https://nifa.usda.gov/ 

program/4-h-positiveyouth-development 

National Institute 

of Food 

and Agriculture 

United States 

Department of 

Agriculture 

lesson plan: activity 1.6 

lesson details introduction 

let your photovoice be heard 

A FederAl PArtnershiP For steM educAtion 

expeditionary

skills

for life 

National Aeronautics 

and Space 

Administration 

 

 

age/grade level 

Elementary School 

learner outcoMes 

Youth will demonstrate two different 

approaches to use when in unfamiliar 

cultural situations. 

success indicators 

Youth will use Photovoice to share 

what they would do in unfamiliar 

cultural situation. 

life skills 

Social skills, communication, cultural 

awareness, recognizing diversity 

national standards 

CCSS.ELA-Literacy.CCRA.SL5.1 

Engage effectively in a range of 

collaborative discussions (one-onone, in groups, and teacher-led) with 

diverse partners on grade 5 topics 

and texts, building on others’ ideas 

and expressing their own clearly. 

CCSS.ELA-Literacy.CCRA.SL5.4 

Report on a topic or text or present 

an opinion, sequencing ideas 

logically and using appropriate facts 

and relevant, descriptive details to 

support main ideas or themes; speak 

clearly at an understandable pace. 

prep tiMe 

15 minutes 

activity tiMe 

1 hour 15 minutes 

Materials list 

•Video or photographs of cultural 

experience 

•Cameras (optional if youth want to 

take their own photos) 

•Markers 

•Flip charts 

Handouts 

• Learner Assessment Questions 

suggested space 

Open space 

suggested group size 

10-12 youth (larger groups will 

require additional time during 

activity 2) 

Background inforMation 

To be shared at the end of the first 

activity. 

references 

Cultural Awareness 

http://www.macmillanenglish.com/ 

life-skills/cultural-awareness/ 

Learning Zones 

https://www.researchgate.net/ 

figure/289320915_fig2_Figure2-Learning-Zone-Model 

Peace Corps 

http://www.peacecorpsconnect.org/ 

cultural compentency is best 

achieved when youth are in a learning zone. In this zone youth feel 

safe to explore new ideas. 

The Comfort Zone in the core of the model 

does not present the youth with any significant challenges. It conveys safety, security, 

order, comfort, relaxation and pleasure. 

Learning is less likely to occur here because 

there are no challenges to overcome. 

The Learning Zone presents the youth with 

considerable obstacles that challenge their 

existing knowledge or experiences or modifies 

them. Adventure, unknown terrain, uncertainty, problems, challenges, surprise, risk and 

unpredictability characterize learning in this 

zone. It is in the process of working through 

these obstacles that learning occurs. 

The Panic Zone is where learning cannot take 

place because the youth’s safety is jeopardized. The threat can be physical or emotional; 

either way it prevents learning from occuring. 

Exploring and practicing different things you 

can do when you are in new situations is an 

important strategy for learning how to transition from a possible panic zone into a learning 

zone. 

continued next page >> 
page 2

lesson plan: activity 1.6 

let your photovoice be heard, continued 

expeditionary

skills

for life 

>> continued from previous page 

activity instructions 

activity 1: cultural experience 

(30 Minutes) 

Arrange for a cultural experience for youth to watch when 

they arrive. Try to select an experience that will be 

unfamiliar to the youth. Example: Japanese tea ceremony 

or ethnic dancing. If possible, have the lesson take place 

at a special location where a cultural event is taking place. 

If live observation is not possible, arrange for a video or 

series of photographs showing a cultural experience. 

Allow youth to observe for a time, then move the lesson to 

a quiet location for discussion. 

Discuss: 

1.	 What did you think of the event? 

2.	 Woould you know what you were supposed to do to 

participate? 

3.	 How would you have joined in? 

4.	 Would you feel comfortable? Is it okay to feel 

uncomfortable? 

5.	 What could have helped you better understand what 

was going on? 

6.	 Have you ever been in a situation like this before? 

7.	 How did you cope? 

8.	 What will you do the next time you are in a cultural 

experience that is new to you? Sample ideas: Ask an 

adult for better understanding; ask a youth of similar 

age; watch and observe behaviors; if you know of 

activity ahead of time research it so you have a better 

understanding of what is expected; learn by doing/ 

participating. 

At this point, have a short discussion about the comfort 

zones background information. 

Ask youth to find or take photos of unfamiliar cultural 

situations for the next lesson. Prepare them to discuss 

their photo and explain two different approaches to use 

when they find themselves in that type of cultural 

experience. 

activity 2: cultural understanding 

(30 Minutes, longer for larger groups) 

Gather youth around in a circle. Have them display their 

photo on a projector or wall/poster board. Have each 

youth present their photo, explain what is taking place and 

why, and discuss two approaches to interacting in this 

unfamiliar cultural situation. Make sure others use active 

listening while each is presenting. For this activity, active 

listening is defined as listening with their head, heart, and 

mind. 

deBrief activity: let’s talk (15 Minutes) 

Directions: 

1.	 Gather the group to reflect on the lessons. Hang 5 flip 

charts or posters on the wall. Each flip chart should 

have one question written on it. 

2.	 Questions for flip charts: 

- How did this activity make you feel? 

- What was one thing you learned? 

- How does this apply to the world today? 

- How can you help others in unfamiliar cultural 


situations now?
 

- How did you become more culturally aware? 

3.	 Each youth should be given the opportunity to 

respond while the facilitator records their responses 

on the corresponding flipchart. 

4.	 Once youth are done the facilitator should verbally 

summarize each question and spend 2-3 minutes in 

group dialogue getting any additional comments and 

reactions youth have after summarizing. 

Explain: Throughout your lifetime, you will find yourself in 

many situations where you are not familiar with the 

people, surroundings or activities. Building your social 

skills and communication abilities will allow you to do well 

in unfamiliar situations and give you time to figure out the 

unknowns. Using social and communication skills to 

gather information is important to succeeding in those 

awkward moments. 

continued next page >> 
page 3

lesson plan: activity 1.6 

let your photovoice be heard, continued 

expeditionary

skills

for life 

>> continued from previous page 

•applied cHallenge 

1.	 Have guests visit and discuss their cultural experiences abroad with the youth. Types of guests can 

include, but are not limited to: 

- Parents of children (e.g., first-generation parents) 

- Youth who have been part of travel abroad 

opportunities 

- Peace Corps volunteers 

2.	 Present an age appropriate foreign film that can be 

discussed with youth after viewing. Note differences 

in culture and customs. 

3.	 Conduct an international potluck meal where the 

youth prepare a cultural dish of their choosing, or 

possibly from their cultural background. Have everyone share information about what they brought and 

why they chose that dish. 

did you know? 

Because there can be overlap between cultures, measuring 

them is particularly difficult. In addition, the media and 

travel are creating rapid cultural changes. As the English 

language becomes more used worldwide, the cultural 

practices associated with it have an influence. Western 

culture is found in many areas of the world, and by the 

same token American culture has become more diverse 

thanks to immigration. Although it is difficult to measure 

cultures, there are some clear differences worldwide. For 

example, Western culture differs significantly to the 

cultures found in North Africa, Southeast Asia and other 

areas. Such differences are apparent in terms of religion, 

food and social etiquette. 

How fast languages spread and disappear can be a slight 

indicator of culture. As of 2000, there were 5,000 to 

6,000 languages spoken worldwide, but only half were 

spoken by children, which suggests they are dying out. As 

many find it easier to communicate using other languages, 

lesser known ones disappear. 

https://www.reference.com/world-view/many-culturesworld-a6b66f86285de851 


fun fact 

African-Americans, Asian-Americans, Pacific Islanders, 

Native Americans, European-Americans and Hispanic 

and Latino Americans are examples of cultural groups 

found in the United States.These cultural groups share 

cultural practices, tradition, history and cultural group 

identities with the people within the cultural group. 

instructor’s notes 
activity 1.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 1.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 1.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 1.6: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

expeditionary

skills


for life

expeditionary

skills


for life 

When I am around people who are different from me, I 

watch and listen before I talk. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am in a situation that is new to me, I ask for help if 

I am unsure of how to act. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am around people who are doing things that are 

new to me, I politely ask them to explain things to me. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

expeditionary

skills


for life

expeditionary

skills


for life 

When I am around people who are different from me, I 

watch and listen before I talk. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am in a situation that is new to me, I ask for help if 

I am unsure of how to act. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am around people who are doing things that are 

new to me, I politely ask them to explain things to me. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

Q1
 

Q2
 

Q3
 

When I am around people who are different from me, I 

watch and listen before I talk. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am in a situation that is new to me, I ask for help if 

I am unsure of how to act. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am around people who are doing things that are 

new to me, I politely ask them to explain things to me. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am around people who are different from me, I 

watch and listen before I talk. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am in a situation that is new to me, I ask for help if 

I am unsure of how to act. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

When I am around people who are doing things that are 

new to me, I politely ask them to explain things to me. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me