- 1 I Am Unique
- 1.1 Student worthiness
- 1.2 Primary biological content area covered
- 1.3 Materials
- 1.4 Handouts
- 1.5 Description of activity
- 1.6 Lesson plan
- 1.7 Pictures of the Activities
- 1.8 Potential pitfalls
- 1.9 Math connections
- 1.10 Literature connections
- 1.11 Connections to educational standards
- 1.12 Next steps
- 1.13 Reflections
- 1.14 Citations and links
Biology In Elementary Schools is a Saint Michael's College student project. Link under 'toolbox' for a printer-friendly version. Click on handouts to print full resolution versions. Please see Wikieducator's disclaimer, our safety statement, and the Creative Commons licensing in English and in legalese.
I Am Unique
Tried at least once. It worked really well:)
Primary biological content area covered
Traits of Organisms; Genetics; Inheritance
- Flip chart paper
- Roll/Butcher Paper (at least 34inches wide)
- Markers and/or Crayons
- Ink jet labels, Circular Stickers, Sticky Notes or you can tape on cut-out pieces of construction paper
- Handout provided by the WikiEducator Site(see handouts section)
Student group materials:
- Labels for themselves and their partners
- Markers (enough for each group of students)
Note: students should be able to see the traits charts from his or her station
Individual student materials:
Description of activity
Learning intention: Students will notice certain things that make each of them unique. They will notice traits including eye color, hair color, earlobes, hair line/shape, tongue rolling, and handedness.
Start with a shared reading – Fox, Mem (1997). Whoever You Are. Orlando, Florida: Harcourt Inc.; circle on carpet- stay in group until guided section.
First the teacher must provide the learning intention for the day, state the following to the students:“Today we are going to notice certain things (traits) that make each of us unique. We will investigate our eye color, hair shape, earlobes, hair line, tongues and our handedness.” Model the learning intention: Identify the 6 traits on chart paper.(refer to the traits charts pictures) Check vocabulary: traits;unique;handedness Use the interactive game- "4 corners" as described below, to model the individual differences with the student Teachers: Choose two or more until you are sure they understand the task/concept:
- 4 corners- hair color (brown, black, red, blond)
- 3 corners – eye color (blue, brown, green)
- 2 corners – ears (attached or unattached ear lobes)
- 2 corners – handedness (right or left)
- 2 corners – tongues (curled or uncurled)
- 2 corners – hair line (widow's peak or non-widow's peak)
Then have students sort themselves into appropriate sections of the room according to :
- 4 corners- hair color
- 3 corners – eye color
- 2 corners – ears
- 2 corners – handedness
- 2 corners – tongues
2 corners – hair line
When the students are in their appropriate 'corners' have the whole class count how many are in that group and record that number on the appropriate trait chart.It's important that these charts are spread out. The charts can act as stations for the different groups of students.
Lastly have the students do the “My New Friend” handout. The teacher will choose partners for this task. They are to identify and record the 6 traits of their partner. Then, they place their partner’s name under the appropriate column on the traits charts using labels or marking strategy of your choice.
Notice: Here's another way to do this project!!!
In order to do this, you need paper about the length of the students, markers and a pencil. If paper of that size is not available you can take your students outside and use a pavement surface and draw with chalk.(weather permitting)
- After the students have completed their "My New Friend" worksheet and the t-chart has been filled with the stickers the student pairs may lay on a piece of butcher paper and outline his or her body. They will then draw the characteristics of themselves and their partner that make them unique.
Pictures of the Activities
- The students when paired off may have some trouble getting along or focusing on the project. To alleviate this problem, the teacher could pre-set the groups.
- The students may confuse personality traits with physical traits. The teacher/facilitator needs to clarify the differences.
- Space may be a concern with the outline of your body.
Students are using a t-chart graphing method. These t-charts can easily transition into a math lesson on bar graphs or graphing in general.(see bar graph picture)
The book Whoever you Are, by Mem Fox and illustrated by Leslie Staub, is a fabulous shared reading exercise. It shows the students that no matter how different we may be as people or as a culture that our feelings are still the same.
Connections to educational standards
Vermont Standards and Grade Level Expectations
VT Standard: Scientific Inquiry
- GLE: S(1-2):1 Students demonstrate their understanding of scientific questioning by posing observational questions that compare things.
- GLE: S (1-2):4:Students demonstrate their ability to conduct experiments by referring to and following a simple plan for investigation; recording observations of similarities and differences; and labeling significant aspects of a scientific drawing or diagram with words provided.
- GLE: S (1-2):5 Students demonstrate their ability to represent data by organizing a collection of data into a table or a graph template.
This activity could lend itself, very easily, to the study of other cultures. A teacher could also send home a 'traits' scavenger hunt, so students can interact with their parents and learn about shared traits with their parents. This could lead into a small study of how we inherit traits from our parents. Again, these charts can be used to create a math lesson around graphing. Small children are very interested in themselves so graphing the hair color makeup of the class and comparing the eyecolor makeup of the class could be a very beneficial experience.
Lindsay: Overall, I feel as though this was a great lesson. The students enjoyed learning about themselves, as well as drawing their traits on paper. I also think it is a useful lesson to teachers since it provides great literature and math connections. I would definitely recommend this activity to teachers teaching inherited traits.
Celia: This program was very well received by both teachers and students alike. The students were very excited to record their own data and learn about others in their group. We were surprised to find that almost all of the students in this class could curl their tongues. The tracing of each others bodies was incredibly amusing, they seemed to enjoy being able use their artistic abilities. Starting the activity with the book by Mem Fox helped settle the students and allowed them to focus on the task at hand. I truly enjoyed watching these students learn and get excited about science.
Montana: I really enjoyed this teaching idea once students and wiser teachers were present. I got a true kick out of how well the students followed directions and then incorporated their own little tidbits of humor and way of observing. The teacher present was very enthusiatic about this lesson and seemed the love the literature, math, art, and obvious science connections. The students never strayed from the activity and were very focused and interested. I think the visual learning we decided to incorporate was a huge advantage and really allowed the children to work independently with their partner. I think it went so very smooth and reactions were very positive in our favor. I am excited to use this science lesson in the future in my own classroom.
http://www.stjsd.org this link appears broken] This is where we got our template for our lesson plan. click on professional development and you can download the template. It really helps organize your thoughts and the Standards you need to achieve.