Student Name: __Lauren Van Anglen__

Lesson Title: ________We Are All Different and the Same: Accepting Human Diversity

_______ Grade:__3___

# of Lessons in Unit: _3__ Lesson # _1_ Time Required:

_40 mins._
Target ASCA Mindsets & Behaviors:
M 1. Belief in development of whole self, including a healthy balance of mental,
social/emotional and physical well-being
M 3. Sense of belonging in the school environment
B-SS 2. Create positive and supportive relationships with other students
B-SS 5. Demonstrate ethical decision making and social responsibility
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and
environment

Target PA Standards:
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
PS:A2.3 Recognize, accept, respect and appreciate individual differences
PS:A2.4 Recognize, accept, and appreciate ethnic and cultural diversity
PS:B1.7
Learning Objective(s):
Students will begin to appreciate the importance of the similarities and differences
they have with their peers. They will begin to understand the importance of
accepting human diversity, and how discrimination is a form of bullying.

SMART goal:
During the 2017-2018 school year, three months after implementing the We Are All
Different and the Same: Accepting Human Diversity lesson, the amount of
discipline referrals from school staff, due to bullying by 3 rd graders, will decrease by
10%.
Materials:
1) Construction Paper, Scissors, Colored Pencils
2) Music World Playground CD
3) People, by Peter Spier,
4) Children Around the World, by Donata Montanari
5) Passport Worksheet, Colored Pencils
6) Pre and Post Tests
Procedure:
Pre-test (approximately 5 minutes):
Explain to the students that they will be filling out a paper to only better understand
what they already understand about the following guidance lesson. Remind the
students that this is not a test and will not be graded! Hand out the pre-test and
collect as soon as the students complete it.

Activity #1: Same or Different? (approximately 10 minutes):

Prior to the lesson, think about students who might be good volunteers for this
opening activity.
Select two student volunteers who are similar in some ways and different in other
ways (based on physical appearance as well as qualities, likes/dislikes, etc.) Have
volunteers stand in the front of the room, side by side. Begin by asking the class,
Who can tell me what is the same about these two students? On the board,
brainstorm students similarities in column form. Agree that they are similar in many
ways. Next, ask, Who notices something different about these two students? Have
the class brainstorm their differences (consider using Venn diagram). Afterward, say,
Now I am confused. A few minutes ago you told me the students were the same
(refer to the list of similarities). Continue by saying, Now you are telling me they
are different (refer to list of differences). Ask, So which is it, are they similar or
different? Do not elicit responses yet. Take a class vote. Consider having students
put their heads down so that they are not swayed by peers votes. Share results of
the vote. Then ask, Does anyone wish I had given another choice in addition to the
students being the same or different? Take volunteers until a student suggests that
the two students can be both the same and different. Process this idea of being the
same and different. Explain that although our peers may be different on the outside,
they may have many similarities to us on the inside. Next, introduce the term
Human Diversity. Define as the things that make us different from each other.
Explain that race, gender, ethnicity, and soci-economic status are all included in
human diversity. Tell the students that human diversity plays a large role in
continuing our lesson on bullying.

Activity #2: Diversity Story (approximately 5 minutes):

Choose one of the following two books to read aloud to the class:
People, written by Peter Spier
Children Around the World, written by Donata Montanari
After reading either story, ask students to give a few examples from the book on
what diversity means. Then ask the students how people celebrate diversity and
why having a diverse school community is an important thing. Finally, ask the
students why they believe learning about diversity is important for an overall
understanding of why bullying often occurs due to it.

Activity #3: Different but the Same Human Tri-fold (approximately 10 minutes):
Explain that students are going to have their chance to show how they are different
on the outside but the same on the inside. Demonstrate how to create/fold the
human tri-fold. Have students open their human tri-fold to focus on the circles on
the inside. As a class, discuss the circles and how they are the same among us all.
Instruct students to color the circle and then draw what they look like on the
outside. Encourage students to decorate the outside of their person with pictures
or symbols that represent their ethnicity and their family heritage (country of origin,
style of dress, food, holidays). As students work, consider playing CD Music World
Playground. When students finish, have them break into groups of five to share
their human tri-folds with their peers. Have them compare the similarities and
differences they have with their peers. Have them give each peer one compliment
on something they like about each others human tri-folds.

Activity #4: Passport (approximately 5 minutes):

Remind students that everyone has ancestors, and if we look back into our family
history all of our ancestors originally came from another country. Introduce the word
immigrant as someone born in another country who now lives in this country.
Talk about how a persons country of origin influences his/her ethnicity, customs,
and family practices. Next, introduce the concept of a passport by explaining to
students that people need a passport to travel from one country to another. Hand
out the passport worksheet and explain to the students that they will be taking this
home for homework. Explain that they must ask their guardians to help them
identify their country of origin. Next, they must complete the passport worksheet by
including pictures of their customs and family practices that are influenced by their
country of origin. Tell the students that they must bring their completed passport to
the next guidance lesson so they can share with the class. Also, explain to the
students that they must write on the back of their passport why they believe it is
important to never bully someone based on their race, gender, ethnicity, and soci-
economic status.

Post-test (approximately 5 minutes):

Explain to the students that they will now be completing a paper to see what
information they absorbed while learning about human diversity and how it relates
to bullying. Assure them that it is only for you to know what information must be
reiterated during the next lesson. Hand out the post-test and collect as soon as
students complete it.

Closure:
Make sure the teacher has extra copies of the passport worksheet for students who
are absent. Have the teacher write the homework assignment on the board prior to
the next guidance lesson to remind each student.

Plan for Evaluation

Process Data:
The data will be collected from 100 students in the 3 rd grade. The lessons will be 40
minutes in length and there will be 3 lessons.

Perception Data:
A pre-test and post-test on the students understanding of human diversity and
different types of bullying based on discrimination will be administered before and
after the lesson.

Outcome Data:
Based on the pre and post-tests of all 100 3rd graders, 75% of students will have a
better understanding of human diversity and the similarities and differences they
have with their peers, while being able to identify forms of bullying based on
discrimination.

During the 2017-2018 school year, three months after implementing the We Are All
Different and the Same: Accepting Human Diversity lesson, the amount of
discipline referrals from school staff, due to bullying by 3rd graders, will decrease by
10%.
Follow Up:
Make sure the teacher has extra copies of the passport worksheet for students who
are absent. Have the teacher write the homework assignment on the board prior to
the next guidance lesson to remind each student. All students who missed a unit of
the lesson will be included in unit review during a lunch bunch.
Review data on the amount of discipline referrals from school staff, due to bullying
by 3rd graders, three months after the end of the Bullying Unit. If the number of
these referrals does not decrease by 10%, the lesson will be reviewed with all 3 rd
grade classes the following semester.

Lesson Source:
Teach Starter. (2017). Passport to My Heritage-Work Sheet. Retrieved from
https://www.teachstarter.com/teaching-resource/passport-heritage-worksheet/

Unit Data
Process Data: The first lesson in Bullying Unit, introducing human diversity and
(How many lessons accepting each others differences, provided to 100 students, 25
provided to how many per class.
students?)
Pre Post
Questions or
# or
Demonstration
Date % Date # or %
Perception Data: A test on the students 9/4/2017 9/4/2017
(What do students or
understanding of - -
adults think that students
human diversity and 9/8/2017 9/8/2017
know, believe or can do?)
different types of (Teacher (Teacher
bullying based on preferen preferenc
discrimination. ce) -75% e) +75%
Achievement or Pre Post Pre Post
Related # or
Data Element Date % Date # or %
Results Data: There will be a reduce
(Student achievement or in the amount of
student choice/behavior) discipline referrals
from school staff, due
to bullying by 3rd 12/22/20
graders 9/4/2017 +10% 17 -10%