Late Bloomers (3-5)
To teach children tolerance for differences through the understanding that people grow and develop at different rates.
The learner will:
- demonstrate understanding that individuals develop at different rates.
- demonstrate knowledge that accepts the physical or developmental differences between individuals.
- collect and organize data using a graph.
- identify and discuss student differences and similarities.
- create a timeline.
- use concepts of philanthropy in conversation and discussions.
Assist (v) To give support, to aid, to give help – assistance (n), assistant (n) Aware (adj.) Being conscious or mindful of something – awareness (n) Behave (v) To function in a certain manner; to conduct oneself in a proper manner – behaving (v), behavior (n), behaviorism (n) Care (n) A feeling of concern, anxiety, or worry; guardianship or custody – Care (v) To show interest or regard Child Development (n) All aspects of human growth from birth through adolescence Cooperative (adj.) Willing to cooperate with others – cooperatively (adv.), cooperativeness (n) Respect ( v) To show consideration or esteem for; to relate to - respect (n) courtesy or considerate treatment, respectfully (adv.), respectful (adj.) Tolerate (v) to recognize and respect the opinions and rights of others; to endure; to put up with; to suffer – toleration (n), tolerance (adj.), tolerant (adj.)
- Leo, the Late Bloomer by Robert Kraus (see Bibliographical References )
- Blank paper
- Drawing materials
- Area to display graph
- Note to parents Letter (Attachment One)
- Homework sheet My Timeline (Attachment Two)
Teacher will send home explanation Letter ( Attachment One ) and My Timeline sheet ( Attachment Two ).
Education Place. Bibliography: Growing and Changing (Leo the Late Bloomer). <Accessed March 8, 2006>
Education Place. Meet the Illustrator. <Accessed March 8, 2006>
Kraus, Robert. Leo, the Late Bloomer. Harper Collins, 1994. ISBN 0-87807-042-7.
Speech Therapy Activities. Language-Books in a Bag: Leo the Late Bloomer. <Accessed March 8, 2006>
Ask students if their parents/guardians told them about the day they first walked. Share their stories with each other. As they tell about when they took their first steps, write on a large sheet of paper or board the age that students recall. Add key words and concepts as students relate their stories. Have students draw a conclusion about the age ranges that they collectively walked. Ask if they all learned how to walk at the same time. Ask learners if they think someone would make judgments based on differences in rates of development? Ask the class if sometimes people make judgments about others based on things as simple as foods? Have they ever heard someone being teased because of what those students brought for lunch? Ask them to think about this as you begin the lesson.
Give every student an 8.5” x 11” piece of blank paper.
Ask students to think about their favorite meal. Prompt them with some questions, for example: Do you like pizza? Do you like hot dogs?
Ask students to draw their favorite meal on the blank paper and keep it to themselves . Grades 3-5 learners write about their favorite foods and draw a picture.
Have students bring their pictures to the large group area of classroom and put them face down on the floor for later discussion.
Read the students the story, Leo the Late Bloomer by Robert Krauss.
After reading, ask students to respond to the text. Some questions can include: How do you think Leo felt when he couldn't read? Did you ever think he would bloom?
Grades 3-5 Extension: Instructor develops a guided reading practice for learners to complete after class reads the book.
After the discussion on the text: Explain to students that they inherit characteristics from their parents. Grades 3-5, introduce idea about genes, using the example of blue eyes/brown eyes. Introduce concepts of dominant and recessive genes as applicable to eye color. For grades K-5, introduce the concept of development and readiness. You may include some of the following concepts: Children all get their teeth at different times, crawl at different times, talk at different times and walk at different times. Be sure to put emphasis on that fact that we are all different and need to respect the difference in others. Be sure to remind them that their classroom behaviors towards one another will help other students learn.
Discuss your favorite meal. Explain that even in very tiny ways we show our differences. Today we will use foods we like to show that we have differences. Ask learners if they have ever heard someone being teased about what that person brought for lunch? Ask them to show you their favorite meals and develop concepts of difference and similarity. Tell the students that they are going to organize the data and display the information in the form of a graph. Explain the format of the graph (columns and/or rows).
Have the students place their picture on the graph in the correct column.
Spend a few minutes analyzing the graph. Be sure to use the vocabulary “greater than,” “less than” and “equal.”
Show the students the timeline homework sheet. Tell them that they will be displayed so that we can compare each other's timelines.
Give each learner a copy of the timeline to be completed with adults at home and returned the next session.
Days Two and Three:
Review the major themes from Day One. It's ok to be different, tolerance of others, diversity, we learn and develop at different rates.
Have learners react to the Martin Luther King paraphrase, “Judge on the content of character, not on color of skin.” Expand that to all differences including physical and developmental challenges.
Ask learners what comes to their minds when they see someone who is using a walker or is in a wheelchair. Expand to someone who is deaf or blind. Discuss causes such as accident at birth, auto or other accidents, disease.
Develop reasons for accepting people for their character and not appearance or challenges.
Place two columns on the board or large sheet of paper and have the learners recall examples of similarities and differences.
Grades 3-5 Extension: Pair learners and have them write a brief story using each philanthropy word.
Review the favorite food graph. Again, use the key words and concepts.
Ask a few children to share their timelines.
Display the timelines.
End with your classroom expectations as a result of this knowledge: tolerance of differences, respect for others, classroom behavior towards one another that will help establish a good learning environment.
Teacher Observation: teacher will note whether students were able to identify and discuss differences and similarities. Students will place their individual favorite foods onto the graph in the correct location. Successfully complete the School/Home Connection Timeline assignment. Demonstrate accuracy in using five philanthropy vocabulary words either in picture, tape recordings or writing.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 02. Diverse Cultures
Benchmark E.2 Discuss the importance of respect for others.
Standard PCS 05. Philanthropy and Government
Benchmark E.3 Discuss the importance of personal virtue, good character, and ethical behavior in a democracy.
Benchmark E.4 Identify individual sovereignty as a basic concept in government.
Benchmark E.8 Describe classroom behaviors that help the students learn.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
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.