GRADE: Kindergarten

CONTENT STANDARD: Life Science

CONTENT TOPIC: Anatomy

CONCEPT: There are similarities and differences among human beings.

CONTENT OBJECTIVE: 0Gl.00 To understand how people are alike and different

INSTRUCTIONAL OBJECTIVES: The learner will:

1.01 learn that all children are special.
1.02 learn ways to show that we are all alike and different.
1.03 appreciate everyone's similarities and differences.

I. Humans are different and alike in many ways

A. Looks
B. Personality
C. Likes and dislikes
D. Behavior
E. Clothing
F. Families

II. Differences and similarities are proved through many ways

A. Music
B. Art
C. Conversation
D. Graphing
E. Videos
F. Taping
G. Listening

TN COMPONENT OF SCIENCE: Science In Society

TN GOAL:

To enable students to demonstrate positive attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society and the environment.

4.1 ATTITUDES - The progress of science and the attitudes of society influence one another.

4.1a Scientists can bring information, insights, and analytical skills to bear on matters of public concern.

BENCHMARK: By making careful observation, questions can be formulated concerning our world.

TIME REQUIRED:

Initial classroom connector - 30 minutes; Centers - all week

MATERIALS:

Paper, pencils, crayons, stapler, mirror, songs "It's You I Like" from Mr. Rogers and "I'll Just Be Myself" from Music and You, Macmillan 1988 Kind edition, "True Colors" by Cindi Lauper and the True Colors" program from the "Positive Attitudes in Tennessee" program, two squares per child with "S" or "D" written on each.

How many of you look just like your neighbor? (response - dignify by asking why or why not) You both have eyes and ears, don't you? (responses) Tell me how you are alike. There are ways we are the same and ways we are different right here at (your school).

This is one way we are going to discover how we are alike and how we are different. I am going to close my eyes and I am going to try to guess who you are. So I want five of you to line up and don't give me any clues. (Use smelling and feeling, discuss length of hair, texture of skin, etc. Guess all children's identities. They can't talk nor can the audience give hints. Follow this procedure until you have guessed all the children. Emphasize that some children have long hair and some have short hair, some children are tall and some short.)

1. Pair the children randomly and have each child in the pair tell how they are alike or different from their partner (standing in front of the class when they share).

2. Have all the children draw a picture of their favorite toy and their favorite food.

3. Teach the Mr. Rogers' song, "It's You I Like."

4. Teach the song, "I'll Just Be Myself" from Music and You Kindergarten Macmillan Music book 1988 edition.

5. Teach the song, "I Am A Person" from the Kindergarten Macmillan Song Book.

6. Draw a self-portrait after looking in a mirror.

7. Put up a V.I.P. board featuring one child per week with favorite things that the V.I.P. likes - hobbies, foods, books, toys, activities leaving it up all week.

8. feature each child on a video tape or tape recorder.

9. Make a graph of eye color, hair color, boys or girls, clothing such as those with shorts, long pants, etc. and houses where they live.

10. Have children tell you ways they are all the same.

11. Have the children draw their houses or families. [Put pictures in "All About Me" booklet.]

12. Coordinate this theme with the True Colors Self-Esteem effort called Positive Attitudes in Tennessee Schools by:

a. having each child learn the "True Colors" song by Cindi Lauper

b. having each child draw an activity that could show being gold, green, orange, or blue

c. having periods throughout the day where children behave like a certain color

d. having the children tell what colors they feel the other teachers are in the school and why)

We have seen how we are the same and how we are different. I am going to say some sentences and I would like you to hold up your "S" card for "Same" if my sentence means we are alike or hold up you "D" card for "Different". Leaders will help by giving everybody an "S" card and a "D" card.

"I have blue eyes and you have brown eyes." Hold up your "S" card if this means the same or hold up your "D" card if I am talking about something that is different. (response) You should have held up your "D" because I said our eyes were different colors.

"We both have brown hair." (response) Great! You should have held up the "S" card because I talked about hair being the same color.

"I live in a red house and you live in a brown house." (response) Super! You should have held up your "D" card because the colors were different.

"Both of our favorite toys is a teddy bear." (response) Fantastic! You should have held up a "S". Who can tell us why? (response)

We will end our discussion on alike and different by singing "I Am A Person." (Macmillan Music and You, 1988 edition).

This is the time this file has been accessed since 04/06/97.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

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