Grade 4 Identity Unit Health Alana

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USC 4.5:Examine how identity (i.e., self-concept, self-esteem,
self-determination) is influenced by relationships that are formed with others.

|

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ho am I and how does the world influence my identity?
6"
Students will create pages throughout the unit that will be put into an
autobiography of themselves at the end of the unit.
By Alana Bashforth

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$ Alana Bashforth % March 21, 2011

& ELA/health 60 minutes

Intro to biographies/autobiographies Brainstorming
'(
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CR4.1 Comprehend and respond to a variety of a. View, listen to, read, and respond to a variety of
grade-level texts (including contemporary and texts that reflect diverse personal identities,
traditional visual, oral, written, and multimedia worldviews, and backgrounds (e.g., culture, age,
texts) that address: identity (e.g., Expressing gender, language) including First Nations and
Myself) Métis texts.
) * ÷ Students should have a basic idea of what a biography might be
÷ Students should be familiar with KL charts
) ÷ Find a biography to read to the class that will take 10-15 min to read
÷ Find other biographies for students to look through once they have
finished their work.
÷ Make copies of autobiography booklets

'#+( 1. Introduce biographies and autobiographies
2. Ask students to brainstorm what they already know about
biographies (if necessary, show cover of a biography book to give
student ideas of what a biography is). Have students fill in concept
map on their page, then come together as a class and create a class
concept map on the smart board.
%,'-( 3. Have students write down 3-4 questions that they have about
biographies on their page and then come together as a class to fill in
10 min the class questions.
15 min 4. Read Jump: from the life of Michael Jordan by Floyd Cooper
5 min 5. Tell students that the book they just read is an autobiography.
6. atch video biography of ABBA on biographies.com
7. Have students fill in any other ideas they may have come up with
4 min about biographies.
5 min 8. As a class, define biography (The true story of a person͛s life)
9. Have students fill out their biography starter page.
6 '-( 10.Allow students to select biography books and browse through them
,% ÷ Allow students to draw pictures of what they know rather than
write words.
Biographies
hat do you know about biographies?
u
hat more do you want to know about biographies?
1.
2.
3.
4.
hat is a biography?
The Biography of: ________________________________________
(name)
Birthday
Grade and School Hair and Eye Colour
Nick Names
Hobbies Goals
________________
.

& Health 60 minutes

Investigating the uniqueness of ourselves and Do
others
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, A. Observe and investigate ways that others define
self-esteem, self-determination) is influenced by and value self, and learn ways to help others know
relationships that are formed with others.| one more fully and positively (e.g., ask questions,
share stories, offer to help).
Begin to understand the variety of sources for
visual art ideas.
) * Students must:

÷ know how to use a dictionary
÷ Understand that people have differences
÷ Know how to ask questions
) Make copies of questionnaire sheet

Get by Sylvia Funston

'#-( 1. Introduce the word ͞unique͟; ask students to describe what they
think the word means. Create a brainstorming web on the SMART
board with students͛ ideas (if they struggle with the word).
2. Show pictures of people/objects on the SMART board and have
students describe what they think is unique about them.
a. Have 1-2 students look ͚
up in the dictionary/thesaurus
while brainstorming/describing.
%,'/-( 3. Give each student a questionnaire sheet and explain that they must
go around the room and ask their peers (and the teacher) the
questions on the sheet. hen they find somebody who fits the
criteria, they must write that person͛s name on the line below and
move on or allow that person to interview them as well. Each student
can only be written on a sheet of paper once, but may be written on
more than one person͛s questionnaire sheet.
a. Read through each of the questions once to help students
10-15 minutes understand the meaning.
4. Once finished, have students answer the questions at the bottom of
the questionnaire sheet.
5 minutes 5. Talk about the questions (why one person wouldn͛t be able to
10-15 minutes answer yes to all of the questions, and why some people could
answer yes to certain questions while others couldn͛t)
6. Brainstorm other things that make people unique (fingerprints, ect)
6 '#+( 7. Ask students to think of one thing that they think makes them unique
from most people in the class. Have them put their hand up when
they have thought of something.
8. Have students to share with their neighbour the thing that they think
is unique about them. Have them share with their neighbour why
what they have thought of makes them unique.
9. Time permitting: Go around the room and have each student tell you
the one thing that makes them unique. Give a limit of 7 words or less.

,% ÷ Allow student to stay stationary (other students come to him/her).
÷ Have student draw pictures of people doing each of the items on the
list instead of interviewing classmates.
)
,
Interview your classmates. rite down a person͛s name if one of the following items describes them.
You can only write down each person͛s name once. Good luck!
Someone whose family speaks 2 languages Someone who likes to draw

___________________________________ ___________________________________
Someone who likes to read Someone who likes ice fishing
___________________________________ ___________________________________
Someone who likes football games Someone who is an only child
___________________________________ ___________________________________
Someone who likes country music Someone who collects coins
___________________________________ ___________________________________
Someone who has a YouTube account Someone who likes scary movies
___________________________________ ___________________________________
Someone who can do magic tricks Someone who likes to hunt
___________________________________ ___________________________________
Someone who can whistle Someone who knows sign language
___________________________________ ___________________________________
Someone who has blue eyes Someone who has been to another country
___________________________________ ___________________________________
Someone who can play an instrument Someone who has a fish for a pet
___________________________________ ___________________________________
Did you learn anything new about your peers? Yes No
ere some questions easier to find people for than others? hy do think think this is?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
hy do you think you wouldn͛t be able to write the same person for every question, even if
the rules allowed for it?__________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

/

& ELA 60 minutes

Being Unique ʹ ͞unique features͟ rite
'(
'(
CR4.1 Comprehend and respond to a variety of C. Connect the insights of an individual or
grade-level texts (including contemporary and individuals in texts to personal experiences.
traditional visual, oral, written, and multimedia
texts) that address identity.
) * Students must:

÷ understand what it means to be unique
÷ Understand what a physical feature is.
) ÷ rint copies of assignment sheet

÷ Get the book by Barbara Azore
÷ Create example of finished product

'#+( 1. Recall what has already been learned: Define biography (a true
story about somebody) and unique (being different from others in a
way that makes somebody special or different)
2. Read
%,'+( 3. Ask students questions about the book:
a. hat was unique about anda?
b. hy do you think the boys teased anda about having
freckles?
c. Do you have a unique feature that you͛re proud of?
d. How would you feel if somebody made fun of something that
was unique about you?
e. Have you ever made fun of somebody about something that
made them unique? How do you think that made them feel?
10 min f. hat do you think we should we do when somebody is unique
or different?
| Have students write down 3 things that they think makes them
unique.

5. Ask students to imagine what each of those things that they wrote
down would look like as pictures. Discuss with a partner what each
5 min feature might look like as a picture.
6. Show students an example of a completed ͚unique feature͛ and
then hand out the page for them complete.
7. Talk about exaggerating the features that are supposed to be
highlighted ʹ have students describe what exaggerate (overstress)
5 min is.
8. Explain how to write a description word.
9. Students must draw a picture either of themselves or of a person
who has or is showing all of the features they wrote down, must be
coloured with pencil crayon or crayon. Students should try to
20-30 min exaggerate their features.
10.Students will write a describing sentence about each feature at the
bottom of their page.
11.Have extra pages ready for students to work on if finish early! (see
last few pages for extra assignment sheets for putting into auto
biography.
6 '-( 12.Have students choose a partner and explain their unique feature to
each other.
,% ÷ Allow students to look through the book themselves in order to get
ideas and understand what they are supposed to do
*0 11111111111111111111111111111111111111111
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2 * ,

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
#

& Health 60 minutes

Investigating the meaning of self-concept, self- Say
esteem, and self-determination
'(
'(
USC4.5 Examine how identity (i.e., self-concept, B. Investigate information and definitions of self-
self-esteem, self-determination) is influenced by concept (i.e., thoughts one has about self), self-
relationships that are formed with others. esteem (i.e., a feeling of pride in self), and self-
determination (i.e., right to make own choices) to
develop an understanding of identity.
) * ÷ Students need to know how to cooperate in groups.

) ÷ rint copies of the handout for everybody in the class

'#+( 1. Listen to this song:
http://www.youtube.com/watch?v=Ha3Rm4MSX-g If you want to
sing out, sing out ʹ Cat Stevens
http://www.youtube.com/watch?v=qdflARH06dY pretty enough
2. Introduce the topics of self-concept, self-esteem, and self-
determination by showing the students the three words on the
SMART board. Tell them that they are going to be learning about
the 3 words today.
3. ut just self-concept on the SMART board. Ask students to tell you
what they think self-concept might mean. Don͛t tell the answer yet;
all answers are right because they are telling what they think.
4. Do the same thing with self-esteem and self-determination. Use
probing questions to help students come up with prediction of what
these words might mean.
a. hat do you think the word concept/esteem/determination
means?
%,'/-( 5. Hand out assignment sheet and ask students to fill in each of the
5 min three circles with as many answers as they can come up with.
2 min 6. Have students share their answers with a partner.
7. Tell students that each of the circles describes one of the words that
they are learning about today (self-concept, self-esteem, and self-
determination). Have them discuss with a partner and try to figure
3 min out which word goes with which circle.
8. Have students tell you which word they think goes with which circle.
Once they have guessed, tell them the answer. Have the students
5 min write the words beside the correct circles on their page and then
turn the page over and predict what each of the words mean.
9. Break students into predetermined groups, assign each group a
word, and have them research information about the words. Give
groups information and allow them to look the words up on the
20 min internet.
Give each group a large piece of paper or half piece of chart paper
and get them to create a poster about their word. Include
definitions, pictures, and examples.
6 10.Clean up and put away posters to work on next day.
,% ÷ Give student within the group a specific task if unable to do group
work (draw the pictures for the posters).
.

& Health 60 minutes

Investigating the meaning of self-concept, self- Say
esteem, and self-determination
'(
'(
USC4.5 Examine how identity (i.e., self-concept, B. Investigate information and definitions of self-
self-esteem, self-determination) is influenced by concept (i.e., thoughts one has about self), self-
relationships that are formed with others. esteem (i.e., a feeling of pride in self), and self-
determination (i.e., right to make own choices) to
develop an understanding of identity.
) * ÷ Students need to know how to cooperate in groups.

) ÷ Read over what students have done so far, write comments and
highlight important information if they have not done so already.

'#+( 1. Hand out the brainstorming pages
2. Ask students to pay attention to the song if ÷

song while listening to it again (now that they know a little
bit more about self-esteem, self-concept, and self-determination).
3. Discuss what each poster should have. (Their word, an explanation
of what their word means, a picture that can help describe their
word)
4. Talk about the parts that are highlighted in each information
booklet... some parts were too tough to read; focus on the orange
highlighting.
%,'+( 5. Have students get back into their groups and work on their posters
20 min for the rest of the class. lay self-esteem music while students work.
Next Class:
6. Have like-groups get together to discuss their findings (all self-
concepts, all self-determinations, and all self-esteems). Students
10min must work together and each group must say 2 things about their
topic (group 1, 2, and 3 of self-esteem: 6 things in total)
10 min a. Students can put finishing touch-ups on their posters as well.
7. Each large group will have 3 minutes to teach the class everything
they learned about their words.
6 '#+( 8. Discuss each word and write a class definition for each. Students
10 min will write the definition onto their brainstorming page.
,% ÷ Give student within the group a specific task if unable to do group
work (draw the pictures for the posters).
Classroom Management ord search, story page for students who finish early.
%36343%
36
rediction:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Definition:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
34
rediction:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Definition:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3%
rediction:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Definition:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Good things that I think about myself...
Things I can do that I am proud of... Good choices I make on my own...

-

& Art 120 minutes/2 classes

Identity collage
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, D. Communicate a personal understanding of
self-esteem, self-determination) is influenced by identity
relationships that are formed with others.|
) * ÷ Students must understand factors that affect who they are
) ÷ Find/create an example collage for students to model
÷ Gather (child friendly) magazines/catalogues
÷ 11x17 papers ʹ 1/student

÷ Magazines, catalogues
÷ Scissors
÷ Glue
÷ encils
÷ Markers/pencils/crayons
÷ iece of chart paper/big piece of paper
'-( 1. rite down the 3 words that students learned about last day (self-
esteem, self-determination, and self-concept) and review the
meaning of the 3 words. Show students that the three words
together make up identity.
%,'-( 2. Show students the example collage and tell them that they are
going to be making their own collage about themselves to show
their identity.
3. Have students brainstorm ideas of things they might want to include
in their collages and then give students other ideas of things they
can include in their collage. (Favourite things, dreams/wishes, things
they can relate to, words that describe them or their feelings, etc.)
Criteria for collage:
- No white space can be showing ʹ must fill entire page
- Must have at least 6 pictures and 3 words on their page
- Must put their name somewhere on the page
- Can put their own drawings but the drawings must be coloured
4. If students finish early, they can make another collage, fill out extra
pages in their autobiographies, or read the published
biographies/research other biographies on the internet.
5. Extra idea: have a class 4E identity poster (piece of chart paper) and
tell each student to choose 1-2 pictures to put onto the class poster
that they feel either describes them or describes their class as a
whole. They should not focus on this poster until they are finished
their own collages, but if they find a picture they͛d like to put on
while working on their personal collages, they can pull it out and set
it aside until their done to paste on. '
5 (
6 '#+( 6. Clean up the room
7. Have students get into groups of 2-3 and explain to their partners
what they put on their collages.
,% ÷ Allow students to put all/mostly drawings in their collage

6 '%
%$46(
$ Alana Bashforth % March 28 2011

& Health 60 Minutes

Affects of personal thoughts, feelings and actions
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, F. Describe how self-concept is influenced by
self-esteem, self-determination) is influenced by personal thoughts, self-esteem by personal
relationships that are formed with others.| feelings, and sense of self-determination by
personal actions.
) * ÷ Students must understand what the definitions of self-concept, self-
esteem, and self-determination are.
÷ Students must be able to relate their understanding of these terms
to their own lives.
) ÷ Cut an outline of a person from a piece of chart paper and put on
wall for later in the lesson. rite identity on the outline of the
person.
÷ Gather/buy small sticky notes
÷ rint copies of the though, feeling, and action assignment sheets

'#+( 1. Recall what self-concept, self-esteem, and self-determination are.
a. Have students individually write down a description of each
word as best they can; volunteers will describe what they have
written down.
b. ut the definitions on the board to remind students what each
word means.
%,'-( 2. Carousal brainstorm examples of each word on a big piece of paper
a. Divide students into 6 groups. (there will be 2 carousals: 3
groups in each)
b. Give each group a big piece of paper (half a chart paper) with
self-esteem, self concept, or self-determination written on it
(each carousal will have one page of each) and a few
markers/tell student to get their markers out.
c. Set a timer and give students 4 minutes to think of as many
examples of their word to write down on their paper
- Self concept will write
- Self esteem will write

- Self determination will write

d. Once 4 minutes is up, groups will move to the next big page and
leave the one they were working on. Students will have another
4 minutes to brainstorm. Repeat once more for the last piece of
20 min paper (ensure each group brainstorms for all 3 words)
3. ut the chart papers on the board/wall so that everybody can see
what has been written down. Ask class if there͛s anything else they
would like to have written down on the chart papers.
4. Give each student a stack of sticky notes (hand out while groups are
brainstorming) and tell them to choose ideas that are listed on the
brainstorm page. ith those ideas, have students write how they
think the thoughts/feelings/actions would affect how they
think/feel about themselves. Each student will write at least 3.
5. Once complete, allow students to go up to the outline of the
͞identity͟ person and place their sticky notes on it.
6. Once complete, read some and have volunteers go up to the
identity person and read what some of the sticky notes say to the
10 min class.
7. Have students choose a thought, feeling, or action page to fill out.
Explain how to fill the pages out and provide an example.
a. If students finish early, have them choose another page to fill
out. These will be added to their autobiographies.
b. Allow students to read the ͚sticky note identity person͛ if they
15 min choose.
6 '-( 8. Have students share one of the pages that they completed with a
partner.
9. Explain to students that this is something that they should regularly
be doing in their mind & that it will help them have a positive
identity.
,% ÷ Allow students to draw pictures rather than write in words
÷ Move paper during carousal brainstorming rather than groups if it͛s
too difficult
÷ Help guide students to the answers if they are having troubles with
the concepts.
)
Something I do or a personal action that I have: ___________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
How this action affects me:____________________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________
Draw a picture to show how your action affects you:

) 0
A personal feeling I have: _____________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
How this feeling affects me:____ _______________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________
Draw a picture to show how your feeling affects you:

)
A personal thought I have: ____________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
How this thought affects me: __________________________________

__________________________________________________________
__________________________________________________________
__________________________________________________________
Draw a picture to show how your thought affects you:

7 '%
%$46(

& ELA/Health 60 minutes

The affects of media on self-concept, self-esteem,
and self-determination.
'(
'(
USC4.5 Examine how identity (i.e., self-concept, e. Determine factors (e.g., personal attitudes,
self-esteem, self-determination) is influenced by supportive environments, accomplishments,
relationships that are formed with others. positive thinking, , culture,
gender) that may influence one͛s identity.
CR4.2 View and respond to visual and multimedia
texts (including graphs, charts, diagrams, maps, e. Identify the intent and appeal of particular TV
multimedia DVD, websites, television programs, and print advertisements and other visuals
advertisements, posters), explaining the creator͛s including First Nations and Métis art and other
technique and the impact on viewers. texts.
) * ÷ Students must understand what it self-concept, self-esteem, and

self-determination are.
) ÷ Get the book

from the library
÷ Find magazine ads & commercials on YouTube that try to influence
the audiences self-esteem

'#+( 1. Read

aloud to the class
a. eriodically stop and ask students questions about what is
happening in the book, have them predict what will happen
next and explain why they think it will happen
%,'-( 2. Ask students to describe their understanding of the book (in the
end, did the equipment help the main character; did he have high or
low self-esteem, etc.)
3. Ask students to recall what they know about self-concept, self-
(5 min) esteem, and self determination from last day.
4. ut definitions up on the board and describe how advertisers try to
affect their self-esteem in their ads and commercials; have students
try to think of ways ads might do so.
5. Show some magazine ads and ask students how these ads make
them feel. Ask questions such as ͞Do the people in the ad look
happy?͟, ͞Are they having fun?͟ etc.
6. Show TV commercials and have students answer similar ad
questions.
7. Brainstorm methods that advertisers use based on a few of the ads
shown. Explain to students that we need to practice resisting this
type of advertising if we want to maintain healthy self-esteem and
explore ways in which to do so (ask ourselves if the product being
sold would really make us better/more successful/popular)
(20 min) a. Discuss what it means to have a healthy self-esteem
8. In pairs, have students create their own ads which promote a
(20 min) healthy self esteem (poster or commercial).
9. hen finished, students can look through other examples of ads
and discuss whether they think the ad promotes high or low self-
esteem.
6 '-( 10.Have students show another pair their ad or commercial.
,% ÷ Have students create a poster about having good self-esteem
(things that make them feel good) ʹ use pictures to create poster

http://www.media-awareness.ca/english/index.cfm
8

& Health 45 minutes

ositive thinking and attitudes
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, e. Determine factors (e.g., personal attitudes,
self-esteem, self-determination) is influenced by supportive environments, accomplishments,
relationships that are formed with others.| positive thinking, media stereotyping, culture,
gender) that may influence one͛s identity.
) * ÷ Students should understand what it means to have a challenge to

overcome.
) ÷ Load/find videos on YouTube
÷ rint assignment sheets

'#+( 1. Do self-esteem questionnaire (read through each question, kids
answer yes or no and then calculate their results. Have students
circle the ones that should say yes and star the ones that should say
10 no).
%,'/-( 1. Talk about how to increase self esteem (make a list of things that
you are good at & give yourself compliments from that list regularly,
remember that there are things about yourself that you can͛t
change, when you hear negative comments in your head, tell
10 yourself to stop).
2. Talk about why it is important to have high self-esteem (because it
affects how we act, our choices, how we treat people).
3. Have 2 student volunteers come to the front of the room; each will
read a passage. Students will be told that both students have been
presented with the same challenge and what they are about to hear
5 is the thoughts of the students.
a. Student 1 reads his/her passage; this one will be negative
b. Student 2 reads his/her passage; this one will be positive
4. The class will then determine which student they think is more likely
3 to be successful in the challenge and why they think so.
5. Students will then think of a challenge that they have come across
in the past or might be facing with right now and will write it down
2 their assignment sheet
6. lay ͚Stop, Breathe, Smile͛ video found here:
3 http://www.youtube.com/watch?v=9r3nLHSFHa4
7. Have students comment on the video and tell why they think this is
accurate.
8. lay ͚I just can͛t wait to be king͛ video (Lion King)
9.
10.Talk about the determination of Simba (the lion) and why his
attitude would help him get what he wants. Talk about the parrot͛s
(Zazu) attitude towards Simba͛s determination.
11.Have students fill out what they did or could do in order to
overcome their challenge that they wrote down and how they
felt/would feel if they succeeded.
12.Have students write other ways in which they could stay positive
and overcome challenges.
13.Have students discuss in groups the methods that they came up
with to overcome challenges.
6 '-( 14. lay ͚Stop, Breathe, Smile͛ song again ʹ allow students to get up and
dance/sing to the video if they want.
http://www.youtube.com/watch?v=8 zl3RTkvQ&NR=1
,% ÷ Allow students to draw pictures instead of write words for their
challenges they overcame.
Self Esteem Songs:
http://www.help-my-self-esteem.com/self-esteem-songs-video-musical.html
! 3
The following questionnaire on self-esteem will help you to find out how high your
self-esteem is. The result of this questionnaire does not evaluate you as a person,
it is simply indicates your opinion about yourself. lease answer YES (y) or NO (n)
to the following questions:
1. Do you like yourself? ___
2. Do you feel lonely most of the time? ___
3. Do you want to look different? ___
4. Do you take full responsibility for your actions? ___
5. Do you compare yourself to others? ___
6. Are you concerned about what others say about yourself? ___
7. Do you feel comfortable attending to a party? ___
8. Do you focus on your failures instead of your successes? ___
9. Do you think that you are worthy to be loved? ___
10. Do you blame others often? ___
11. Do you blame yourself often? ___
12. Do you always finish what you started? ___
13. Do you need recognition to feel good about yourself? ___
14. Are you confident all the time? ___
15. Do you stand up for yourself? ___
16. Do you think that you are talented? ___

17. Do you have goals or dreams to accomplish? ___
18. Do you give before you get? ___
19. Do you tell the truths to yourself? ____
20. Do you think you can handle any situations? ___
21. Do you like being alone sometimes? ___
22. Do you always achieve your goals? ___
Score: If you answered YES to the following questions give yourself ͞1͟ point after each answer;
1, 4, 7, 9, 12, 14-22. The answer NO equals ͞O͟ point.
If you answered YES to the following questions give yourself ͞O͟ point after each answer;
2, 3, 5, 6, 8, 10, 11, 13. The answer NO equals ͞1͟ point.
The higher the score the higher the level of your self-esteem.

34
Make a list of things that you are good at:
÷
÷
÷
÷
÷
List 3 people in your life that you are important to.
1.
2.
3.
hat are 3 things that made you happy today?
1.
2.
3.
How can you use this information to help you when your self-esteem is low?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
, 6
hat do you think it means to think in a positive way?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Describe (or draw) a challenge that you once had (or have right now):
How did you (or how will you) overcome this challenge? If you did not overcome
the challenge, what do you think you could have done different in order to defeat
it?
How did you feel when (or how would you feel if) you overcame the challenge?
Think of ways that you can keep a positive attitude when you come across
challenges in the future:

It͛s the beginning of the seasons for your favourite sport and you want
to try out for the school team. There are only enough spots for 15
people to play and 10 of the people who played on the team last year
are trying out again, which means there are only 5 spots for new players
to join. Many talented people are trying out but you have been
practicing all summer long and have gotten pretty good as well.
Just before the tryouts, somebody else who is trying out for the team as
well and says to you:
u
͞You may as well just go home. You͛re not going to make the team
anyways. I already know who the best from last year is and you are
probably just going to embarrass yourself. Quit while you are ahead.͟

9#
͞Maybe that bully is right. There are so many other talented people
trying out, I probably won͛t make it anyways. There is no use in trying if
I'm not going to make it, I better leave now before I fail in front of
everyone.͟

9.
͞This bully is wrong. I have just as good of a chance at making the team
as anybody else. I have been practicing really hard and I know I can do
this. There are 15 spots on the team and one of them has my name on
it. Even if I don͛t make the team, it won͛t mean that I am not good
enough, it will just mean that I will need to practice harder and try again
next year.͟
: '%
%$46(

& Visual Art 60 minutes

Create a self portrait
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, c. Examine ͞identity͟ as being related to how one
self-esteem, self-determination) is influenced by ͞feels͟ on the inside and how one chooses to
relationships that are formed with others.| define self in relation to personal qualities,
characteristics, and cultural definitions.
) * ÷ Students should know what they look like

) ÷ Send a note home a few days prior to lesson to have students each
bring a picture of themselves to school
÷ Gather as many mirrors as you can find (for students who what to
take a closer look at themselves or who forgot their photo)

1. Show students examples of self portraits (on SMART board) and
have them pick out characteristics of each portrait shown.
2. As a class, brainstorm parts of a portrait that should have attention
paid to it in order to create an accurate depiction of a self-portrait
(eyes, nose, lips, hair, freckles, glasses, etc.)
%, 3. On their own, have students take 5 minutes to observe their
picture. Ensure they look at each detail brainstormed by the class
and write down some of the describing characteristics that they see
in themselves. Allow students to also look in a mirror if they want a
closer look at anything on themselves.
4. Show students an example of a self portrait that you made and
point out details that you made sure you put in your picture.
5. Hand out paper for the creation of the self portraits and give
students time to work on it.
6. A rubric will be provided to emphasis important criteria.
a. Students must first draw their portraits with pencil
b. They must fill as much of the page as they can with their
portraits
c. ortraits must be coloured with either pencil crayon or crayon.
d. Skill will not be evaluated. Effort and ideas will be.
6 '-( 7. Have everybody stand in a circle around the room facing each other.
Students will all hold their portraits up for everybody else to see at
the same time.
,% ÷ Allow students to trace parts of themselves.
÷ Allow for a smaller portrait drawing if needed
#+
$ Alana Bashforth % April 4, 2011

& Art 60 Minutes

Coat of Arms
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, c. Examine ͞identity͟ as being related to how
self-esteem, self-determination) is influenced by one ͞feels͟ on the inside and how one
relationships that are formed with others.| chooses to define self in relation to personal
qualities, characteristics, and cultural
definitions.
) * ÷ Students should understand what self-concept is and how it is

affected by different factors.
) ÷ Create a coat of arms to show as an example to the class
÷ Copy sheet with coat of arms outline on it

'#+( 1. Ask students if they have seen a coat of arms before & if they know
what a coat of arms is.
2. Show examples of coats of arms͛ on the SMART board and get
students to pick out characteristics of each one.
3. Ask students if they were to make their own coat of arms, what do
they think they would put on it?
%,'-( 4. Show students an example of a personal coat of arms (premade)
and explain to them that they are going to be making one of their
own.
5. Talk about symbols that represent different features ʹ show
examples of symbols.
6. Show students the checklist for what is required to be put in their
coat of arms and emphasis quality work.
7. Students will work on their coat of arms during the class.
8. Once/if students have finished during the class period, they will
then write one sentence about each square in their coat of arms
explaining why they chose each object.
6 '-( 9. Ask students to tell the person they are sitting beside one thing that
they learned about themselves and one thing that they learned
about making a coat of arms. Have 3 people share their answers
with the rest of the class.
,% ÷ Help students think of ideas by giving examples of what they could
choose to put.
÷ Allow students to take the example coat of arms to their desk to
look at and model.
÷ Don͛t make second page of assignment mandatory
÷ Allow students to look up pictures to look off of if they don͛t know
how to draw something.
6
' (
The design of the arms of Canada reflects the royal symbols of Great Britain and France (the
three royal lions of England, the royal lion of Scotland, the royal fleurs-de-lis of France and the
royal Irish harp of Tara. On the bottom portion of the shield is a sprig of three Canadian maple
leaves representative of Canadians of all origins.
4

The first quarter consists of the three gold lions of England walking and shown full face, on a red
background. The lion is the oldest device known in heraldry and, as "king of beasts", was
adopted by kings of Leon, Norway and Denmark as their emblem. However, the origin of the
three royal lions of England still remains a mystery.

The second quarter consists of a red lion rearing on the left hind foot, within a red double border
with fleurs-de-lis, on a gold background. The royal lion of Scotland was probably first used by
King illiam, who was known as "the lion". However it was certainly used by his son, Alexander
III, who made Scotland an independent nation.

In the 16th century, Henry VIII suppressed the Irish people in his attempt to become the lawful
successor to the kings of ancient Ireland. The pope sent the harp of Tara to England whereupon
Henry added its likeness to his royal shield. From this time it has remained a symbol of Ireland.
330

The fourth quarter depicts three gold fleurs-de-lis, on a blue background. The fleurs-de-lis was
the first heraldic emblem raised in Canada. On July 24, 1534, Jacques Cartier landed at Gaspé
and erected a cross, affixed with the symbol of his sovereign and the royal house of France.
,
To complete the design of the shield, a Canadian symbol was required. Three red maple leaves
conjoined on one stem, on a silver or white background, were then added. Throughout the 19th
century, the maple leaf had gradually become closely identified with Canada. The maple leaf had
been worn as a symbol of Canada during the visit of the rince of ales in 1860. The song "The
Maple Leaf Forever", written by the Toronto school teacher Alexander Muir in 1868 had become
Canada's national song. During orld ar I, the maple leaf was incorporated into the badge of
many Canadian regiments. It was most appropriate that three maple leaves were given a
commanding position within the shield, which made it unmistakably "Canadian".
) )
Draw a symbol for the following:
Happiness Friendship

Fame Failure

| .
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u| , ,
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6| ;
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; "
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%| ; ,
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;
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4|
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0|
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A B
C D
E F
1111111111111111111111111111156
$

2 . * 4<

Square 1:_______________________________________________
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Square 2:_______________________________________________
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Square 3:_______________________________________________
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Square 4:_______________________________________________
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Square 5:_______________________________________________
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Square 6:_______________________________________________
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Criteria:
You may choose where to place each segment on your coat of arms.
The 6 segments will be:
1.Divide one segment in half. Draw 2 things that you are proud of
about yourself.
2.Draw a symbol to represent a person or event that has had a
positive impact on you.
3.Divide a segment in half. On one side draw your greatest strength,
on the other half draw your greatest weakness.
4.Divide a segment in half. On one side draw your biggest
achievement this year. On the other side, draw your biggest failure
this year.
5.Draw a symbol for something you struggle to become.
6.Draw a symbol for what is most important to you.
7.In the ribbon, write 3 words that you would like your friends,
parents, and teacher to use to describe you.
÷ Your symbols must be drawn in detail and fully coloured
2 things that you A person or event

are proud about that has had a
yourself positive impact on
you.
Your greatest Your biggest

strength achievement in the
past year
Your greatest
weakness Your biggest failure
in the past year
Something you hat is most
struggle to become important to you
3 words you would like your parents, friends, and teacher to

use to describe you.
##
$ Alana Bashforth % April 5 2011

& Drama/Health 60 minutes

eer pressure and peer influences
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, h. Demonstrate an awareness of the influence
self-esteem, self-determination) is influenced by on self when connecting with others who
relationships that are formed with others.| behave appropriately/inappropriately and/or
legally/illegally (e.g., alcohol and tobacco use
by minors).
) * ÷ Students should have an idea of what peer pressure is

) ÷ Load/find YouTube videos

'#+( 1. Ask students to write what they know about peer pressure on a page.
They may discuss with the people near them to get ideas.
2. Students will collaborate with the teacher and come up with a brain
storm web about what peer pressure might be and how it could
affect us.
%,'+( 3. atch Kids Incorporated ʹ eer ressure video on YouTube
http://www.youtube.com/watch?v=T3-wZYyHgvM
4. Talk about the video; ask questions to check for understanding; talk
about why friends may pressure each other and why we should
practice saying no.
5. atch ͚How to Deal with eer ressure͛ video
http://www.youtube.com/watch?v=z8NSbdN7aE&NR=1&feature=f
vwp
6. Think of things peers might try to pressure each other into doing
7. Talk about ways to say no when involved in peer pressure.
8. Divide students into 2 groups and have each group line up in a single
file facing the other group in a parallel fashion. Give each student in
one line a scenario slip and tell them that they are the peer
pressurers. The other line is the no-sayers. The students are to
practice saying no to peer pressure. After 30-45 seconds, have
students stop (you may have to clap your hands or do something
loud so they can hear you) and make them create an isle in between
the 2 lines. Have the student at the end of one of the lines go
through the middle to the other end of the line while the rest of the
students clap for him/her. Have students switch scenarios and
repeat. After 4 times of switching, switch the rolls so that the peer
pressurers become the no-sayers and vice versa.
$ "
",

9. Have students talk about what they experienced while saying no as a
whole group.
10.Discuss what might happen if students give in to peer pressure.
11.Have students write out a time when they felt pressured to do
something and how they felt after they responded (whether it was
giving in or saying no to peer pressure)
6 12.Listen to ͚peer pressure͛ song again.
,% ÷ Allow students to draw pictures instead of write words
÷ Students can practice saying no to peer pressure with teacher instead
of with peers
Scenarios (cut into strips and hand to students)
ressure your friend to do drugs.
ressure your friend to drink alcohol.
ressure your friend to smoke cigarettes
ressure your friend to come and play after his/her

mom said they couldn͛t.
ressure your friend to steal a movie from the store.
ressure your friend to cheat on a spelling test.
ressure your friend to vandalize (spray paint on the

side of a building).
ressure your friend to tease and bully another kid in

your class.
ressure your friend to not pay attention in class.
ressure your friend to skip school.
ressure your friend to lie to your teacher.
ressure your friend to wreck something that belongs

to another classmate.
ressure your friend to hide something that belongs to

another classmate.
ressure your friend to bring a weapon to school.
ressure your friend to fight a classmate after school.

) )
rite everything you know about peer pressure.
hat do your friends try to pressure you into doing?
Circle the words that affect you when dealing with peer pressure:
Self-Concept Self-determination Self-esteem Identity

Think of a time when you were faced with a peer pressuring you with something.
rite what happened. Describe how you handled the pressure of your peer, and
how you felt during and after the peer pressure and then draw a picture to
describe what happened.
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#. %
%$46
$ Alana Bashforth % April 6 2011

& ELA/Health 60 minutes

Ideal Friends
'(
'(
USC 4.5:Examine how identity (i.e., self-concept, g. Describe examples of positive and negative
self-esteem, self-determination) is influenced by peer influence on self-concept, self-esteem,
relationships that are formed with others.| and self-determination (e.g., feeling
inadequate, confident/overconfident,
fearful/fearless, limiting/reaching one͛s
potential).
) * ÷ Students must understand the difference between a good friend
and a bad friend
) ÷ Load/find YouTube videos
÷ rint autobiography pages

'#+( 1. Read a book about friendship to the class
2. Talk about what makes a good friend
%,'-( 3. Students will think about a good friend that they have. They will
think about what makes that friend good and will write down
words to describe the friend.
4. Students will come back together as a whole and discuss what
they wrote on their page. Teacher will write down the students͛
ideas on the board to collaborate ideas on what makes a good
friend.
5. atch a video on YouTube about friendship
6. The class will think of reasons why a person might not be a very
good friend. Think back to the book to get ideas.
7. Have students fill out the friends outline page. Have them place
words that describe a good friend inside of the outlined person
and place words that describe a bad friend on the outside of the
outlined person. Students may so with a partner.
8. Students will then fill out the friend profile page where they will
choose one person in their life that they value as a friend and
write about them.
6 9. atch another video about friendship
,% ÷ Students may write about non-conventional best friends (ex. Their
dog)
÷ Students may draw pictures to describe their thoughts.
0 )
Friend͛s name: _____________________________________________
About my friend: ____________________________________________

___________________________________________________________
___________________________________________________________
________________________________________________________
hy I think my friend is a good friend: ___________________________

___________________________________________________________
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___________________________________________________________
__________________________
__________________________
Draw a picture of your friend:
hat I do to be a good friend
to him/her: ________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
How long I have known my
friend for: _________________
__________________________
__________________________
#/
$ Alana Bashforth % April 7, 2011

& ELA 60 minutes

resentation of biographies
'(
'(
CC4.1 Compose and create a range of visual, b. Compose and communicate findings and
multimedia, oral, and written texts that explore: conclusions about problems, questions, or issues
identity in a clear visual, oral, and written format.
) * ÷ Students should have all pieces of their autobiographies complete
and understand what they have done.
) ÷ Gather and cut various ribbons and string

'#+( 1. Have class gather all of the pages that the completed over the unit.
show them an example of a put together autobiography and all the
pages that they might include. Allow students to pick and choose
the pages that they would like to include in their autobiographies.
%,'-( 2. Tell class that they are going to be presenting their autobiographies
today in groups (they should have previously been told that this was
going to happen)
3. Before students can present, they must put their autobiographies
together. Bring out the string and ribbon and show students how to
put use string/ribbon to bring their pages together by lacing the
string through the hole punches of their pages.
4. Allow students to put the pages in an order that is meaningful to
them. Ensure that their identity collage is their title page.
5. Have students choose the string or ribbon they would like to use
and help them string and tie their pages together.
6. c ,
15 min *
7. Give students 5 minutes to go through their autobiographies and
figure out what they would like to say about their pieces.
8. Break students into 3 equal groups and have each group sit as far
away as possible from each other inside the classroom.
9. Tell students that they each have 3 minutes to showcase their
autobiographies, to talk about it and to explain some of the work
that they did. Each person will present their autobiographies to
their small groups. Groups will run simultaneously. Once a student
30 min has finished presenting, he/she will pick the next person to present.
6 '-( 10.Ask students if there is anything more that they would like to know
about autobiographies.
,% ÷ Allow student to show just the teacher what they have done
÷ Allow a different student to go through and showcase what the
student would like to show the group about their autobiographies.
Describe a dream and you have in as much detail as you can and draw a picture of it in the
box.
11111111111111111111111111111111111111111111111111111111111111
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0 % %

<
)
, 6
=
,

rite a story about something that happened to you. ut as many details as you can.
11111111111111111111111111111111111111111111111111111111111111
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"
Draw and write something you are good at or can do in each circle.

Grade 4 Identity Unit Health Alana

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Grade 4 Identity Unit Health Alana

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c 

         

$ Alana Bashforth % March 21, 2011

hat more do you want to know about biographies?

Grade and School Hair and Eye Colour

$ Alana Bashforth % March 22, 2011

) *    Students must:

)     Make copies of questionnaire sheet

Someone whose family speaks 2 languages Someone who likes to draw

Did you learn anything new about your peers? Yes No

$ Alana Bashforth % March 23, 2011

) *    Students must:

)     ÷ rint copies of assignment sheet

2       *   ,  

$ Alana Bashforth % March 24, 2011

) *    ÷ Students need to know how to cooperate in groups.

$ Alana Bashforth % March 24, 2011

) *    ÷ Students need to know how to cooperate in groups.

Things I can do that I am proud of... Good choices I make on my own...

$ Alana Bashforth % March 25, 2011

  ÷ 11x17 papers ʹ 1/student

 ,%     ÷ Allow students to put all/mostly drawings in their collage

$ Alana Bashforth % March 28 2011

How this action affects me:____________________________________

Draw a picture to show how your action affects you:

How this feeling affects me:____ _______________________________

Draw a picture to show how your feeling affects you:

How this thought affects me: __________________________________

Draw a picture to show how your thought affects you:

$ Alana Bashforth % March 29 2011

) *    ÷ Students must understand what it self-concept, self-esteem, and

$ Alana Bashforth % March 30 2011

) *    ÷ Students should understand what it means to have a challenge to

Self Esteem Songs:

1. Do you like yourself? ___

2. Do you feel lonely most of the time? ___

3. Do you want to look different? ___

4. Do you take full responsibility for your actions? ___

5. Do you compare yourself to others? ___

7. Do you feel comfortable attending to a party? ___

8. Do you focus on your failures instead of your successes? ___

9. Do you think that you are worthy to be loved? ___

10. Do you blame others often? ___

11. Do you blame yourself often? ___

12. Do you always finish what you started? ___

13. Do you need recognition to feel good about yourself? ___

14. Are you confident all the time? ___

15. Do you stand up for yourself? ___

16. Do you think that you are talented? ___

18. Do you give before you get? ___

19. Do you tell the truths to yourself? ____

20. Do you think you can handle any situations? ___

21. Do you like being alone sometimes? ___

22. Do you always achieve your goals? ___

1, 4, 7, 9, 12, 14-22. The answer NO equals ͞O͟ point.

2, 3, 5, 6, 8, 10, 11, 13. The answer NO equals ͞1͟ point.

List 3 people in your life that you are important to.

hat are 3 things that made you happy today?

$ Alana Bashforth % March 31, 2011

) *    ÷ Students should know what they look like

$ Alana Bashforth % April 4, 2011

) *    ÷ Students should understand what self-concept is and how it is

     4 

c

$ Alana Bashforth % March 21, 2011

hat more do you want to know about biographies?

$ Alana Bashforth % March 22, 2011

) * Students must:

) Make copies of questionnaire sheet

$ Alana Bashforth % March 23, 2011

) * Students must:

) ÷ rint copies of assignment sheet

2 * ,

$ Alana Bashforth % March 24, 2011

) * ÷ Students need to know how to cooperate in groups.

$ Alana Bashforth % March 24, 2011

) * ÷ Students need to know how to cooperate in groups.

$ Alana Bashforth % March 25, 2011

÷ 11x17 papers ʹ 1/student

,% ÷ Allow students to put all/mostly drawings in their collage

$ Alana Bashforth % March 28 2011

How this feeling affects me: ___________________________

$ Alana Bashforth % March 29 2011

) * ÷ Students must understand what it self-concept, self-esteem, and

$ Alana Bashforth % March 30 2011

) * ÷ Students should understand what it means to have a challenge to

hat are 3 things that made you happy today?

$ Alana Bashforth % March 31, 2011

) * ÷ Students should know what they look like

$ Alana Bashforth % April 4, 2011

) * ÷ Students should understand what self-concept is and how it is

4

330

u| , ,

6| ;

; "

%| ; ,

;

4|

0|

$ Alana Bashforth % April 5 2011

) * ÷ Students should have an idea of what peer pressure is

rite everything you know about peer pressure.

hat do your friends try to pressure you into doing?

$ Alana Bashforth % April 6 2011

hy I think my friend is a good friend: ___________________________

$ Alana Bashforth % April 7, 2011