Looks Like Respect, Sounds Like Respect, Feels Like (K-2)

K, 1, 2

The purpose of this lesson is to reinforce philanthropy concepts through art. Expressions of the senses of touch, sound and smell will have learners demonstrate tolerance for diversity.

Lesson Rating 
Three Forty-Minute Class Periods

The learner will:

  • identify each of the five senses.
  • understand how senses are individualized and enhanced by individual perceptions.
  • demonstrate how three people can see the same event differently.
  • discuss peer diversity in his/her community.
  • demonstrate competency in Art objectives by designing and creating props (glasses-looks, ears-headband, and [feel] texture board) for each of the given senses.
  • create a poster illustrating knowledge competency of the three senses as related to the term respect.


  • Markers
  • Pencils
  • Construction paper
  • 4x 6 notecards
  • Plastic wrap
  • ‘T’ chart – use butcher paper
  • Poster board (one piece for each group of three)
  • Oversized ear (see attachment)
  • Oversized glasses
  • Large glove


  1. Anticipatory Set:

    The teacher comes in wearing an oversized ‘ear,' glove and glasses. Ask learners to identify the word “sense” and then relate to the five senses. Ask learners about those things that interfere with senses. Review the word respect and connect to the way the word was explored in Lesson One: Late Bloomers and Lesson Two: Teaching Peace through Literature and Song . Tell your students that we will be exploring three of the five senses by determining how tolerance/ respect might sound, feel and look.

    The First Forty-Minute Period

  2. As a whole group, ask the learners to use their imagination and suggest what respect looks like, sounds like and feels like. Record the responses on large sheets of paper or a board.

  3. How did the characters in Leo, the Late Bloomer and Thank You, Mr. Falker show respect towards each other?
  4. Generate a list of ways members of the class have demonstrated respect or tolerance for peers or ways they could.
  5. Develop a definition of diversity and its many aspects from their experience with the stories and their prior knowledge.
  6. Create another list of ways tolerance can be shown for peer diversity.
  7. Compare the lists and highlight themes common to all the lists.
  8. Give each learner Attachment One: Making Sense of Our Senses to discuss and fill out with their family. Collect after the lesson is completed.
  9. The Second Forty-Minute Period

  10. As a whole group, brainstorm how it is okay to be different. We are all different. Discuss diverse groups that may be in your school setting or in your community. Talk about physical, developmental, mental, emotional differences and also and cultural diversity.

  11. Instructor Note: You may cite instances persons who use wheel chairs. Discuss what they would do when encountering a person like this. Would they look away, stare, ask questions? What is appropriate? How do you show empathy?

  12. Divide the class into groups of three per group. If you have a multi-level class, group three levels together.

  13. Instruct the groups that they will be creating models using oversized ears, glasses and gloves that they have made to accompany an explanation representing the look, feel and smell of tolerance/respect.
  14. Instructions to the class :

  15. Pass out three strips of paper to each group, long enough to be fashioned into a headband and three inches wide. Explain that the ear and nose they create should be attached to one of the headbands and placed around one of the student's heads for their presentation. The hand they fashion may be taped to one of the group member's hands. The group will write an explanation for presentation. Any form of expression such as a poem, rap, song and skit may be used. Stress that each member of the group is to demonstrate on one of the senses.

  16. Give each student a 4 x 6 note card and have him or her glue different textures to the card, e.g. corrugated cardboard, material scraps, rough and smooth things.
  17. The Third Forty-Minute Period

  18. Each group presents to the class.

  19. Discuss the presentations and representations demonstrated by the ears, eyeglasses and hands.
  20. The children need to be put in diverse (multi-age) groupings of three.
  21. The children need to label their posters TOLERANCE and illustrate what it looks like, sounds like and feels like.
  22. The posters need to be quality work and their personal best.
  23. Discuss with the children to plan out their ideas before they start on the poster.
  24. They should use pencil first and then they can add color.
  25. Place the posters around the room for reference all school year.

Teacher observation
Class participation
Evaluate posters
Evaluate presentations.

Cross Curriculum 

Lesson Two: Teaching Peace through Literature and Song and Lesson Six: Is There a Stone in My Soup?

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.4 Define and give examples of selfishness and selflessness.
    2. Standard DP 06. Role of Family in Philanthropy
      1. Benchmark E.3 Identify the major cultural subgroups in the nation's society.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark E.1 Give examples of philanthropic traditions of diverse cultures.
      2. Benchmark E.2 Discuss the importance of respect for others.
      3. Benchmark E.3 Identify the similarities in philanthropic behavior among people of different cultural backgrounds.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.

Academic Standards

Select categories to search for standards.

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