How Do We Fit Together?

Standards: Content Standard Social Studies Standard C (Political Science and Citizenship)

            NCSS:

·         Enable learners to assess the importance of cultural unity and diversity within and across groups.

·         Create opportunities for learner participation in activities to strengthen the “common good.”

            MMSD:

·         Identify self as an important member of groups (i.e., classroom, family, community)

·         Cooperate in group settings to establish and achieve mental goals and promote the welfare of its members.

 

            UW Madison Teacher Education:

·         Standard 1: Incorporates Understanding of Human Learning and Development – An important aspect of development and learning is feeling accepted and safe within a community.  This lesson focuses on students getting to know one another and learning to work together.

Materials Needed:

·         A large puzzle created by the teacher: make a separate outline of the puzzle on butcher paper to use as a guide if needed.

o   Make sure to have one piece per student and also one for yourself and any additional adults that are consistently in your classroom.  Any extra pieces if needed can be used for a title or for the classroom name.

·         Coloring and writing utensils

·         The book Swimmy by Leo Lionni

 

Objectives:

·         Students will be able to express feelings that they are having on the first day of school.

·         Students will be able to identify important aspects in a story and apply them to their lives when discussing Swimmy.

·         Students will be able to illustrate who they are and special things about themselves on their puzzle piece.

·         Students will be able to collaborate and work together to put together a classroom puzzle.

 

Lesson Context:

This is a great lesson to teach on the first day of school.  It is a great way to start the year by showing the students that their uniqueness is a very important aspect of the classroom while also showing that working together is the only way we can accomplish bigger goals.  It helps students to begin getting to know one another and to begin building the community.
Lesson Opening:

Have students gather on the rug/carpet area of the room.  Have a short discussion about how the students are feeling on their first day in a new classroom.  Ask them if they think they will make friends in here or if they already have some.  Do they think that we will have things in common or things that are different.  Explain that today we are going to explore some of the similarities and differences that we have but that we all need to work together to have a successful year.
Procedures:

Read Swimmy to the students and ask what the fish were afraid of (the big fish).  Is that similar to things that we might be afraid of on our first day of school?  Discuss that if we all “swim together” while we are on the playground, in the hallways, in the cafeteria and other places, we will keep each other safe.

Today we are going to learn about one another and our individuality while working together as a team.  Ask the students if they have ever put together a puzzle.  Ask the students who have to explain what a puzzle is and what it creates.  The student should respond that it is several pictures that create a big picture.  Explain that each one of us are going to be puzzle pieces and when put together we are going to be the classroom picture.
 
Explain that you would like each child to write their name on their puzzle piece and if they need assistance they can ask.  They can either write or draw pictures of things that are about themselves.  Brainstorm some items they could add (ie) favorite color, food or activity, family members and where they’re from.  Tell them that they are allowed to talk with their neighbors but to keep the volume level at a medium.  They can use markers but they should plan what they want to do in pencil first in case they make mistakes because there is only one puzzle piece for each of us and if that piece is missing we won’t have a complete picture. 

Give each student their piece and have them spend as much time as needed for students to work on their puzzle piece and also socialize to get comfortable with one another.  Play some music in the background, possibly of the students’ choice.

When each student is finished with their puzzle piece have them all come back to the rug area to put the puzzle together.  First allow each student to come up front to the teachers chair and show their puzzle piece and talk about something that is unique about them.  Ask the other students to either ask a question or share a compliment.

Ask the students if they know any strategies for putting together a puzzle.  The students may know to look for corner pieces which are pieces that have two straight edges that make a corner.  Have the four corners stand in one area.  Students should also suggest looking for edge pieces.  These are pieces that have one straight edge with nothing going in or out.  Have students with edge pieces stand in another area.  The last pieces left are middle pieces that have either an in or an out on each side. 

Depending on the age of the students lay down the mat outline of the puzzle to give them a guide for the puzzle.  If the students are older they could maybe take on the challenge of completing the puzzle by itself. 

Have the corners match up their pieces to the guide and then follow with each edge piece.  Make sure that all of the students are actively involved in helping one another out.  When the puzzle is complete have the students step back and see what they have done. 

Closure:

Take a piece out of the puzzle and ask the students what happens to our classroom if someone is left out like they are told they can’t play on the playground.  Students will respond that they are not a complete puzzle which can be expanded upon that we are not a complete class if everyone is not an active part. Discuss how we are each unique and special and that together we can do really big and amazing things.
Hang the puzzle up on a bulletin board in the hallway or near the classroom entrance to show the school and to remind the students that in this classroom there are individuals but together we are something so much bigger!
Assessment:

·         Informal: Listen to student input during discussion to gauge student involvement.  Also while discussing the book, listen to students’ ability to retell the story and pick out main parts.

·         Informal: Look at each students puzzle piece to see if they were able to write their own names and also to see if they came up with things that are special about them. (This will also help you to get to know your students)

·         Informal: Watch the students put the puzzle together and see how they work together and what areas they struggled with.

 

Modifications or Extensions:

Choose whether or not you want to put the mat down as a guide. 
If you don’t use the guide make sure to draw an outline around the edge of the puzzle to help the students know what pieces are the edge.