7th Grade Unique You
Objectives: Students will be able to discuss why people are alike and different, differentiate between inherited and acquired traits, and identify sources of personal influence
Materials: Young Living Text, Unique You Prezi, Personal Coat of Arms activity, SMART Board, Maslow’s Hierarchy, King Frederick II Language experiment
Time: 2(45 minute) class periods.
Day One
Introduction: (10 minutes)
Individuality: Have students list five physical characteristics that can differ to make each individual unique. Ask for volunteers to share their lists (possible differences: height, weight, hair color, skin color, eye color,) then mention that physical differences are only a small part of what makes each person a unique individual. Even identical twins who share characteristics are two separate and unique people.
Traits in Common
*Discuss those characteristics that all human beings have in common.
-Food, shelter, water, feeling of love, acceptance, safety (Ref. Maslow)
Key Idea: (30 minutes)
Heredity v. Environment
*Read the definitions of heredity and environment. Have the students turn to a shoulder partner and generate a list of at least 3 characteristics that are influenced by heredity and 3 for environmental factors. Share out student examples (heredity – physical characteristics (hair, skin, eye color, hair type) point out less obvious examples (hair line, shape of thumb, and roll your tongue)) and environmental factors – climate, location, rural or urban)
Acquired Traits
*On the SMART board – have the students brainstorm “What can a newborn infant do?”
-Answers vary – eat, sleep, breath, etc.
-Discuss which of their lists is a reflex action or ingrained
*Then ask what does an infant learn as it grows?
-rolling over, crawling, talking, walking etc. (Ref. King Frederick II experiment)
*How do young children learn? How do we learn as we age?
-play, observation, mimicry, practice, drill
*What skills have you acquired?
-sports, music, language, etc
Culture, Family Background/Role Models
*Define Culture – Ask students if they know anything about their cultural heritage
Examples of influences (German – foods, holiday celebrations)
-what other cultures are their besides ancestral? ex. Middle School Culture, Midwest Culture etc.
*Family Influence – Are their things you do that are unique to your family? A team your family supports? Do you have specific traditions for celebrating? Pair –Share
Activity – Day One Wrap: (5 minutes)
*Describe what a coat of arms represents. Students will be designing their own personal coat of arms.
*Homework – Consider what influences who you are? What kinds of people/activities/things are very, VERY important to you? Consider this – if you could never see/have/practice/play it again it would change everything about you. Think of 5 of these things that you would not wish to part with, things that influence who you are as a persona and make you unique. These items will be represented on your coat of arms. Students may use the 6th space to illustrate anything of importance they wish, within the realm of appropriateness.
Day Two
Introduction: (5 minutes)
Review – Define critical vocabulary as a review. Brainstorm influences on what makes each person unique.
Introduction to Activity: (5 minutes)
Coat of Arms Criteria – explanation of expectations and specific criteria for the Coat of Arms project – Remind students that while this is not Art class, the coat of arms should be a representation of their best possible work – tracing is allowed.
Activity: (30 minutes)
Student will create their own personal coat of arms using the specific criteria discuss above. Students must represent 5 important influences that make them uniquely individual. Students have open seating, but must be create their own INDIVIDUAL coats of arms.
Closure: (5 minutes)
Use this time to clean up the classroom work space and discuss the procedures for handing in the final product.
Materials: Young Living Text, Unique You Prezi, Personal Coat of Arms activity, SMART Board, Maslow’s Hierarchy, King Frederick II Language experiment
Time: 2(45 minute) class periods.
Day One
Introduction: (10 minutes)
Individuality: Have students list five physical characteristics that can differ to make each individual unique. Ask for volunteers to share their lists (possible differences: height, weight, hair color, skin color, eye color,) then mention that physical differences are only a small part of what makes each person a unique individual. Even identical twins who share characteristics are two separate and unique people.
Traits in Common
*Discuss those characteristics that all human beings have in common.
-Food, shelter, water, feeling of love, acceptance, safety (Ref. Maslow)
Key Idea: (30 minutes)
Heredity v. Environment
*Read the definitions of heredity and environment. Have the students turn to a shoulder partner and generate a list of at least 3 characteristics that are influenced by heredity and 3 for environmental factors. Share out student examples (heredity – physical characteristics (hair, skin, eye color, hair type) point out less obvious examples (hair line, shape of thumb, and roll your tongue)) and environmental factors – climate, location, rural or urban)
Acquired Traits
*On the SMART board – have the students brainstorm “What can a newborn infant do?”
-Answers vary – eat, sleep, breath, etc.
-Discuss which of their lists is a reflex action or ingrained
*Then ask what does an infant learn as it grows?
-rolling over, crawling, talking, walking etc. (Ref. King Frederick II experiment)
*How do young children learn? How do we learn as we age?
-play, observation, mimicry, practice, drill
*What skills have you acquired?
-sports, music, language, etc
Culture, Family Background/Role Models
*Define Culture – Ask students if they know anything about their cultural heritage
Examples of influences (German – foods, holiday celebrations)
-what other cultures are their besides ancestral? ex. Middle School Culture, Midwest Culture etc.
*Family Influence – Are their things you do that are unique to your family? A team your family supports? Do you have specific traditions for celebrating? Pair –Share
Activity – Day One Wrap: (5 minutes)
*Describe what a coat of arms represents. Students will be designing their own personal coat of arms.
*Homework – Consider what influences who you are? What kinds of people/activities/things are very, VERY important to you? Consider this – if you could never see/have/practice/play it again it would change everything about you. Think of 5 of these things that you would not wish to part with, things that influence who you are as a persona and make you unique. These items will be represented on your coat of arms. Students may use the 6th space to illustrate anything of importance they wish, within the realm of appropriateness.
Day Two
Introduction: (5 minutes)
Review – Define critical vocabulary as a review. Brainstorm influences on what makes each person unique.
Introduction to Activity: (5 minutes)
Coat of Arms Criteria – explanation of expectations and specific criteria for the Coat of Arms project – Remind students that while this is not Art class, the coat of arms should be a representation of their best possible work – tracing is allowed.
Activity: (30 minutes)
Student will create their own personal coat of arms using the specific criteria discuss above. Students must represent 5 important influences that make them uniquely individual. Students have open seating, but must be create their own INDIVIDUAL coats of arms.
Closure: (5 minutes)
Use this time to clean up the classroom work space and discuss the procedures for handing in the final product.
Lesson reflection
Middle school is a
hard time for students. Their bodies and
minds are in a state of almost constant change and emotions run high. One day she is my friend and the next she is
not. The drama of middle school is
further compounded by the fact that as children become adolescents, they are
striving to further differentiate themselves from siblings and families. Erik
Erikson described the adolescent stage of life as a struggle to develop a sense
of identity while dealing with social interactions and finding where they
fit. Adolescents begin to form
relationships to specific ideas, causes and friends. In adolescence, peers become a greater
influence as the push to become more independent from the family
increases. Urie Bronfenbrenner’s theory
of Ecological Systems focuses on the many environmental factors that influence
a child’s development, from people to institutions. As part of our discussions, students discuss
the many things that can influence who they are and the decisions they make,
such as family, friends, television ads, companies, and even video games.
This is one of the first lessons I do with my seventh grade classes. Not only is it a wonderful way for me to get to know my students, but the personal reflection that students must undergo to create their coat of arms is a necessity. Middle school is a time of exploration, change, branching out, and ultimately making some choices. As teachers, we hope that kids will make good choices, but we know that is not always the case. By encouraging this personal reflection on influences, I hope to show students where influences can originate and how they can impact who you are. In the lesson, I use many personal examples of influence. I do this for multiple reasons. One is to show how some influences can be lifelong choices. While we cannot always change our physical characteristics, we can make choices regarding what external sources of influence.
It is also a lesson in connectivity. As humans we all have some specific, basic needs that we all share. Abraham Maslow’s hierarchy brings us together. In a time where students are striving for uniqueness, knowing there are still factors that tie us all together can create a solid foundation, a sense of belonging.
This is one of the first lessons I do with my seventh grade classes. Not only is it a wonderful way for me to get to know my students, but the personal reflection that students must undergo to create their coat of arms is a necessity. Middle school is a time of exploration, change, branching out, and ultimately making some choices. As teachers, we hope that kids will make good choices, but we know that is not always the case. By encouraging this personal reflection on influences, I hope to show students where influences can originate and how they can impact who you are. In the lesson, I use many personal examples of influence. I do this for multiple reasons. One is to show how some influences can be lifelong choices. While we cannot always change our physical characteristics, we can make choices regarding what external sources of influence.
It is also a lesson in connectivity. As humans we all have some specific, basic needs that we all share. Abraham Maslow’s hierarchy brings us together. In a time where students are striving for uniqueness, knowing there are still factors that tie us all together can create a solid foundation, a sense of belonging.