Grade 3 Sample Lesson: I am…

Considerations for Lesson Planning

Location: Classroom

Strand: Healthy Living

Topic: Human Development and Sexual Health

Students:

  • Students with autism spectrum disorder (ASD)
    • Consideration: Recognize the resources and supports needed for students with ASD, ensuring they feel supported and included in all activities.
  • Student who identifies as non-binary
    • Consideration: Create an inclusive environment where the student who is non-binary feels their identity is respected and acknowledged.
  • Students from a South Asian background
    • Consideration: Recognize and celebrate the cultural identities of students from South Asian backgrounds.
  • Students with diverse family structures
    • Consideration: Respect and affirm diverse family structures, ensuring all students feel their family background is valued.

Supports: No additional supports

Lesson: I Am…

Lesson Overview

Through the creation of their personal identity map, peer sharing, and a whole-group discussion, students reflect on qualities that make them unique. They also reflect on ways of showing respect and kindness to others by celebrating differences and being inclusive.

Overall and Specific Expectations

D3: D3.3

Learning Goals

  • We are learning how to value our visible and invisible differences like our appearance, abilities, culture, and experiences.
  • We are learning how to show respect and kindness to others by celebrating our differences and practising kindness.

Materials

  • Access to a shared document (for example, chart paper and markers, an online interactive tool) for brainstorming and class commitments
  • Graphic organizer for Identity Maps
  • Drawing materials (for example, pencils, crayons, markers)
  • Images reflecting diverse identities, family structures, and abilities
  • Teacher Resource: Recordable Assessment Tool (Checklist)

Assessment for Learning

Use the Teacher Resource: Recordable Assessment Tool (Checklist) to observe and provide verbal and written feedback on students' ability to describe how visible and invisible differences make each person unique and identify ways to show respect for differences in others during discussions and interactions.

Minds On

Share the learning goals with the class and co-construct success criteria with students. Consider posting the success criteria in the learning space for reference throughout the lesson.

Game: Thumbs Up If ...

Use prompts to highlight visible and invisible differences. Ask students to give a thumbs up if the prompt applies to them, or keep their thumb down if it doesn’t, lowering it before the next question. Be mindful of processing time and offer an alternate, simplified cue (for example, raise hand) for students who may need extra time to respond.

To support understanding and engagement, display images that reflect each prompt (for example, a child with glasses, a family celebrating a cultural holiday, someone using a mobility aid, children of diverse backgrounds). Refer to these images as you read each statement aloud to help students connect with the ideas in multiple ways.

Example of prompts:

  • You have a unique or special feature, like freckles or a birthmark.
  • You have brown hair.
  • You wear glasses.
  • You speak more than one language at home or in your community.
  • You celebrate a holiday that is special to your family or culture.
  • You communicate using picture cards and a tablet.
  • You have a talent you’re proud of, like drawing, dancing, or singing.
  • You have a family tradition or value that is important to you.
  • Your family is made up of different people who love and care for you.

  • You feel proud of your identity, whether it's something about how you look or who you are inside.

We all have strengths, challenges, preferences, interests, values, and ambitions. Explain that these are just some of the many ways we may be similar and/or different. It’s important to celebrate and respect all of our differences!

Action

Identity Maps

Explain that an identity map helps us reflect on all the things that make us different. 

Before students begin their maps, show them images of children with different abilities, family structures, and cultural backgrounds. Ask students what they notice and how they might represent themselves in similar or different ways.

Provide each student with a graphic organizer containing sections or bubbles for the following categories:

  • Visible Traits: Ask students to think about what people can see about them. This might include physical traits like hair colour, clothing, height, or any accessibility aids they use. For example, if a student uses an Augmentative and Alternative Communication (AAC) device to communicate, they can represent that as part of their identity.
  • Invisible Traits: Guide students to think about things that aren’t visible, such as their beliefs, values, family traditions, talents, and any experiences or challenges they may have. This could include things like identifying as non-binary or having a family that celebrates different holidays.
  • Family, Community, and Caregivers: Students should reflect on how their family and community shape who they are. This might include cultural traditions, languages spoken at home, or special family values that are important to them.
  • Hobbies and Interests: Ask students to consider what they enjoy doing in their free time. This could include sports, reading, special interests, drawing, or other activities they’re passionate about.

Encourage students to add their own sections if there are other parts of their identity they would like to highlight. Reinforce that there’s no right or wrong way to do this, and students can use words, pictures, or symbols to represent these aspects of themselves.

After students finish their identity maps, have them share their work with a partner or in small groups, encouraging them to reflect on their own identity and learn about their peers’ experiences. Use the following teacher prompt to guide the sharing

Teacher Prompt: "When you share your identity map, think about something that makes you proud. What part of your identity do you want others to understand about you?" 

After students have had a chance to share their identify map, use the following teacher prompt to encourage students to reflect on what they heard, what they noticed, and to celebrate each other’s uniqueness.

Teacher Prompts: 

  • "What is something new you learned about your classmate?"
  • "How are we similar or different?"
  • "What makes this person unique?"

Consolidate the activity by emphasizing that everyone’s identity map illustrates how they are unique, and that’s what makes our class and our community special. Highlight the importance of appreciating both visible and invisible differences.

Consolidation

Lead a whole-group discussion to review the importance of respecting differences and recognizing the qualities each person brings to the classroom. Discuss how we can honour different cultures, identities, and family structures, as well as how we can support one another in creating an inclusive environment.

Teacher Prompt: "We have many similarities and differences among each other. Describe some ways we can we show respect and kindness for each other.”

Student responses may include:

  • "We can listen carefully when others share their ideas."
  • "We can ask questions to learn more about people’s cultures."
  • "We can be kind and understanding."
  • "We can celebrate everyone’s family, even if it is different from our own.”
  • "We can make sure everyone feels safe to be themselves."
  • "We can be patient and respectful of how others learn or express themselves."

Record the class’s suggested actions on a shared document. Encourage students to sign the document as a promise to respect and celebrate each other’s differences.

Display the signed commitment in the classroom as a visual reminder to honour and celebrate everyone’s uniqueness, making sure it is accessible to all students, with any necessary visual supports for those who might need them.

CRRP Strategies Embedded in the Lesson

Components of this lesson are designed to recognize the unique needs of students with ASD, ensuring they feel supported and included in all activities.

  • The lesson includes clear, structured instructions, with images to support understanding and engagement.
  • Students are given ample processing time before responding to ensure they are able to engage meaningfully in group discussions.
  • Alternative cues (for example, raising a hand) are offered to support students who need a different way to participate, ensuring flexibility in how students engage.

Components of this lesson are designed to create an inclusive environment where the student who is non-binary feels their identity is respected and acknowledged.

  • The lesson uses gender-neutral language and avoids making assumptions or having students make assumptions about other students’ gender, family structure, or culture to promote inclusion.
  • Students are encouraged to share their thoughts on identity if they feel comfortable, promoting understanding of diverse gender expressions.
  • Students sharing and discussions encourage and support students’ self-expression and affirm that all gender identities are valid and important.

Components of this lesson are designed to recognize and celebrate the cultural identities of students from South Asian backgrounds.

  • Students are encouraged to share their cultural traditions, family celebrations, and traits related to their heritage if they feel comfortable, creating an inclusive and respectful environment that values diverse cultural identities.
  • Images are used to support discussions about cultural diversity and how it shapes identity.

Components of this lesson are designed to respect and affirm diverse family structures, ensuring all students feel their family background is valued.

  • The lesson uses inclusive language when discussing family structures to reflect a variety of family types.
  • Students are encouraged to share their family traditions or values if they feel comfortable, ensuring that all family types are represented and respected.
  • Images representing various family structures are used to support discussions about the diversity of family arrangements.