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English Language Arts/Social Studies: We Are Alike and We Are Different

Social Studies Kindergarten: Describe ways in which students and families are alike and
different across cultures.

Lesson Objectives
Knowledge Targets
With prompting and support: 
 Students will understand the meaning of the words alike and different. 
 Students will understand the meaning of the word cultures.
Reasoning Targets
With prompting and support:
 Students will compare and contrast their families and their traditions with those of their
classmates.

Multicultural Goal
With prompting and support: 
 I will understand the meaning of the words alike and different. 
 I will understand the meaning of the word cultures.
Multicultural Goal
With prompting and support:
 I will compare and contrast my family traditions to my classmates.

Instructional Learning Process

Vocabulary:
 Racial (racially) - Having to do with relationships or connections between races of people
living in the same country, city, or neighborhood.  
 Ethnic (ethnically) - Of or relating to a group of people who share the same culture, race,
or nationality.
 Diverse - Of different kinds or sorts.

Essential Questions / Big Ideas

How are people alike and different?

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Materials:
 Cut out ovals (skin colors)
 Cut short and long hair out of different yarn colors
 Color copied picture of each student
 Face Book (pdf), assembled
 Mirrors for students to look in for their own hair and eye colors
 Crayons, Pencils, Paper, Scissors, Glue, Construction Paper
 Smartboard, Computer, and Speakers (Smart Board Interaction Activities)

Length of lesson would be 4 to 6 days

Do 1st
Introduction: Building prior knowledge on how students and families are alike and different

Outcome Project: Students will create a paper face and a paper face book.

Procedures:

5 min

Discuss with students the important parts of our face that makes us alike and different. Review
with students what our faces should include: eyes, ears, mouth, skin color, hair, and a nose.

15 min Mini Lesson

At this time the class will create a circle map of what each face has alike and a circle map of
what each face has that is different. After daily review of what makes students alike and different
the learner will then view the daily read aloud/videos.

Additional Resources/Read Aloud Books: Build Student Knowledge and cultural

awareness of the world around them.
Day One: 15 min Mini Lesson
https://youtu.be/mt7grN0mbDI it’s Okay to Be Different by Todd Parr
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https://youtu.be/LrPm7BasRBo Sesame Street: What Makes You Special?

Day Two: 15 min Mini Lesson
https://youtu.be/iDseOK8957U The Same But Different Too | Karl Newson
https://youtu.be/ZiOSzuXjDD0 so Many Colors, So Many Shapes | Diversity Song | The
Singing Walrus

Day Three: 15 min Mini Lesson

https://youtu.be/k9UtYtbCQrk Karamo Brown Reads "I Am Perfectly Designed"
https://youtu.be/jWOSJ3iegk8 ONE LOVE Based on Bob Marley song
Day Four: 15 min Mini Lesson
https://youtu.be/8s7sgF8Wufg My Food, Your Food by Lisa Bullard
https://youtu.be/TDHp1Q3Afgo by Al Perkins
Day Five: 15 min Mini Lesson
https://youtu.be/7pI-V3TcwBI by Al Perkins
https://youtu.be/dE6RKmyN_AQ by Theo Lesieg
Day Six: 15 min Mini Lesson
The learners will choice three of their favorite read aloud and re-watch the student’s choice.
Guided Practice.
After reviewing the above resources as whole group each day students would then work in the
following small group/centers:
10 min
Center One: The Learner Will building story sequencing with the read aloud story of the day.
10 min
Center Two: The Learner Will practice how to make a face using Mr. and Mrs. Potato Head
10 min
Center Three: The Learner Will set in front of a small reflection mirror and try and draw on a
paper plate what they see in the mirror such as eyes, nose, mouth, ears, hair, etc….
10 min
Center Four: The Learner Will practice placing face labels on precut foam core demonstrating
the correct placement eyes, ears, nose, mouth, hair, etc.…
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Exit Ticket
Day Five: Whole group supported with teacher demonstration how to make a face.
The Learner will produce their own face.
Day Six: Whole group the learner will have the opportunity to pick their favorite read aloud to
watch again.

The student’s faces will be hung up on bulletin board to display the cultural diversity within their
classroom.
The learner will also complete/make the Face Book. (See Attached PDF) Place finished books
around the room for students to read.

Extensions:
 Graph class eye and hair colors.
 Make a silhouette of the student’s face.

Family Connections:
 Create different face puppets.
 Sing Head, Shoulders, Knees, and Toes.
 Look in a mirror and describe what they see to a family member.

Multicultural Goal
Intended Learning Outcomes:
With prompting and support:
 The Learner will understand the meaning of the words alike and different. 
 The Learner understand the meaning of the word cultures.
Student-Friendly Reasoning Targets
With prompting and support:
 I will compare and contrast my family traditions to my classmates.

Exit Ticket
Assessment:
 Observe that students draw all the features of the face.
 Observe the students as they create books.
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 The Learner Will be able to describe similar features of classmates and different features
of classmates.

References:

https://www.uen.org/core/displayLessonPlans.do?
courseNumber=6000&standardId=37622&objectiveId=37626 UEN Utah Education Network

https://www.uen.org/lessonplan/view/10573 We Are Alike and We are Different

https://youtu.be/mt7grN0mbDI It’s Okay to Be Different by Todd Parr

https://youtu.be/LrPm7BasRBo Sesame Street: What Makes You Special?

https://youtu.be/iDseOK8957U The Same But Different Too | Karl Newson

https://youtu.be/ZiOSzuXjDD0 so Many Colors, So Many Shapes | Diversity Song | The
Singing Walrus
https://youtu.be/k9UtYtbCQrk Karamo Brown Reads "I Am Perfectly Designed"
https://youtu.be/jWOSJ3iegk8 ONE LOVE Based on Bob Marley song
https://youtu.be/8s7sgF8Wufg My Food, Your Food by Lisa Bullard
https://youtu.be/TDHp1Q3Afgo by Al Perkins