Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Mapping My World

Subject/Gra
de Level

Social Studies: Grade 1

Unit

Unit 3: Looking at my World

Date
Time
Duratio
n
Teache
r

Tuesday
December 8, 2015
30 Minutes
Katelyn Perlich

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Outcome 1.1: Students will demonstrate an understanding and

appreciation of how identity and self-esteem are enhanced by their sense of
belonging in their world and how active members in a community contribute to the
well-being, growth, and vitality of their groups and communities.
Values and Attitudes 1.1.1: thrive in their evolving identity with a legitimate
sense of belonging to their communities, Canada and the world.
Skills and Processes 1.S.3 Understand that globes and maps are visual
representations of the world. Locate Canada on a map or globe.

LEARNING OBJECTIVES
Students will:
1. Understand the concept of diversity.
2. Appreciate all differences in their community and understand they are all an important
member of the community.
3. Diversity is important to community.
4. Respect each other.

ASSESSMENTS
Observations:

Key Questions:

Products/Performa
nces:

Make sure students are being respectful; stop any prejudice before it
becomes an issue.
Engagement in the lesson, relating to the crayons in the story.
Describing the crayons feelings of neglect and/or triumph
What do you notice in the crayon box? What do you see?
Are any of the crayons the same? Do you like or dislike any? Why?
What is diversity?
Which crayon are you?

LEARNING RESOURCES CONSULTED

Grade 1 Social Studies Program of Studies
Many Voices

MATERIALS AND EQUIPMENT

Box of crayons
Crayon Cut-Outs
Book and Poem

PROCEDURE
Prior to lesson
Attention Grabber

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

-Prepare materials.
Introduction
-Ask for good deeds of the day and mark them on the good
deed calendar.
-Has anyone ever really looked at a box of crayons? What do
you see?
-Begin talking about what we know about community and how
we work together to make a community a great place.
-Who makes up a community? Are we all the same?

Time
5 min

-Participation in the class discussion

1. Show a box of crayonsclass discussion.
2. Read the Crayon Diversity Poem/The day the
Crayons Quit
3. Class Discussion

Adapted from a template created by Dr. K. Roscoe

Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Lesson Plan Template ED 3501 (Version C)

4. If you were a crayon, which one would you be.
Chime bell, students to the carpet
Body
Time
Read the poem and show a box of crayons
-Ask students questions regarding the crayons
What do you notice in the crayon box? What do
you see?
Are any of the crayons the same? Do you like or
dislike any? Why?
10 min
-Ask students how that relates to diversity. Diversity refers to
a great difference or variety, in regards to peoplemany
people have differences. For example, our class is like a box
of crayons, we are all different:
Girls and boys
Burnettes and blondes
-Fuel their thinking and questioning, prompting questions.
-Read small parts of the book at a time, perhaps save some
for while they are working at their posters.
If you were a crayon which one would you be
-Each student is given a crayon template, they are asked to
decide which color they would be, write their name on the
crayon and they may decorate the wrapper based on their
personality.
-The color of their crayon is their name, because no one can
take that away from themthey should be proud to be the
15 min
name of their very own crayon!
-Ask questions like:
What made you chose that crayon color?
Is your crayon perfect? Or has it had lots of experience
in life and worn out?
-How does our crayon box represent diversity?
-Congratulate students on their crayons, they are all unique
-If some students finish early they may cut out their crayon
and put it in the crayon box.
Closure
Time
-On the back of these crayons I want you all to write nice
things about that crayon/person. By the time we are done
social with me, I want everyone to be able to take their
crayon home and know that they are special!
Engagement in the activity,
Positive verbal feedback and encouragement throughout the
work period. Asking students why they chose specific colors
for their box.
-Tomorrow we are going to sign the back of the crayon box,
because it is unique to our classroom, it is ours!

Sponge
Activity/Activities

Agendas

Reflections from
the lesson

NA

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

We're just like crayons

Spread over the world
Just like my crayons
All over the floor
Black, brown, yellow, red & white
It's such a wonderful sight
We're just like crayons
All over the world
I was coloring a picture
Of the earth the other day
When my baby sister decided
That she wanted to play
She grabbed my box of crayons
And turned them upside down
Of course the crayons left the box
And fell right to the ground
And when I looked down at the mess
I knew was waiting for me
A thought popped right into my brain
Then I began to see
We're just like crayons
All over the world
Just like my crayons
All over the floor
Black, brown, yellow, red & white
It's such a wonderful sight
We're just like crayons
All over the world
Now even though the color
Of my skin is not the same
As yours or yours of his or hers
One fact is very plain
I'm no better or no less
Than anybody else now
And if you're wandering why that is
Then let me tell you how
We were all created
Created equally
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

So we should all just live
Together peacefully
Just like crayons
All over the world
Just like my crayons
All over the floor
Black, brown, yellow, red & white
It's such a wonderful sight
We're just like crayons
All over the world

Adapted from a template created by Dr. K. Roscoe