Students will learn to compare and contrast changes over time.
- An Egg is An Egg, by Nicki Wiess; ISBN 0021811091
- Social Studies and The Young Learner, Volume 15, Issue #4, "Eight
Ways of Learning: Multiple Intelligence Strategies"
- Educational Leadership, September 97, " Variations on a
Theme: How Teachers Interpret MI Theory"
Background for Teachers
This lesson allows students to collect data in the fall and again in the
spring. Students use the data collected in both seasons to compare and
contrast changes over time. Students need an understanding of the five
Intended Learning Outcomes
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Ask the class what they think it means for something to change.
Brainstorm many different examples of change. Prepare them to listen
as you read An Egg is An Egg by asking them to look and listen for
changes they notice in the story. Read the story and discuss all the
changes they observed.
- Show the class a box
that will act as a time capsule. Explain
that, as a class, you are going to be using a time capsule to
observe changes that take place during first grade. Changes
may be individual or in the community.
- Collect data on each student by
having them complete A
1st Grader’s Profile, which will then be placed in the time capsule.
- Collect data from around the school by taking the class for a
walk inside the school. Students look for characteristics of the
school. Upon returning to the class, students draw pictures of
what they observed and write a sentence describing the pictures.
On this writing piece, there should be as little teacher instruction
as possible. This particular piece will be used to compare how
much students have developed as writers by the end of the year.
Once completed, place the writing samples inside the time
- Go on a walking fieldtrip around the outside of the school and
community. Students write what they see, hear, smell, and feel.
Sight—Students draw pictures of what they see, or take a
camera to take pictures.
Sound—Students write down what they hear, or take a small
tape recorder and record the sounds.
Smell—Make a list of things they smell.
Touch—Have students feel several things in nature, such as
leaves, trees bark, grass, etc., and record what they touched
and how it felt.
Place all of the data from your walking fieldtrip in the
- In the spring, repeat steps 2, 3, and 4. Explain to the class
they will be doing some of the same activities they did at the
beginning of the year. Remind them to look for how things have
- Open the time capsule and compare and contrast the data
collected. The following questions may help you in leading a
discussion as to what was found. What changed? How did it
change? What did not change? Why?
- In the fall, graph the class
data compiled on A
1st Grader’s Profile. Use different graphs
for each question. Record the information from those graphs, or take pictures
of what you
found, and place them in the time capsule.
- In the spring place the students
in small groups. After copying
the student’s A 1st Grader’s Profile, cut up each profile
and divide the strips of paper by question. Give each group a stack of
common questions. Have each group graph their assigned
question, using the graphing format assigned (e.g., bar graph,
picture graph, tally mark, clothes pin, paper doll, etc.). Compare
their graphs to the class graphs you did in the fall.
- As a class interactively
write about the students’ observation from
the class walk. Encourage students to write independently about
one other observation you did not write about as a class. Place
both writing samples in the time capsule.
- During the walking field trip around
the school or community,
focus in on a tree that changes with the seasons. Have students
draw a picture of that tree or take a picture of it to compare and
contrast the seasons.
- When the time capsule is opened in the spring, students
about the changes observed using the five senses as a guide. This
helps students write descriptively about changes that took place.
- Make the
needed adaptations for special needs within your class.
Small groups may be assigned to a sense to investigate changes.
- Students collect data, put it
in a family time capsule, and compare
changes in the spring.
- Interview a parent or grandparent about their school
If the parent or grandparent grew up in the same community, they
could share some long-term changes they have seen over the
years. This would be great to do in the spring to show the
students that even though there were not a lot of changes in the
school in one year, changes can take place over a longer period of
- Discuss changes students observed. Let each student
change s/he observed.
- Have each student draw a picture of a change s/he observed
write about the changes.
Gardner, H., & Walters, J. (1993). Multiple Intelligences:
The Theory In Practice. (New
York: Basic Books)
This research states that children learn through eight different
intelligences. By using these intelligences, a child’s strongest learning
style can be accessed. Given many opportunities, students will develop
Gallavan, N.P., Putney, L.G., & Brantley, D. (2002). The Influences of
the Competence and Confidence To Teach. Social Studies and The Young Learner. 14(3), 28-30.
This research indicates that effective teachers integrate social studies
across the curriculum, thus helping all learning to blend together.