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We are different; We are alike...
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We are
different; We are alike...
Four Lesson plans for
1st grade "All about me" book. Completed as part of the
requirements for ELED 4050 fall semester, 1999, Jay
Monson, course instructor, USU. By: Bunny
Barnett Alison
Sorensen Kara
gardner
Table
of Contents
My
Self-Portrait Page
Subject: We are
different, we are a alike. Everybody is unique. Objective: * The learner will
categorize items that are similar from those that are
different with people. 6010-01
* The learner will
create art picture expressing feeling about themselves.
1010-01
Motivation: > Ask students to
guess what is inside. Explain that everyone will see
something different.
> One by one every
student looks into box.
Method: * Students create a self
portrait, using yarn for hair.
* Talk about and
encourage the students to discover that everyone is
different, however some of us may have
similarities.
* Students are creating
an All About Me portfolio, their self portrait is the
first page.
Materials: Assessment
Procedure * Portfolio will be the
end result.
Personal
Evaluation:
Topic: We are different,
we are alike. Objective:
* The learner will
realize that people are different. 6010-0104
* Students will make
connections between prior knowledge and new information.
4010-0101
Motivation: * Pass out small
mirrors. * Pass out work sheet.
Work sheet is attached.
* Encourage the students
to look in their little mirror to find out color of eyes
and hair.
* Teacher helps each
student make thumb prints.
* Teacher weighs each
student.
Materials:
Work sheet People
by Peter Spier * Observation and random
questions about themselves.
* Portfolio will be
ending result.
Personal
Evaluation
Subject: We are all
made up of different measurements. 2. Motivation 3. Method: 5. Assessment
Procedures: 6. Personal
Evaluation:
Subject: We all live
in different homes, but they provide us with the same
things. 1.
Objectives
Each student will
understand that people everywhere have different types
of homes around the world. The type of home is
dependent upon the location, weather and resources of
the area. Standard
6010-0302: Demonstrate how geographic features,
climate, and natural resources influence how they
live. (301-402) 2.
Motivation
It is always nice
to begin a lesson with children's literature, but it
is not required. If literature is
not used open the lesson with a discussion of
different kinds of homes around the world. Show
pictures of homes on stilts, igloos, teepees, etc.
When each picture is shown ask questions which prompt
thought about why people build their homes this way.
Then tell the children why each home is built the way
it is. For example, teepees are easy to move and
that's what their inhabitants need them to
be. Tell the children
that today, they are going to be making a picture of
their own home. They can either build their real home
of they can build a dream home. Ask them to remember
that if they live in the jungle, they may not have the
same kinds of resources to build with. 3. Method
Have the children
decide upon what kind of house they will
build. Let the children
get a piece of card stock and the materials that they
wish to use. Have them
construct and design their homes. When they are
finished have them write or tell about their
home. Have the children
meet at the end of the lesson to tell about their
homes. Ask them to tell details about their
homes. 4.
Materials
Pictures of homes
around the world. card
stock toothpicks,
raffia, popsicle sticks, buttons, other
junk glue and
markers 6. Personal
Evaluation
Return to
Top of Page or Table
of Contents for Dr. Monson's Class Units
My
Physical Characteristics Page
Measure
Me Page
Pictures
of Home Page
Favorite Resource: www.ideabox.com
Date:
Time: 30-45 min.
* The learner will understand that everybody is unique in
their own way. 6010-0104
* Mirror Box Activity (Dr. Jay Monson)
> Wrap a box, so you can't read the outside, place
question marks on the out side. Place a mirror
inside.
* After every student has looked in the box, ask them to
create what they saw on paper.
Paper Crayons
Yarn Glue
Mirror Box
* Observation and random questioning.
Developed by: Alison, Bunny, Kara
Date:
Time: 45 min.
* Read People by Peter Spier.
> Have stopping points to discuss.
1- What would it be like if we were all the same?
2- Wouldn't the world be boring if we were all alike?
3- Can you believe that there are that many different
people?
> Have students tell what they see.
> What makes you special or unique?
Methods:
Little Mirrors, Crayons,
Scale Ink
Assessment Procedures
Extensions:
* Graph or chart eye colors, hair colors, or weight with
the class.
5010-1101
Developed by:
Alison
Bunny
Kara
Date:
Time: 45 min - 1 hour
1. Objectives:
-Standard 5010-1003: Children will make and use estimates
of measurement.
-The children should be able to accurately measure items,
such as the length of their foot, in nonstandard units of
measure with paper clips.
-Learners will record measurements of their bodies on
work sheet.
* To get the children excited and interested in the
concept of measuring, this lesson will begin with a
children's literature selection which discusses the
importance of standard units of measurement. ( I would
use How Big is a Foot by Rolf Meyer)
* A discussion following the book will lead us to a
demonstration of what the children will be doing during
the work period. Together as a class, we will estimate
and measure lengths of common items using paper
clips.
* We will introduce how paper clips can be linked
together to help us measure easier.
* Introduce the work sheet. Explain to the children which
body parts they must measure and where to mark these
measurements. Discuss the concept of estimation and tell
them that we will estimate our own measurements before we
actually measure them.
1) Have a child pass out the work sheets. Make sure each
child makes estimations of their measurements before they
are given the bag of paper clips. When they have
estimate, give them a bag of clips and pair them up with
a buddy.
2) Let the children work with their buddies for 30-40
min. Help any children who are not grasping the concept
of measuring.
3) Gather children at the board area to close the
activity.
4. Materials:
* Ten bags of paper clips *How Big is a Foot by
Rolf Meyer
* Estimation and data recording * Items to measure in the
introduction
As you meet with the children. Ask them if they enjoyed
measuring themselves. Ask one buddy group to come to the
board and write the length of their fingers. Tell the
children to add this together. Use a different group and
ask them to write their foot measurements on the board.
Have the children add them together. This makes a fun and
interactive math grouping.
* The final group meeting will help the teacher see that
measuring was done and whether or not the children
enjoyed the activity. The work sheet and participation in
the final meeting will be the assessment of this
activity.
What went well? What didn't go well? How will I adapt the
lesson next time?
Created by Alison, Bunny and Kara
Date:
Time: 1 hour
5. Assessment
The children will be assessed on their final product and
their participation in the group discussion about their
own homes. Note which children participate in the
discussion.
What went well? What didn't go well? What will I change
in the future?
