Kindergarten Social Science
Unit 1
Me & My World: Respecting Each Other / Respetándonos Un@s a Otr@s
Kindergarten Teachers,
The purpose of this slide deck is to have all student facing materials in one place. Please make a copy of this slide deck to personalize for your class.
*Check periodically on this master deck for revisions and edits!
Supporting Question 1
Lesson 1
Who is in our class?
¿Quiénes están en nuestra clase?
Lesson 1, Activity 1
The Day You Begin
What are the characters in the book feeling nervous about?
Remember, everyone in class is important and unique!!
This year, all of us will make sure everyone knows how important they are to this classroom!!!
Partner task
Today, our goal is to find one thing you have in common and one thing that is different between you and the characters in the book!!
Do you remember how:
Now, you and your partner will look at the characters and think ways in which you are alike and different!!
Lesson 1, Activity 2: All Bodies / Todo Cuerpo Humano
Today, we’re going to learn more about what this poem means!
We will return to this later!
Your Name is a Song: practice pronouncing names of characters in the book!
Everybody in our class is important!!
We will make sure we learn what everyone in class likes to be called and respect that.
Before we read Your Name Is A Song, we will watch and listen to this Pronunciation Guide Video to practice pronouncing names of characters in the book.
After reading the book, let’s sit in a circle and ever pronounce their own name for everyone to practice.
Invent an action or Dance Step!
Invent one action/dance step that helps you express the music of YOUR name!!
Each of you will share your movement with the class to create a class dance that can be performed at morning or afternoon meetings!!
Alma and How She Got Her Name!
Our name is very important to each of us!!
How does it feel when somebody does not say our name properly?
What could you say to each other and adults if someone mispronounces your name?
Each of you will come up with 1 or 2 ways you could ask somebody to pronounce your name correctly.
I will write your ideas on the board and the class will vote on which ones they like best!
Naming Conventions Across the World
People across the world have different ways they choose names for their children.
These are called Naming Conventions.
We are going to learn about some naming conventions in other countries!!
Korea: Last name comes first and the first name comes last.
Germany: The first name is first and the last name comes last.
Afghanistan: Many people only have one name.
Some Arabic countries: it’s common to have at least five names that can include names with special meanings for that person, the name of their father, their job, and where their family is from!
China: Chinese names are made up of three characters: a one-character family name followed by a two-character given name. The child’s official name is used for the birth certificate and for school. Chinese children often have a different name that is used among friends.
Your Name Story!
In this book, How Nivi Got Her Names, we saw how the Inuit choose names for their children.
As we read the book, answer the questions on this page, as you hear the story and hear the answers about how Nivi got her names.
Keep your questions and answers quiet inside your brain!! :-)
Next, you will talk to your families about your own name and how YOU got your name, which is your own Name Story!!
How many names do I have, and what are they?
Who chose my name, and why did they choose it?
What is a naming tradition in our family, cultural, and/or religious community?
What is a special story about where one of my names comes from?
Do I have any special nicknames? If so, how did I get them and who gave them to me?
They, She, He, Me: Free to Be!
Pronouns are words used instead of a noun.
Lesson 1, Activity 8: Name Plates
We asked our families about how we got our names!!
If you want, you can share something you learned about your name with the whole class.
You will create and decorate name plates to hang on the classroom wall or our desk.
You could also choose to create self-portraits to accompany your name plates with features like your eyes, noses, hair.
Our features can make us unique or similar to others.
We may have many different names and nicknames, but we will use whatever name and pronouns our friends want to be called in class.
Share with students that people’s names have special meanings and that there are different traditions for naming all over the world.
Invite students to ask families to help them complete this Las historias de nuestro nombre (bilingual) / Name Stories Activity asking questions about their names.
ASSESSMENTS:
Supporting Question 2
Lesson 2
What needs do we share as humans?
¿Qué necesidades compartimos como seres humanos?
What needs do we share as humans?
¿Qué necesidades compartimos como seres humanos?
Did you know that all living beings, human beings especially, have some needs in common?!
Those needs are:
How do people meet those needs??
Remember these needs we talked about?
Show me what you find and I’ll take a photo for our class poster.
Supporting Question 3
Lesson 1
What special needs do each of us have?
¿Qué necesidades especiales tenemos cada un@ de nosotr@s?
Lesson 3, Activity 1
We will create some classroom norms, expectations, responsibilities, and agreements.
We will first listen to this book, “Fair is fair, isn’t it?”
What is Equality?
Equality means treating everyone exactly the same.
It means making sure everyone has the same thing, whether they need it or want it or not.
Examples:
Lesson 3, Activity 2:
What is Equity?
Equity is about giving people what they need to make things fair.
Examples:
Lesson 3, Activity 2,
Equality versus Equity
WHAT IS THE DIFFERENCE BETWEEN EQUALITY AND EQUITY IN THESE PICTURES?
VIDEO: Difference between Equality and Equity
Lesson 3, Activity 2: Equality or Equity Activity
I have 2 signs in our classroom with the words “EQUALITY” and “EQUITY” on them.
I will give you different examples that represent either equality or equity.
After hearing an example, you will go stand under the sign you think fits: Equity or Equality!
I also want you to tell me if you think an example is fair or unfair.
How do you know if something should be equal or equitable in order to be fair?
In our classroom, we want to be fair and so we need to understand what is equal and what is equitable.
Equity and Equality Examples for Lesson 3, Activity 2
Lesson 3, Activity 3
Let’s listen to “The Noisy Classroom”
Lesson 3, Activity 3
Because of this, what feels good for someone might feel bad to someone else.
Let’s look at the Six Senses Prompts
Let’s look at the Los Seis Sentidos
Lesson 3 , Activity 4
We will read Miles Is the Boss of His Body
Do you know what the word consent means?
It means you can give permission to somebody who wants to use/touch something that belongs to you.
So, if someone wants to touch your hair, you get to decide whether that’s okay.
YOU ARE THE BOSS OF YOUR BODY, JUST LIKE MILES.
Miles Is the Boss of His Body
My Body Needs
Compartiendo Las Necesidades de Mi Cuerpo
Remember when we learned about Needs?
Now, we will think about what OUR needs are.
There are 7 prompts.
Pick a few prompts and then write or draw your answers.
You can share with the class, if you want to.
My Body Needs….
Compartiendo Las Necesidades de Mi Cuerpo
Supporting Question 4
Lesson 4
What are our wants (hopes, dreams, fears, and concerns)?
¿Cuáles son nuestras aspiraciones (deseos, sueños, miedos, preocupaciones)?
The Magical Yet
When we care for each other we can also ask what our hopes and goals are!!
Now, think, pair, share about something you could not do when you were younger that you can do now!!
Growth Mindset and Resilience
We are going to watch a short clip from Bluey (Season 1, Episode 11: Bike).
Now, think about a time when you were frustrated or discouraged?
Next, we will watch this short clip about Bluey and her dad watching other kids on the playground encounter frustration.
If you want to share about a time when you accomplished something, you can and we would like to ask some questions!
Supporting Question 5
Lesson 5
What do these needs and wants mean for how we spend time together?
¿Cómo impactan estas necesidades y aspiraciones la manera en que pasamos tiempo junt@s?
All Bodies
We read this poem a little while ago.
All the Way to the Top
Have you ever noticed how people’s bodies work differently?
As we read, I want you to notice when harm was done to Jennifer in school, and how Jennifer responded.
I want to teach you some big words:
ableism, accessibility, and disability justice
We also talked about fairness, equality, and equity before. Can you make some connections from this book to fairness, equality, and equity?!
Click on book image to begin the read aloud.
The Smallest Girl in the Smallest Grade
Lesson 5, Activity 5: Optional Guest Speakers
If possible, inviting guest speakers who have experienced some kind of gender, size, or ability discrimination and are willing to share about their different bodily needs and experiences with accessibility would be invaluable to give students practice engaging in respectful conversation and appreciation of how communities can move together to meet a range of needs.
Taking pictures of these guests to add to a photo wall of students’ family and friends helps keep the memory of their visit and lessons learned fresh for students.
You Hold Me Up
We read this book and now, we’re going to brainstorm as a class how we want to hold each other up, speak up, and move together!!
I looked at your YET recordings/pictures, and My Body Needs paper again.
I noticed some similar themes, so now I know to remind the class of what needs you each have and what needs you all have in common! Remember that we work together and we don’t leave anybody behind—but how exactly can that happen in our classroom?!!
The Big Umbrella/ La sombrilla grande
English read aloud
Español Read aloud
Lesson 5, Activity 7
I want you to get into small groups. Then, each group will brainstorm ideas for how their needs/wants can be met in the classroom.
Think about:
1) class jobs and responsibilities (e.g., clean-up, caregiver, line leader, etc.),
2) classroom rules
3) classroom furniture, arrangement and space (e.g., spot to cool down, seating).
You can look at this chart to remember what needs we all have!