Beacon Lesson Plan Library


Edwin Brooks


In this lesson, students select objects that can be grouped according to similarities and differences of their physical characteristics.


The student knows ways objects can be grouped according to similarities or differences of their physical characteristics.


-A class set of drawing paper and pencils
-Pictures or posters depicting a man, a woman, and a child (3 separate)
-A white board or chalkboard and the appropriate writing implement


1. Obtain one poster each depicting a man, woman, and child.
2. Set out a class set of drawing paper and pencils.
3. Write categories on the board such as:
Things that make noise, things that fly, things that you strike, things that
Children play with, things that you eat, etc


1. Show students a poster picture of a man, woman, and child.

2. Ask students if they can tell what those three posters have in common. (They all pictured human beings, people, etc.)

3. Write a heading on board PEOPLE or HUMAN BEINGS then draw a T-Chart.

4. Label the left side ALIKE and the right side DIFFERENT.

5. Ask students to think of the pictures again or set the posters up and ask students to offer some ideas on how the people are alike. (All have eyes, legs, mouth, hair, etc.) Students who give responses may want to write their answer on the left side of the T-Chart.

6. Follow the same procedure for differences.

7. Now, instruct students that today they will be selecting a topic to determine physical characteristics that are alike and different. Perhaps, now would be a good time to question students on their knowledge of the meaning physical.

8. Distribute blank, white or art paper and pencils to students.

9. Direct students’ attentions to the board and read the categories listed there.

10. Tell students to select one category from the list and at the top of their paper, draw three pictures of things that would fit in the category. Example: People: man, woman child.

11. Circulate the classroom and assist as needed.

12. When everyone has three pictures drawn, ask the students to write a complete sentence telling one thing that is alike about each of their three figures.

13. Again, circulate and assist as needed.

14. Finally, ask students to write a sentence telling one thing that is different.

15. Allow time for students to share with the class their drawings and sentences.

16. Collect all papers and assess, remediate as needed.


In this formative assessment students select from listed categories and draw three pictures of things that fit the category, i.e. Things that fly- bird, butterfly, airplane. Next, the student writes a sentence stating one similar physical characteristic of the three objects. Finally the student writes a sentence stating one different physical characteristic among the three items portrayed.

Students who have difficulty completing the assessment will be interviewed by the teacher. If drawing is the problem, the student may cut out three pictures from magazines for homework and paste on the paper upon returning to class the next day. Students who have difficulty thinking of one similarity and/or one difference will be asked to review the list on the board to see if one of the other selections would be easier to find a similarity/difference. If a problem persists the teacher will ask questions until the student thinks of a similarity/difference.


If there are 16 or more students this lesson should take about 45 to 50 minutes.
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