quality of life? (CC)
  • How does daily life reflect quality of life in the communities (e.g., employment, transportation, roles of family members)? (CC, ER, GC)
  • How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)? (ER, GC, PADM)
  • What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)? (CC, GC, TCC)
  • How is identity reflected in traditions, celebrations, stories and customs in the communities? (CC, I, TCC)
  • How do the individuals and groups in the communities maintain peace? (GC, PADM)
  • How do the individuals and groups in the communities cooperate and share with other group members? (C, CC)
  • How is cultural diversity expressed within each community? (CC, I)

3.1.3 Examine the geographic characteristics that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • Where, on a globe and/or map, are the communities in relation to Canada? (LPP)
  • In what ways do the people in the communities depend on, adapt to and change the environment in which they live and work? (ER, LPP)
  • How does the physical geography influence the human activities in the communities (e.g., availability of water, climate)? (CC, LPP)

3.1.4 Examine economic factors that shape communities in other parts of the world by exploring and reflecting upon the following questions for inquiry:

  • What are the main goods and services produced by the communities studied (i.e., agricultural activities, manufacturing activities)? (ER, GC)
  • What goods and services do the communities import from and export to other parts of the world? (ER, GC)