TheMightyOak

Teacher:Dr.ConnieCraven
ProjectChildrenL.E.A.D.Director:Dr.VincenneRevillaBeltran
SubjectArea:DiversityIntegratedwithScienceandArt
Gradelevel:K1,and3
LengthofLesson:30165minutes

Description:
Thislessonwillutilizeanoriginalstorytodramatizethatdifferencesinphysicaltraitsdonotchange
importantcharacteristicsdealingwithfeelings,needs,worth,andqualitiesthatmakeuswhoweare.
Throughquestioning,summarization,andotheractivities,diversitywillbetreatedwithsensitivityto
developrespectfordifferences.Insciencethedifferencesbetweendeciduousandconifertreeswillbe
illustratedalongwiththeattributesofchangingseasons,cycles,andpartsofthetree.

Resources:
TheMightyOak,picturesdepictingthestory,artpaper,crayons,acornsforplanting,areaforafieldwalk/
talk.

BasisfortheLesson:

Achild'sdevelopmentalageisoneofthemostimportantfactorsinconsideringdiscussionsofdiversity,
prejudice,discrimination,andrespect.AccordingtothetenetsofEqualOpportunity,TitleVandTitleIX
oftheFederalDiscriminationlegislation,equalopportunitiesmustbeprovidedregardlessofphysicalor
mentaldifferences.
Kindergartenstudentsareatastagewheretheybegintobuildgroupethnicidentityaswellasindividual
identity.Theycanbegintoexploretheideasofrespectfordifferencesconsideredracial,ethnic,physical,
andcultural.
Kindergartenstudentsalsoaccepttheuseofcategoriesandseektoknowwheretheyfitwhenconsidering
similaritiesanddifferences.
ThislessonincorporatesthePennsylvaniaStandardsforScienceandTechnology:3.1.4A.Knowthe
similaritiesanddifferencesoflivingthings;3.1.4C.Identifychangesinlivingthingsovertime;3.1.4D.
Knowthatlivingthingsaremadeupofpartsthathavespecificfunctions,3.8.4C.Illustratepatternsthat
regularlyoccurandreoccurinnature.
Includedinthislessonarethe"ThematicTopics"developedattheLaboratorySchoolofPointPark
UniversitytoteachDiversity:GettingtoKnowYou,IamSpecialYouareSpecial,andPhysical
Differences.

ScopeandSequence/Activities

Minutes

1.Readstorytostudents

15

2.Childrenactoutstoryforgradethreebuddymatch

20

3.DiscussionQuestions
Whowasdifferentinthestory?
Howweretheydifferent?
Wasitbadtobedifferent?
HowdidOakey'sdifferencesmakehimspecial?
DidthePinesrespectOakey'sdifferences?
DidOakeyrespectthePine'sdifferences?
Howarestudentsintheclassphysicallydifferentfromeachother?
Dothesedifferencesmatterinhowwetreateachother?
Shouldthesedifferencesberespected?

15

4.StudentscompleteanartprojectdepictingOakeyandthePines.

20

5.GradethreestudentsactoutstoryoftheSneetchesbyDr.Suessforthekindergarten
studybuddies,thendiscussthequestionsin#3.

40

6.KindergartenandGradeThreeStudyBuddiesplanamakebelievepartytocelebrate
diversity:Theywillmakealistofwhowillbeinvited,whatwillbeserved,whatactivities
willgoon,andrewards.(Assessment)

15

7.Each"buddygroup"willreportplanstothewholegroup.

20

8.Walk/talkfieldtriponthegroundsoftheschool.Lookatthedifferencesbetweenpine
treesandoaktrees,andotherdeciduousandconiferoustrees.Ifanacorncanbefound,
planan"Oakey"plantingceremony.(ThiswouldbeagoodexercisefortheK&3
Buddies)

20

AdaptationsforLearningSupportStudents:

CategorizingM&M'sbycolor,andthentasting,categorizingdifferentshapedpasta,readstoryandactout
partsagain.

AdaptationsforGiftedStudents:

Asagroup,makeupstoryaboutdifferencesinflowers,dogs,fish,birds,etc.,Illustratestory.Makealeaf
collectionofdifferentoakleavesandpineneedles.

EnduringUnderstandings:

Demonstrateappreciationandrespectfordiversityandphysicaldifferences;Illustratethatsimilaritiesare
moreimportantthandifferences;Stressthesimilaritiesanddifferencesofdeciduousandconiferous
trees,Identifythepartsofatreeandaforest;Showhowseasonsarepartofacycleofnaturalchanges;
Encouragecollaborationandcooperationamongstudentsandthroughthe"BuddyProgram"between
studentsinkindergartenandgradethreeclasses.

Howfaryougoinlifedependsonyourbeing
tenderwiththeyoung,compassionatewiththe
aged,sympatheticwiththestriving,andtolerant
withtheweakandthestrong.Becausesomeday
inyourlife,youwillhavebeenallofthese.
GeorgeWashingtonCarver