Unit Title: Unity in Differences Name: Makayla Kujawa

Unit Overview
Lesson #1 Lesson #2 Lesson #3 Lesson #4
Objective • The students will • Students will identify similarities and • Describe how community •Students will use senses to discover objects.
be able to tell how differences among classmates using cards helpers help us. • Students will identify and describe the five senses.
pictures of a book with physical • Explain why people in a • Students will compare and contrast with one
another their discoveries.
influence the story attributes that are alike and different. community do different jobs.
that is being told. • Students will construct visual • Identify and describe
representation of their family structure and different kinds of jobs that
compare and contrast it people do and tools
with peers. necessary for these jobs.
• Students will create self-portraits of who
they are and compare with peers’
similarities and
differences.
Standards IAS: K.RL.4.1 IAS: K.3.6 IAS: K.2.1 IAS: K.PS.1
NCSS: IDI NCSS: IGI
Materials • The book, • Printed out pictures of people of • Quilt • bowls
Benny similarities/differences/categories • community helper graphic • foil
doesn’t like • family member cut outs organizer • various foods (dill, vinegar, lemon, pineapple,
to be • video recordings of me teaching • tools matching WS grapes etc.)
hugged by mini lesson at each station •colored pencils • mint extract
Zetta Elliot • Portrait handout •blank person page • handouts
illustrated • senses video:
by Purple https://www.youtube.com/watch?v=yOYq35WRM4c
Wong 

• PDF
pictures on
screen
• Whiteboard
to create
kid’s short
story 


Management Students will be Time: 25-40 mins • Time: 25-45 minutes • Time: 25-50 minutes
expected to Space: classroom/stations • Space: desks/upfront • Space: Station/Desks
participate and Behavior: Miss out on stations must • Behavior: work alone at • Behavior: work equally in
answer questions complete at desk desk, owe an extra project groups/independently on WS, independently at
throughout lesson. Technology: Videos on iPads at stations station with teacher support

Anticipatory Pass around a Call out game, stand if you have this Community helper graphic • Ask about 5 senses and name them
Set picture of important characteristic. Ex. Brown eyes stand up organizer, drawing a person • Watch “Senses Song”
people in your life, in community who helps •”Go ahead and turn to your shoulder partner
talk you. and name one sense and its job!”

about how we are

all very different but
still need one
another.
Purpose “I am going to show “Today we are going to be learning about “Today, we are going to be “Today, we are learning about how we all have 5
you pictures from similarities and differences! Now what we learning about community senses, however we don’t all get the same
the book Benny just did was stand up for a lot of different helpers and how the results from using the same sense, we are going
doesn’t like to be ways we can be described. As we went on different jobs they do help to discover different smells and tastes and
hugged by Zetta we noticed how not everyone stood for us to live in our community! compare how we all have slightly different
Elliot. I want you to every statement because we are all We’ve been building our senses.”
create your own different. Do you guys remember our book knowledge of similarities
story based off of we read about Benny being different from and differences of people,
the pictures you see, all his friends and we talked about how ourselves, and our family.
then we will read being different makes us unique? We’re Now like we just drew our
the story again to going to be doing some more exploring of pictures of people we know
examine how differences, and this time we’re going to who help us we are going to
pictures influence look at ourselves, each other and families’ be exploring their jobs and
the story.” differences to see how everyone has what they do to hold us all
something special that make them who together and why each and
they are!” every job of a community
helper is important!”
Lesson -Present screen with -Explanation of each station -Post anticipatory set have •Discussion after anticipatory set
Presentation illustrations -Station 1: sorting picture cutouts of discussion of community • Students get into 5 groups and get assigned a
-Go through each similarities/differences helpers, what they do. sense, then work through 1/5 of worksheets
picture without -Station 2: Where teacher stays, show how -Tools matching worksheet, together as a group
words, prompt to construct own family, who represents match community helpers • Review rules of group work
students to be who, what makes up a family, what they do with tools they need to do
building story for us. their job, done
-Students turn to -Station 3: “A portrait of me” handout draw Draw a line to match w ho w ould
use each object for their job.

desk partner tell themselves how they are represented. Police Fire Hydrant

version of story -Answer discussion questions at each Ambulance

Driver
Boots
•Have 1 student from each group present
-Discussion as whole station Firefighter Police Badge

• Station/independent WS time
group–create story Military Ambulance

• Students will come up to teacher in groups

-Read real story assigned earlier, smell 3 items and record, eyes
Find worksheets, games, lessons & more at education.com/ resources

independently.
©  20 0 7 ­ 20 20  Education.com

-Final assessment -Last handout of drawing closed/blindfolded taste 1 fruit with mint
questions about what they see themselves extract, 1 fruit plain and record data on sheet
book compared to being when they grow up. •While waiting for group turn students will
our made-up story complete independent sheet on senses.
Unit Title: Unity in Differences Name: Makayla Kujawa
-Pin each to a quilt square

• Extra challenge: write a sentence about sense

they use most and why.
• Come back together and discuss what students
wrote down
Closure or Questions at reading Holding up 2 portraits and ask for students Having students look at quilt • Talking to students about how they used
Conclusion corner, if story we to tell what they have similar or different, as each student comes up, different senses to discover smells and tastes.
created matched discuss how we may be alike in many ways ending discussion questions: • ” You each used different senses together to
story we read. Their but also very different and unique. • Can someone give me an figure out the answer, some of you relied only
natural response, answer of a job up here that on your tastes which was difficult to be sure,
how things are not helps you? •How about a others of you might’ve relied on your smell
always as they job that you see up here that which was tricky when the fruit was covered in a
seem, differences someone in your family stronger smell, and some of you may have used
are unique and does? your touch and how the fruit felt in your mouth.
okay. This shows us that we need each of our five
senses because they work together to discover!”

Formative • With a partner, • Discussion questions: • Check tools matching • Independent worksheet at desk
Assessment students will Station 1: What it was about the person worksheet as students finish • Proof from recording sheet
brainstorm what that made you choose to put them • Discussion questions • Discussion questions during intro
they thought our together?
 during brainstorm time with • Take home sheet and picture proof
story was about Station 2: Who is someone in the group shoulder partner: • At the end of the lesson students will receive a
when looking at just you that you have a similarity with in your “Why is this job important piece of paper to take home, on it they are to
the pictures on one family?
Who is someone in the group who for our community?” draw a picture for each sense in the box, when
side. has a difference from your family?
 “What would our they are finished have parents upload to class
Station 3: What is 1 thing you see in your community look like if we website!
• With the whole drawing that someone in your group also didn’t have this job?” “Are
group, we will has? What is 1 thing you see in someone there any jobs that work
create a story to go else’s’ drawing that you do not have? together?”
along with the • During final job draw Qs:
pictures they saw “Why is this the job you
before reading the want to do?”
book. “How does this job
contribute to our
community?”
Adaptations • Each student is • Visual representations at each station to • Redirection, talk with • Clear instruction, because of this I will
next to a partner provide better concept students during lesson make sure to have our plan mapped out
that they feel • For more challenge have students also • Brain breaks, movements, for them to see and anticipate what will
comfortable talking write sentence to describe selves along stand be next.
with and can with picture. • Visual • A lot of my students here struggle with
contribute equally. representations/pictures redirection, because of this I will make
• For challenge ask students it a point to be constantly talking with
• If children struggle on anticipatory set to write students during lesson and calling on
to come up with a sentence about what those who seem to be zoning out to
story or community helper does. regain their attention and by visiting
communicate it we each station.
will engage in • I plan to add quite a few brain breaks
collaboration as a throughout instruction time, can be
class to create our majority of movements, simple as stand
story. 
 and touch toes, reach up, spin around
then sit, however this lesson requires
quite a bit of rotating around the room.

Summative
Assessment
(as needed)