Title of Lesson: Differences and Similarities Among Families

Grade Level: Kindergarten

Content Subject / Topic: Social Studies
Prepared by: Deandra Hinkle, Robert Jaquez, & Emma Ritter
Content Standard: TEKS 113.11 (11). Culture. The

Lesson Objective (s):

student understands similarities and differences among people.

Students will be able to pick out things that are

the same or different among people.

Fulfilling Professional Roles & Responsibilities:

Domain_1_ Competency __002__
The teacher understands student diversity and knows how to plan
learning experiences and design assessments that are responsive
to differences among students and that promote all students
learning.

Students will be able to compare and contrast

different families.

Step 1 MOTIVATION / BUILDING BACKGROUND (What will you do to connect with students before
presenting activity)
Teacher will ask students: 1. What makes a family? 2. Can there be differences in families? 3. Is the
United States the only place where people live? to gauge where students are at when thinking about
different types of families and people in general.
Step 2 PRESENTATION/ PRACTICE/APPLICATION (Step-by-Step
MATERIALS
Procedures of activity and how it will be introduce/ presented)
The Family Book by,
1. Teacher will The Family Book followed by The Roots of My Family Tree
aloud to class.
Todd Parr
2. Teacher will have students list different colors of skin as well as what
makes up a family.

The Roots of My Family

Tree by, Niki Alling

3. Teacher will then divide students up into groups of four and pass out
white construction paper, magazines, crayons, scissors, and glue.

Butcher paper
Markers
Construction paper
Magazines
Crayons
Scissors
Glue

4. Teacher will instruction students to draw their own family on one half of
the construction paper and then create a family different than theirs by
cutting out people from the magazines and gluing the pictures on the other
half of the paper.

Step 3 CLOSURE / Assessments (How has this activity enhance students knowledge as well as yours):
To close the activity, the teacher will ask each student to present their families to the class and explain
the differences or similarities of the families.
An informal assessment will be applied when the students present their families to the class. The teacher
will observe and ask questions for understanding. A formal assessment via a rubric will assess
comprehension of knowledge about different types of families compared to their own.
Step 4: Anticipatory Critical Reflection (What do you anticipate might be barriers that would impede
the teaching and learning process to succeed)
We anticipate that students may get off track when forming families and start to include pets and/or
animals. If this happens, we will redirect students and let them know that they can include pets and/or
animals after they have taken care of the members of the families. (See rubric below)

Demonstrates one
difference and
similarity between
the two families.

Demonstrates two
- three differences
and similarities
between the two
families.

Demonstrates four
- five differences
and similarities
between the two
families.

Neatness

Unable to tell
family members
apart. Rushed
cutting.

Able to tell some

family members
apart but rushed
cutting.
OR
Unable to tell
family members
apart but
adequate cutting.

Able to tell some

family members
apart. Adequate
cutting.

Able to tell family

members. Cutting
lines are clean and
straight.

Able to point out a

difference or
similarity between
the two families.

Able to point out a

few differences or
similarities
between the two
families.

Able to point out a

few differences
and similarities
between the two
families.

Able to point out

differences and
similarities
between the two
families.

Art

Demonstrates
either differences
or similarities
between the two
families.

Understanding

Differences and Similarities Among Families