Early Childhood Technology Literacy Grant Lesson Plans Title: Myself and Others Slide Show or Big Book Grade: Kindergarten Unit: Reading/LA: Language Experience, Expressing Thoughts and Feelings Science: Myself and Others, An Insights Hands-On Science Module, WINGS for learning Developed By: Melissa Keller and Andrea Kuzela Edited by: Bonny Chambers Concepts and Outcomes: Students will: express ideas orally and with pictures. describe their physical attributes. expand their knowledge and awareness of their bodies. describe similarities and differences in the physical characteristics of others. Materials: Kid Pix We Are All Alike, We Are All Different, by Mirrors Preassessment: The Introductory Interview from Learning Experience 1 in the Myself and Others Guide should be used to evaluate student strengths, weaknesses, and interests and identify areas for emphasis or enrichment. This lesson can be completed any time after Learning Experience 2 and could be done more than once to reflect student growth. Student pictures should be kept in portfolios. Opening Set: Read We Are All Alike We Are All Different . Verbally discuss story and review facial features. Observe who can/can not recall information. Be sure children are familiar with using the pencil, paint can and stamps in Kid Pix. If not, do an introductory Kid Pix lesson before this activity. Lesson Design: Explain to students that as a class you are going to create a We Are All Alike, We Are All Different slideshow or big book to share with another Kindergarten class and with parents. Model creating a self-portrait with Kid Pix. Ask students for suggestions of tools to use to create hair, lips, arms and other features. Encourage creativity and different ways to accomplish the task. Tell students that after they create their portrait they will need to choose 3 stamps will teach someone else about them and things that they are really interested in or like. Model changing stamp sets and appropriate placement of stamps around portrait. Have the students work at computers to create their self-portraits and add their stamps. Be sure to have them save their work.  If you are working in a computer lab setting, have students save their work and take a "gallery walk" around the lab to see other students' work. Allow students to discuss and ask questions. Each child should record their name and a personal statement about the stamps they chose in Kid Pix and save their picture again. * Note: if you are planning on creating a slide show remember that all of the pictures must be saved on the same disk or folder. You may need to copy pictures to get them all to the same place.   As students complete pictures have them print them full size. (You may want to print multiple copies, one for the student/display, one for a big book and one for the student portfolio.) Synthesis and Conclusion: Pair/group students with completed pictures and have them identify and discuss the similarities and differences they observe. Share and discuss the class big book or slide show with the class. Compare the class book to the book read earlier in the lesson. Evaluation and Assessment: (anecdotal records or checklists would help teachers record observations) What physical attributes was the student able to observe and describe? How much detail was the student able to add to descriptions? Was the student aware of his/her personal uniqueness? Was the student able to describe similarities between him/herself and classmates? Differences? Home/School Connection: Send home class book or videotape of the slide show with each child to share and discuss with their family. Ask families to create a book or picture with portraits and interests of family members. Extensions: Accelerated students could use type text to type a sentence to describe themselves. Students with strong self-awareness or observational skills could draw both themselves and a classmate and compare them. Hold up each picture and have class guess who created it. Discuss how they decided who they thought it was. Print out pictures and have children write a description of themselves or a friend. Follow up with self-portraits in January and June to assess student growth. ©ECTLP Free and unrestricted use granted to educators for non-profit purposes.