How do I learn about myself and others?
Day 1–2 - Seed 1
Day 3–5 - Plan 1
Day 6–7 - Plan 2
Day 8–10 - Plan 3
Day 11–12 - Seed 2
Day 13–15 - Plan 4
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
How do people age, grow, and change over time?
These lessons on Days 3-5 provide students with an opportunity to think about how people age and change over time. The informational text provides a general
overview of human development from birth to maturity. The pictures (collected prior to the lesson) provide an opportunity to visually represent greater cultural
diversity as well as represent activities that may be either associated with or non-conforming to a particular age or stage of life. The lessons include songs,
poems, and videos to conclude a week-long series on learning about me.
The shared reading lesson utilizes a poem to teach foundation reading skills: high-frequency words (I, to, a), concepts of print (directionality, one-to-one
correspondence between spoken and written words, spaces between words, and punctuation - period), content words (e.g., eyes, teeth, nose), and beginning
writing skills (shared writing and illustrating).
Throughout the week students gather pictures of themselves as a baby/preschool and one of them in the present to prepare a classroom gallery to share with
parents and peers.
For the teacher: Compile a broad [infant-mature]set of about eight pictures for modeling.
For the students: Gather/copy enough so that each student has at least one example for several stages of maturation.
Recognize that your selections will fuel the students' observations and conversations. Select pictures that challenge stereotypes. Examples: A mature adult in the garden/a mature adult rock climbing; a baby in a crib/a baby in a bicycle-stroller; a toddler playing with blocks/a toddler playing a computer game.
The teacher will determine what the students know (skills, experiences, background, & motivation) in preparation for teaching lessons.
Have students sit with a partner and talk about their books.
Place booklets in the class writing center or library for future use.
Review lesson outcomes and tie the lesson back to the essential question.
Invite parents and other classes to view gallery display of student photographs.
Teacher observation of the following:
Student sequence books
Download Sample Center Activities Week 1
Reading: Informational Text
Reading: Foundational Skills
Speaking & Listening