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Michaela Baumgartner, Brendan Dames, Hannah

Roth, Katie Guckien, Tim Appelbaum, Molly Moran

Identity

Science

-In accordance with NGSS

standards:
3-LS3-1. Analyze and
interpret data to
provide evidence that
plants and animals
have traits inherited
from parents and that
variation of these
traits exists in a group
of similar organisms.
3-LS3-2. Use
evidence to support
the explanation that
traits can be
influenced by the
environment.

1) Students will trace their own handprint onto

paper six times. Cut each handprint out.
2) On three handprints, students will write four
inherited traits on four fingers (do not write
on the thumb). On the remaining three
handprints, write four acquired traits on four
fingers. See the picture above as an example.
3) Students will glue their handprints in the tree
formation seen to the left. Students can either
hand-draw or glue a picture of a tree trunk
onto a piece of 8.5 in. x 11 in. paper.
4) Have students share their tree and personal
traits with the class. Discuss the variation
amongst the inherited traits, as well as
possible explanations as to how students
garnered their acquired traits.

Link:
http://teach.genetics.utah.edu/content/heredity/files/Fam

+Identity Language Arts

Collect thumb prints of your students.

Enlarge thumb prints.

Trace over the lines of the thumb

prints with a Sharpie to smooth out the

pixelated lines.

Use a sheet of lightweight paper to

place over the thumb print and start

writing along the thumb print lines in
pencil.

For fun, use colored pencils to add

designs in the background before tracing

the words again with a Sharpie.

This is great for the students to get to

know each other better in a creative way!

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Social Studies

Give students a blank, outline of the United States.

Have students collage, draw, color, etc. into the state

what being an American means to them.

After all students have created, they can share and

explain why they chose the images, objects, etc. that
they chose to put in their map.

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Social Studies

Have students discuss/interview with their

parents/relatives about their background, culture,
traditions, etc.

Students can write the information they found out on

individual leaves.

Students can compile their leaves to form their trees

and add pictures of images to explain their image even
further.

After trees are completed, students can share each of

their trees and how they are influenced the culture and
traditions that they have in their lives.

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Identity in Music
1.

First I would play multiple sounds for the students.

2.

Then I would give them access to the songs and tell them
to pick the song that they feel describes their mood,
personality, or identity.

3.

Afterwards I would have the students draw or paint, while

listening to the song, about what the song makes them
feel.

4.

Fourthly we would have an opportunity for kids to share

their drawings

5.

Lastly, we would reflect as a class on how the music

affected the students drawings (Color,shape,form,etc.).

Super Special Suitcases

Students decorate the outside of the suitcases

(cardboard boxes) with pictures, magazine clippings, or
drawings of places they have been, where they have
family that lives, or places they wish to one day go

The students will then fill the suitcases with objects or

pictures that represent their own identity.

+ The students will then write a short paper or summary of

each of the objects they places in the suitcase and explain
what that object means to them and their identity

This could be an activity for all elementary grade levels and

is a good way to incorporate art and creativity to language
arts while exploring identity

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Resource
http://www.teachkidsart.net/thumbprint-selfportrait/