S+4.1.2+Lesson+2

= LESSON PLAN = created by: Caren Robison, Shawna Boles, Sarah Broderick

__Core Objective/Standard__:
Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

__Student learning objective__:
Analyze the individual similarities and differences within and across larger groups. Lesson 1, Lesson 2, Lesson 3, Lesson 4.

__Materials needed__:
[|*poster board/overhead slide chart of fruit characteristics] [|*poster board/overhead slide Venn diagram of hair color groups] [|*poster board/overhead slide Venn diagram of children with and without pets] [|poster board/overhead slide Venn diagram of Charlie and Isabelle]
 * chalk
 * blackboard
 * bowl/basket with different kinds of fruits

//[|Let’s Talk About It: Extraordinary Friends]// by Fred Rogers photograph of Josh, character in //Let's Talk About It: Extraordinary Friends// [|graphic organizer Venn diagram handouts for drawing and/or writing] crayons and pencils

__Teacher (To) directions/actions/instructions__:
1) Show the class a bowl of different kinds of fruit (apple, banana, grapes, and an orange.) Ask the students what is different and what is similar about the fruits. Put their responses on the fruit chart to show the categories that are different (size, shape, color) and the same (taste, type of food) about the fruits.

2) Ask the students to think of something that is different about everyone in the class (example: all live in different houses) and something that is similar (all go to the same school).

//3)// Present the objective that is written on the board: “//Today we will talk about how we are similar to one another although we also may have some differences.”// Draw a KWL chart on the blackboard and ask students what they already know, and what they would like to know about what makes them similar to their classmates and to others despite differences that they may have as well as how they can discover some similarities. Explain to the class that the ‘L’ in the KWL chart stands for what they will have learned by the end of the lesson. The ‘L’ part of the chart will be filled in at the end of the lesson.

__Teachers/Students (With) actions__:
1) Split the class by hair color. Students with light hair will stand in a line at one end of the room. Those with dark hair will stand in a line at the other end of the room. Explain that the difference in one’s hair color is a difference that is an obvious one and is one that we can see about each other.

2) While the students are standing in different groups, ask the students: “Who likes sports?” There may be a number of hands raised for both groups. Fill in the Venn diagram with the similarities and point out that although some students have differences in hair color, they still have similarities in what they like. Then ask the two groups: “Who likes to eat pizza?” Point out the hands that are raised again, and add to the Venn diagram.

3) Next, split up the children between those who have a pet and those who don’t have pets. Tell the class that this is a difference we can’t see about each other. Ask another series of questions: “Who likes to read books? “Who likes recess?” and “Who has been to Ocean City?” (or other popular vacation spot). Point out again that although some students have pets and other students do not, both groups have similarities in what they like or perhaps where they have been. Emphasize this visually by filling in the similarities in Venn diagram.

4) At the end of the activity, ask the class: “What did we find out from this activity?” (That although two groups or two people who have differences [some which we can see right away and some which we cannot know about just by looking at a person], there are still similarities and things which the groups or people share in common. (What they like to do, eat, or perhaps where they have been).

__Students (By) actions/activities students will do during lesson__:
1) Present a photograph of the boy named Josh who is featured in the book: //Let’s Talk About It: Extraordinary Friends.// Tell about Josh in explaining that he is a boy who likes fire trucks, trains, race cars, cats, horseback riding, swimming, visiting people, pizza, and telling jokes. Explain that Josh has a disability and uses a wheelchair to move around. He also uses a computer to communicate with others.

2) Ask the class: “Although Josh may have some differences in how he does things compared to some of you, do you think there are some things about him that are similar to you? If Josh were in your class, or was a boy living in your neighborhood, how might you be Josh’s friend and what might the two of you do together?”

3) Get feedback from the students about what they have to say about Josh: what they share in common with him and how they might be his friend. Write some of the responses on the board. Emphasize the point that although there are people in this world who are different from us, we still share things in common and can be friends based on our similarities while also learning from what makes us different.

1) Give students the graphic organizer (Venn diagram) handouts/worksheets. Ask students to draw and/or write about someone they can think of who has a disability and what he/she shares in common with that person even though he/she may be different. If the student cannot think of someone they know, he/she can draw and/or write about someone from either of the two books.
 * Independent Practice: **

2) Ask the students to also draw and/or write about at least one enjoyable thing they can think of that he/she can do together with that person. During this time, walk around the classroom and make sure all students understand the directions and help any student who may feel confused by clarifying and giving prompts.

__Assessment-these may be written, verbal, observations, etc__:
Walk around the room as students are doing their own independent work and evaluate each student’s individual understanding and mastery of the social skill (identifying the similarities one has with one’s classmates and with others although there are apparent differences.) Also check by way of completing the KWL chart and find out what students learned, how much of the class mastered the concept of understanding and identifying similarities between themselves and others despite existing differences: particularly disabilities.