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
My Physical Characteristics Page
Measure Me Page
Pictures of Home Page

Favorite Resource:
www.ideabox.com

 

 

My Self-Portrait

Subject: We are different, we are a alike. Everybody is unique.
Date:
Time: 30-45 min.

Objective:
* The learner will understand that everybody is unique in their own way. 6010-0104

* 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:
* 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.

> Ask students to guess what is inside. Explain that everyone will see something different.

> One by one every student looks into box.

Method:
* After every student has looked in the box, ask them to create what they saw on paper.

* 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:
Paper Crayons
Yarn Glue
Mirror Box

Assessment Procedure
* Observation and random questioning.

* Portfolio will be the end result.

Personal Evaluation:
Developed by: Alison, Bunny, Kara

 

 

My Physical Characteristics

Topic: We are different, we are alike.
Date:
Time: 45 min.

Objective:

* The learner will realize that people are different. 6010-0104

* Students will make connections between prior knowledge and new information. 4010-0101

Motivation:

* 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?

* Pass out small mirrors.
> Have students tell what they see.
> What makes you special or unique?

Methods:

* 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
Little Mirrors, Crayons,
Scale Ink




Assessment Procedures

* Observation and random questions about themselves.

* Portfolio will be ending result.

Personal Evaluation



Extensions:
* Graph or chart eye colors, hair colors, or weight with the class.
5010-1101




Developed by:
Alison
Bunny
Kara

 

 

 

Measure Me

Subject: We are all made up of different measurements.
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.

2. Motivation
* 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.

3. Method:
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

5. Assessment Procedures:
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.

6. Personal Evaluation:
What went well? What didn't go well? How will I adapt the lesson next time?



Created by Alison, Bunny and Kara

 

 

 

Pictures Of Home

Subject: We all live in different homes, but they provide us with the same things.
Date:
Time: 1 hour

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

  1. Have the children decide upon what kind of house they will build.

  2. Let the children get a piece of card stock and the materials that they wish to use.

  3. Have them construct and design their homes.

  4. When they are finished have them write or tell about their home.

  5. 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


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.

6. Personal Evaluation
What went well? What didn't go well? What will I change in the future?

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