Family Make-Up
Brittany Barto
C&I 371-Social Studies
Social Studies Unit: Families
Adapted Lesson: Types of Family Make-Up
Target Grade: Kindergarten
*Adapted from: http://socialissueunitspring2011.weebly.com/lesson-three.html
Essential Question: What makes a family?
Guiding Questions and Learning Objectives/Goals:
o Students will be able to think about these different family types and draw a picture of a certain family type.
Standards:
o Participate in activities that require the division of labor (classroom chores, cooperative learning, and family responsibilities).
o Identify similarities and differences in individuals (i.e. actions, feelings, appearance, abilities).
o Exhibit an awareness that children grow up in different parts of the world with similar and different experiences.
o V. Individuals, Groups, and Institutions
Materials:
Procedures (Activities/Assignments):
Day One
o After the read aloud, we will create a list of all of the different types of family make-up we heard about in the book. I will ask students:
§ What types of families did we see in the book?
§ Were there any similarities between your family and the families in the book?
o After this discussion, I will explain to students that they will be creating a class book that features different types of families throughout it. I will read through the blank pages that already have the types of families typed on it. As I go through each type of family, I will ask students:
§ What do you think this type of family looks like?
§ Who is included in this type of family? Who is not?
§ How might you draw this type of family on a piece of paper?
o Once we have gone through the different types of families, students will not be partnered up in pairs. In their pairs, they will receive a book page and they will be responsible for planning/drawing the illustration for their page. Their plans should include what the work distributions will be for each individual.
o Plenty of supplies will be provided for students, including: markers, crayons, colored pencils, etc.
o Have them work on this for about 20 minutes and then collect the finished book pages.
Day Two
Assessment
o The ability to work with partners and divide up the work equally with their partners will be informally assessed while the students are illustrating their book page.
o Students will be informally assessed on their understanding on how attitudes can be formed towards family make-ups different from their own during the discussion on what was hard about the activity.
C&I 371-Social Studies
Social Studies Unit: Families
Adapted Lesson: Types of Family Make-Up
Target Grade: Kindergarten
*Adapted from: http://socialissueunitspring2011.weebly.com/lesson-three.html
Essential Question: What makes a family?
Guiding Questions and Learning Objectives/Goals:
- What do different families look like?
o Students will be able to think about these different family types and draw a picture of a certain family type.
Standards:
- MMSD Standards
o Participate in activities that require the division of labor (classroom chores, cooperative learning, and family responsibilities).
o Identify similarities and differences in individuals (i.e. actions, feelings, appearance, abilities).
o Exhibit an awareness that children grow up in different parts of the world with similar and different experiences.
- NCSS Standards
o V. Individuals, Groups, and Institutions
Materials:
- Paper for book pages (Example attached)
- Markers, crayons, colored pencils, etc.
- Read Aloud
Procedures (Activities/Assignments):
Day One
- Read Aloud-Celebrating Families by Rosmarie Hausherr
o After the read aloud, we will create a list of all of the different types of family make-up we heard about in the book. I will ask students:
§ What types of families did we see in the book?
§ Were there any similarities between your family and the families in the book?
o After this discussion, I will explain to students that they will be creating a class book that features different types of families throughout it. I will read through the blank pages that already have the types of families typed on it. As I go through each type of family, I will ask students:
§ What do you think this type of family looks like?
§ Who is included in this type of family? Who is not?
§ How might you draw this type of family on a piece of paper?
o Once we have gone through the different types of families, students will not be partnered up in pairs. In their pairs, they will receive a book page and they will be responsible for planning/drawing the illustration for their page. Their plans should include what the work distributions will be for each individual.
o Plenty of supplies will be provided for students, including: markers, crayons, colored pencils, etc.
o Have them work on this for about 20 minutes and then collect the finished book pages.
Day Two
- After assembling the book pages and binding them together with cover pages, we will sit down to read the book with the newly added illustrations for the book.
- After reading the book together we will discuss what may have been hard in completing this project. (At this point students may bring up how it could have been hard drawing a family type different than their own and how it may have been hard to draw certain types of families based upon what each individual thinks family structures should look like. This discussion will help them to address their ideas of family make-up, challenge what they think, and make changes based upon what we have read/seen in our created book.)
Assessment
- Informal
o The ability to work with partners and divide up the work equally with their partners will be informally assessed while the students are illustrating their book page.
o Students will be informally assessed on their understanding on how attitudes can be formed towards family make-ups different from their own during the discussion on what was hard about the activity.
- Formal