Health: Families – Grade 1/2

I can understand how my family and other families are special.

I can understand my family may look different , but it is special and unique. 

I can create artwork based on an assigned topic (families and their uniqueness). 

I can label my artwork, and explain its importance. 

I can see the range of families within my school community. 

I  can identify that all families are different, but filled with love. 

Health:

USCI 1.5: Explore the association between a healthy sense of “self” and one’s positive connection with others and the environment. 

USCI 2.6: Examine how communities benefit from the diversity of their individual community members.

Art:

CP1.8: Create artworks that express own ideas and explore different forms (e.g., drawing)

CP2.7: Create visual art works that draw on observations and express ideas about own communities.

English: (questioning still – directed at labelling part of activity)

CR1.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

• identity (e.g., All About Me)

CR2.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address:

• identity (e.g., Just Watch Me)

The students will be observed during the group discussion and work period of the activity.

The students will also be observed during the presentation portion of the lesson. (the students will be allowed to put their drawings in their backpacks to take home after lesson is complete)

Set: (5-10 minutes) 

The teacher will begin with a group discussion (the students will be at the carpet for this discussion) on what families are, and any previous knowledge their students may have on the topic. The discussion should generate new ideas, as well as draw connections into your students’ experiences. The teacher can ask questions like “who is in your family?” and “what does the word family mean to you?” 

The discussion should be about five to ten minutes, brief but insightful. After the discussion, the teacher will begin reading the story A Family is A Family is A Family by Sara O’Leary. The teacher can pause during the story and ask the students to make connections and ask questions. 

The discussion during the book must be kept brief, and in a controlled manner. 

After the students read the book with the teacher, it will lead them into the next part of the lesson. 

Development: (15-20 minutes) 

The students will still be on carpet for first couple minutes. The teacher will introduce the activity, the teacher will hang an example they made on the white board. 

The students will be asked to create a picture (using pencil first, then pencil crayons to colour) of their family, and label who is who in the picture. 

The teacher will go through her example, and show the kids exactly what they are supposed to do.

After, the teacher will help transition the kids, they will be given a piece of paper and asked to grab their secret agent boxes and begin working on their family drawing creation! 

The students will be given 15-20 minutes to complete their drawing, if 

students finish early they will be asked to grab a whiteboard and draw until everyone else finishes their artwork. 

Closure: (10 minutes)
Once all students have completed their artwork, they will be asked to put their white boards away, grab their papers, and meet back at the carpet. (key transition, teacher needs to ensure this is a smooth process for the students) 

The teacher will then instruct the students to sit in a circle, and then the teacher will explain the next part of the activity. 

The students will be asked to show the class their family, and explain who is in the picture and why their family is so special/unique. A talking stick will  be used during this portion, the kids will be told they need to be on mute unless they have the talking stick. 

The student may pass if they want, the teacher will give them the opportunity to show their drawing one-on-one after the circle time. 

After each student explains their drawing and about their family sepcifcally, the teacher will initiate a conversation about what the students noticed, and share the importance of understanding why each family is so special and unique. 

A Family is A Family is A Family by Sara O’Leary 

White board (to record answers) 

81/2 by 11 white paper (enough for class)

Secret agent boxes (pencil crayons specifically)

Talking stick (ms. massey has) 

Mini White board buckets (at each table)

Adaptations and Key Transitions 

An adaptation for the visually impaired students would be making sure they are placed at the front of the carpet, so they can see the answers and book being read. Another adaptation could be having two copies of the story, Ms. Williams could flip through that story with the child, while the teacher goes through the story as well. 

A key transition will be sending the students from the carpet, back to their desks to start the drawing. The teacher will need to ensure this is a smooth process, and no one will be goofing around or being loud. 

Another transition will be having the students come back to the carpet after their done their drawing and sit in a circle quietly. The teacher needs to ensure they are giving clear direction and shows the students exactly what they need to do during this transition.