Kindergarten Social Studies Unit Plan: Self and Others
This unit plan outlines a two-month kindergarten Social Studies unit titled "Self and Others," developed for a New York City public school classroom. The plan covers four interconnected topics: self-identity, diversity, American symbols, and the United States flag. Using the Danielson Framework for formal observations, each of the four lesson plans includes learning objectives, Common Core and New York State history standards, differentiated instruction strategies, formative assessment methods, and detailed step-by-step procedures. Students engage with read-alouds, self-portraits, songs, symbol cards, coloring activities, and a hands-on flag-making project to build foundational citizenship skills and cultural awareness.
- Unit Overview and Standards: Topics, objectives, standards, and curriculum questions
- Student Assessment Plan: Formative assessment methods and timeline
- Lesson 1: Self-Identity and Self-Portraits: Self-portrait activity using mirrors and read-aloud
- Lesson 2: Diversity and Inclusivity: Diversity song, story, and drawing activity
- Lesson 3: American Symbols: Symbol cards, coloring, and workstation rotation
- Lesson 4: The United States Flag: Flag read-aloud, coloring, and hands-on construction
- Unit Planning Phases and Instructional Resources: Five-phase backward design with resources listed
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What makes this paper effective
- The plan is tightly structured around measurable student outcomes that are explicitly tied to both Common Core Learning Standards and New York State history standards, giving evaluators a clear map from objective to assessment.
- Differentiation is addressed concretely for three distinct learner groups—students with disabilities, English Language Learners, and gifted students—rather than with generic language.
- Each lesson follows a consistent Danielson-aligned template (introduction, procedures, guided practice, assessment, closure, and reflection), demonstrating coherent instructional design across the unit.
Key academic technique demonstrated
The plan demonstrates backward design: the author establishes end-of-unit learning goals and assessment criteria first, then selects instructional activities and resources to support those goals. This approach, associated with Wiggins and McTighe's Understanding by Design framework, ensures every activity—from the self-portrait exercise to the flag-making craft—serves a documented standard or objective rather than functioning as filler.
Structure breakdown
The document opens with a unit overview and standards alignment, followed by an assessment summary and timeline. Four lesson plans are then presented in sequence using the Danielson Formal Observation template, each containing rationale, objectives, standards, formative assessment notes, class information, procedures, differentiation strategies, and post-lesson reflections. The document closes with a five-phase unit preparation section that recaps objectives, assessments, resources, and activities in condensed form.
Unit Overview and Standards
Subject Area: Social Studies
Grade Level: Kindergarten
Unit Title: Self and Others
Approximate Time Needed: Two months
In this unit, four topics are covered: (1) self-identity, (2) diversity, (3) American symbols, and (4) the United States flag. Students will draw and label body parts, learn a new song about diversity, listen to stories, color the Bald Eagle and the American flag, and make the United States flag. Overall, students will learn to draw and label ears, nose, mouth, eyes, and hair; describe their interests and unique talents; and identify and explain the meaning of the American flag, the Statue of Liberty, the Liberty Bell, and the Bald Eagle.
Habits of Learning
The unit develops citizenship skills, coloring skills, drawing skills, and listening skills.
Unit Common Core Standards
Reading Standards:
Key Ideas and Details 1. With support and prompts, ask and respond to critical details in a text.
Craft and Structure 5. Identify the front cover, back cover, and title page of a book.
Writing Standards:
Text Types and Purposes 2. Use a combination of dictating, drawing, and writing to compose informative/explanatory content in which students name the topic and supply information about it.
Research to Build and Present Knowledge 7. With support and guidance from adults, recall information from experiences or collect data from provided sources to answer a question.
Listening Standards:
Comprehension and Collaboration 2. Confirm understanding of a text that is read aloud or information presented verbally or via other media by asking and responding to questions about critical details, and requesting clarification when something is not understood.
Presentation of Knowledge and Ideas 5. Add drawings and other visual displays to descriptions as desired to provide additional detail.
Presentation of Knowledge and Ideas 6. Speak clearly and express feelings, thoughts, and ideas openly.
Unit History Standards
K.1a A sense of self-worth is acquired through cultural and physical characteristics and through the growth of personal dislikes, likes, talents, and skills.
K.2a Each individual is unique but also shares identical attributes with other family members, school, and community members. Students will distinguish their characteristics that are the same as their classmates and those that are different, making use of specific descriptors and terms such as race, gender, or ethnicity.
K.3b The study of American symbols, together with holidays and celebrations, helps develop awareness of history, community, and culture. Students will identify American symbols including the Liberty Bell and the Bald Eagle. Students will also learn the parts of the American flag (stars and stripes) and how to show respect toward the flag.
Learning Objectives
Students will be able to:
- Explain the meaning of identity.
- Identify their body parts and describe their favorite part about themselves.
- Explain the meaning of diversity.
- Discuss ways they can celebrate diversity inside and outside school.
- Identify and explain the meaning of the U.S. flag, the Bald Eagle, the Statue of Liberty, and the Liberty Bell.
- Recognize and describe the U.S. flag.
Curriculum-Framing Questions
Essential Questions: How can learning a new song about diversity help students develop a sense of self and celebrate diversity? What do national symbols tell us about American culture and traditions? How does coloring help students identify vital American symbols?
Unit Questions: How will songs about diversity help students celebrate diversity? Which American symbols will students color? How do students develop a healthy sense of self?
Content Questions by Lesson:
- Lesson 1: "What did the girl like about herself?" — each student must give one example after reading I Like Myself! by Karen Beaumont.
- Lesson 2: What will you do to make someone different from you feel welcomed? Describe how you can include others at lunch and during recess.
- Lesson 3: What national symbols can you think of?
- Lesson 4: What is the meaning of the 50 stars and 13 stripes in the U.S. flag?
Pre-requisite Skills
- Students should have excellent listening skills.
- Students should be able to communicate their thoughts.
- Students must be able to distinguish the various colors of crayons.
- Students must be able to draw and write simple sentences.
Key Vocabulary
The main vocabulary terms students will master in order to understand the content are: Identity, Diversity, Symbol, Colony, and Independence.
Materials and Resources
Printed Materials: Beaumont, K. (2004). I Like Myself! Houghton Mifflin Harcourt; F Is for Flag by Wendy Cheyette Lewis; American Symbols Cards (the American flag, the Bald Eagle, the Statue of Liberty, and the Liberty Bell); American flag coloring page; Bald Eagle coloring page; Self-Portrait worksheet.
Supplies: Crayons, white blank paper, one handheld mirror per student, blue plastic plates, 7 red ribbons per student, 6 white ribbons per student, 13 foil star stickers per student, tape, and a stapler.
Technology — Hardware: Computers, speakers.
Technology — Software: Internet browser.
Internet Resources: "Everyone Belongs" song (YouTube).
Other Resources: Self-portraits drawn by other students.
Student Assessment Plan
Lesson 1. Students will be asked to draw and fill in self-portraits using correct colors. The teacher will assess each student's ability to identify, draw, color, and label body parts.
Lesson 2. Students will draw a picture of themselves on a white sheet of paper and write their interests and talents. The teacher will assess each student's ability to identify their likes and interests.
Lesson 3. Students will color the Bald Eagle and the American flag. The teacher will walk around the class and check whether students can color the American flag and the Bald Eagle using correct colors.
Lesson 4. The students will make the United States flag. The teacher reviews a checklist to ensure each student is completing each part of the activity.
Assessment Timeline
Before Project Work Begins: Students will listen to a story or learn a new song related to the content presented in the lesson. The teacher will lead a classroom discussion on questions posed after reading a story.
While Students Work on Projects: Students will be given coloring pages to complete and self-portraits to fill in. The teacher will monitor students as they work and will circulate the room to observe each student's progress.
After Project Work Ends: The teacher will collect each student's work and check it against the unit rubric.
College and Career Ready Descriptors
Students will demonstrate independence; be oriented toward evidence; develop knowledge; respond to the differing demands of task, audience, and discipline; analyze and summarize; use digital media and technology capably and strategically; and build an understanding of other cultures and perspectives.
Lesson 1: Self-Identity and Self-Portraits
Primary Subject Area and Grade Level: Kindergarten Social Studies
Lesson Duration: One 60-minute class period
Relevance and Rationale
Students will understand why people look different from one another.
Outcomes and Objectives
Students will draw, color, and label self-portraits, and describe their favorite part about themselves.
Content Standards
Presentation of Knowledge and Ideas 5. Add drawings and other visual assets to descriptions as desired to provide additional detail.
Presentation of Knowledge and Ideas 6. Speak clearly and express feelings, thoughts, and ideas openly.
Use of Formative Assessment to Inform Planning
A quiz on body parts was given to students before teaching this lesson. Writing and labeling body parts was the area where students were not yet proficient. All students were able to identify eyes, ears, nose, mouth, and hair. These are the prerequisite skills for drawing, labeling, and coloring the self-portrait.
Class Information
Two students in this class have difficulties with writing and reading. These students will be paired with students who can help them improve their writing and reading skills.
Overview
This is the first lesson in the Self and Others unit. Students will listen to a story titled I Like Myself! by Karen Beaumont and fill in self-portraits. To understand the content of this lesson, students must be able to identify and name body parts and distinguish different colors.
Academic Vocabulary
Key terms for this lesson: Wild, Tame, Protruding, and Identity. Protruding means sticking out (as in horns coming out of the little girl's nose in the story). Identity simply means who you are.
Grouping Strategy
Students will be grouped based on their capabilities into three categories: students who can identify body parts and write and label them independently; students who can identify body parts but cannot yet spell the words; and students who need extra modeling.
Lesson Procedures
Introduction (10 minutes):
- The teacher will gather students together for "Circle Time," sitting in a circle on the carpet.
- The teacher will pull out a collage of self-portraits drawn by other children and ask students what they see. Expected answers include that the portraits are colorful and show a nose, eyes, mouth, and hair.
- After this discussion, the teacher will ask students to recall the body parts they have already learned, noting that they will apply this knowledge to their own self-portraits.
- The teacher will tell students that they will listen to a story about a girl who loves herself unconditionally.
Procedures (30 minutes):
- The teacher will read aloud I Like Myself! by Karen Beaumont. This picture book, available through Houghton Mifflin Harcourt, celebrates self-acceptance and positive identity for young readers.
- After the story concludes, the teacher will ask: (1) What did the girl like about herself? (Expected answers: eyes, ears, nose, fingers, and hair.) (2) Which animal has a snout?
- The teacher will pass out handheld mirrors and self-portrait sheets to each student and explain that students will be divided into pairs to complete a three-step activity: Step 1 — identify body parts (hair, ears, eyes, nose, and mouth); Step 2 — draw and label the parts identified in Step 1; Step 3 — write their favorite part about themselves.
- The teacher will model by looking in the mirror and drawing two eyes, a nose, a mouth, ears, and hair, then coloring the portrait accurately. After completing the portrait, the teacher will write at the bottom: "My favorite part about me is my eyes because they remind me of the ocean!"
- The teacher will send students back to their seats with their partners to complete the activity.
- The teacher will gather students again for "Circle Time" to share completed activities one by one.
- After everyone shares, the teacher will ask students whether everyone's portrait looked the same or different. Students are expected to note differences. The teacher will explain that people look different because we are all made up of various features, and that this is perfectly okay.
Assessment (10 minutes): The teacher will monitor students and walk around to see how each group is doing, reviewing the checklist to ensure each student is completing each part of the activity. For students at the lower end, the teacher will sit and confer with them to ensure they are grasping the concept. The teacher will help these students label what they need, ensuring they can identify their body parts and articulate what they like about themselves.
Closure (10 minutes): The teacher will pull out the checklist and check off each completed step with the class, then collect students' work and check it against the unit rubric.
Differentiation
For students who can identify body parts but cannot yet spell the words, the teacher will create word tables that students can cut out and glue alongside their portraits. For students who need extra modeling — including English Language Learners and students at the lower end — the teacher will create tables with both pictures and words.
Assessment Criteria for Success
Class discussions and the self-portrait activity are the primary means of gauging the learning process. If students can identify and label body parts, they will demonstrate this by labeling and coloring the self-portraits accurately.
Anticipated Difficulties
Some students may not know the meaning of key vocabulary. The teacher will explain all vocabulary terms before reading the story.
Reflections
- Are students able to describe their favorite body part?
- Do students understand that people look different because we are made up of different features?
- What would I do differently if I were to teach the self-identity lesson again?
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