Doris Aguila-Mendoza

Lesson Name: Equity and Equality

Grade: 5th
Time: 45 minutes
Objectives:
 Students will learn the difference between equality and equity.
 Students will identify how these concepts affect others in their school, community, and
the world.

Standards:
 W.5.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
 SL. 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
 L. 5.3 Use knowledge of language and its conventions when writing, speaking, reading,
or listening.

Vocabulary:
Equity
Equality
Fair
Resources

Materials:
 Discussion Question Worksheet
 Equality and Equity Image
 White board
 Exit Ticket Worksheet

Activity 1: 15 minutes
The teacher will begin by sharing a story of a time they needed a bad aid. For example, I was
cooking dinner and needed to chop onions. My hand slipped and I accidentally cut my finger. I
needed a band aid to cover and protect my cut. The teacher asks the students to think of a time
in the past when they needed a band aid. After some time, the teacher calls on one student to
share their band aid story. Next, the teacher will pretend to give that students a band aid and
ask them to place it where they got hurt. Have other students share their example but this time
 Doris Aguila-Mendoza

pretend to give them a band aid and ask them to place it where the first student placed theirs.
Do the same with the third student. At this point if students complain let them know you are
being fair and treating everyone the same way.
After the activity have a discussion with the students using these questions:

 Was it equal that everyone got a Band-Aid?

 Was it fair that everyone got a Band-Aid? Why or why not?
 What would have made this activity fairer for everyone with an injury?

Activity 2: 20 minutes
Display the Equality vs. Equity image for students to see. Pass out the discussion question
worksheet and allow students time to discuss the questions with their elbow partner.

Image Credit: Interaction Institute for Social Change | Artist: Angus Maguire.

 What do you notice about these two photos?

 What is the difference between them? What is the same?
 How might the images make you think differently about the words underneath?
 What do you notice about the box in the photo? Does it have any effect on the
experience each person is having?
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Have a class discussion about what students observed and their insights on the image. Ask the
following questions:

 How is each person able or not able to participate?

 How do you think each person in this scenario is feeling?
 How does having “equal” access and resources impact each person?
 Is having equal things in this scenario more or less fair?
 Do you think it is fair to treat everyone the same?
The teacher asks students to define equality in their own words. Then the teacher will write
their responses on the white board.
The teacher shares with students the dictionary definition for equality, “The state of being
equal”.
Next, the teacher asks students to define equity in their own words. The teacher will write
down their responses on the board and share the dictionary definition for equity, “the state of
being fair and impartial”.
The teacher explains that where equality means providing the same to all, equity means
recognizing that we all don’t have the same resources and must make adjustments to give
everyone the same opportunities. Equality aims to promote fairness, but it can only work if
everyone starts from the same place and needs the same help.
The teacher asks the students to think of a scenario in our school, in our community, or in our
world where people or groups of people aren’t treated with equity.
Have students share.
The teacher shares that in our history, there has been times when certain groups did not have
the same rights as others. For example, women were not able to vote in elections. They were
not allowed to have the same jobs as men. African Americans could also not vote, attend
certain schools, or drink from the same water fountain as their white classmates. Many people
of color did not have the same opportunities for education, jobs, and housing that most white
people have had. When it comes to racial groups in our country, not all groups start from the
same place. We need to think about equity instead of just equality.

Closing: 5 minutes
Encourage the students to promote equity in their everyday life. Explain to the students that it
is not their fault that people have not been treated with equality or equity. But it is their
responsibility to acknowledge that this has and continues to happen. They are also responsible
for making changes so that there may be less injustice in the world they live in.
 Doris Aguila-Mendoza

Exit ticket: 5 minutes

Distribute the exit ticket worksheet to students. They are responsible for filling out two out of
the three quadrants. They may fill out all three if they would like.
 Doris Aguila-Mendoza

Discussion Questions

Activity 1
Was it equal that everyone got a Band-Aid?
Was it fair that everyone got a Band-Aid? Why or why not?
What would have made this activity fairer for everyone with an injury?

Activity 2
With your partner answer these questions
What do you notice about these two photos?
What is the difference between them? What is the same?
How might the images make you think differently about the words underneath?
What do you notice about the box in the photo? Does it have any affect the experience
each person is having?

Class discussion questions:

How is each person able or not able to participate?
How do you think each person in this scenario is feeling?
How does having “equal” access and resources impact each person?
Is having equal things in this scenario more or less fair?
Do you think it is fair to treat everyone the same?