Kindergarten
Social Studies
Unit: 06
Lesson: 03
Suggested Duration: 3 Days
Las familias son similares
Lesson Synopsis:
Earlier this year, in Unit 5, Lesson 1, students’ examined how families are similar and different regarding kinship, laws
(rules), and religion. In this lesson, students continue that discussion in more depth and emphasize that the family is a
part of the larger local community. The essence of the community is a reflection of the families who live there. Although
there may be differences, there are many aspects of families that are similar. As a community, we should learn to respect
and honor the differences among us while celebrating the similarities. Respecting and honoring differences strengthens
our bonds as a community and as a people.
TEKS:
K.4
Geography. The student understands the concept of locations. The student is expected to:
K.4C
Identify tools that aid in determining location, including maps and globes.
K.11
Culture. The student understands similarities and differences among people. The student is expected to:
K.11A
Identify similarities and differences among people such as kinship, laws, and religion.
Social Studies Skills TEKS:
K.16
K.16A
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Draw a picture that shows ways their family is similar to another family in the community regarding kinship, laws
and religion. (K.11A, K.16A)
1C, 1D,
Key Understandings and Guiding Questions:

Las familias y las comunidades son parecidas y diferentes en su parentesco (relaciones), reglas, y religiones.
— ¿Qué es parentesco?
— ¿Qué son las leyes o reglas?
— ¿Qué es religión?
— ¿En qué se parecen nuestras familias en su parentesco (relaciones), reglas y religiones?
— ¿En qué se diferencian nuestras familias en su parentesco (relaciones, reglas, y religiones?
Vocabulary of Instruction:


parentesco (relaciones)
leyes (reglas)


religión
familia

comunidad
Materials:

Refer to the Notes for Teacher section for materials.
Attachments:

Teacher Resource: Parent Letter (Example. Send home a letter at least one week prior to teaching this lesson.)
Resources and References:

None identified
©2012, TESCCC
04/29/13
page 1 of 6
Kindergarten
Social Studies
Unit: 06 Lesson: 03
Advance Preparation:
1. Become familiar with content and procedures for the lesson, especially the idea that families are similar and
different regarding kinship, laws (rules), and religion.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. At least one week before teaching this lesson, send home a letter similar to the Teacher Resource: Parent Letter
6. Locate Bubble Chart from Unit 5.
7. Create a family tree to share with students. (If you are not comfortable sharing your own family tree or just prefer
not to do so, create one about a fictional family and use it instead. Creating a family tree for a character from
children’s literature is another possibility.)
8. Prepare materials and handouts as needed.
Background Information:
Traditions – passing down customs from generations to generations usually by oral traditions.
Kinship – close relationships, usually a blood relationship, but can also include adoption, affinity, or other close
association.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Family tree
1. Read a book about genealogy and family trees.
2. Display a family tree. Read the labels and names. Explain
how family members are related and how they connect to one
another.
NOTE: 1 Day = 30 minutes
Suggested Day 1, 10 minutes
Materials:
 books, picture books about families to read aloud
 reference books
 family tree
Attachments
 Teacher Resource: Parent Letter (Example.
Send home a letter at least one week prior to
teaching this lesson.)
Purpose:
The purpose of this section is to understand how
family members are related to one another using a
family tree as a visual tool.
TEKS: K.11A
Instructional Note:
 Sample family trees are available online and can
be found with an internet search for images using
the words “family tree”.
 If you are not comfortable sharing your own
family tree or just prefer not to do so, create one
about a fictional family and use it instead.
Creating a family tree for a character from
children’s literature is another possibility.
EXPLORE – Families are unique
©2012, TESCCC
Suggested Day 1 (continued) – 15 minutes
04/29/13
page 2 of 6
Kindergarten
Social Studies
Unit: 06 Lesson: 03
Instructional Procedures
Notes for Teacher
1. Say:
 As we continue our study of our neighborhood, we
look again at our families. Our families are a part of
the larger community, our neighborhood. Because our
families are unique, it makes our neighborhood
unique.
Materials:
 Returned parent letters
2. Ask:
 What does “unique” mean? (It means that something or
someone is unlike anything or anyone. It is special.)
TEKS: K.11A, K.16A
3. Explain that while looking at the family tree, each family is
made up of people who are related or kin to one another.
Each family has its own family members. Sometimes families
have a mother and a father and children. Other times families
have only one parent with children, and sometimes they have
grandparents who live with grandchildren. (Include the
different family situations of children in the class.) Even though
they may be different or unique, they are each called a family.
Purpose:
The purpose of this section is to recognize that each
family has a unique history shared by storytelling.
Instructional Note:
This discussion requires sensitivity to individual
children. If you believe a child may not be
comfortable with his/her family situation being
mentioned, do not force the student to participate
publicly. The teacher may choose to visit with the
student privately to value their story if the student
prefers.
4. Families each have a history, which means they have a past.
When we talk about a family’s past we talk about the people
who are older than us (like parents, grandparents or great
grandparents) or who lived before us. Each of these people
has stories about their lives. Families share their history by
telling stories about themselves or one another. Stories are
usually “handed down” or told from one generation to the next.
For example: a grandparent tells a story to a grandchild.
5. Ask:
 Have your heard stories about your family’s history?
Allow time for students to briefly share.
6. Your parents have talked to you about a story in your own
family history. We are going to share these stories with the
class so we can learn some of the history of all the families in
the class.
Students can take turns telling the story or standing with the
teacher as he/she reads the family history story.
EXPLAIN – Turn and talk about family history
Suggested Day 1 (continued) – 5 minutes
1. Students turn and talk to a partner. They take turns telling a
brief story about one family’s history. (It may or may not be
their own family history story.)
ENGAGE – Where are families from?
1. Display the map of the world.
Ask:
 What is this? (A picture or chart that represents the world.)
Spend a few minutes familiarizing the students with the
map.
Suggested Day 2, 5 minutes
Materials:
 Map of the world
 Push pins or thumb tacks
 Labels to place on the map (each child’s name)
Purpose:
The purpose of this section is to introduce the world
map to students.
TEKS: K.4C; K.11A, K.16A
©2012, TESCCC
04/29/13
page 3 of 6
Kindergarten
Social Studies
Unit: 06 Lesson: 03
Instructional Procedures
Notes for Teacher
EXPLORE – Families come from many places
Suggested Day 2 (continued) – 15 minutes
Purpose:
The purpose of this section is to locate places that
families are from on a worldwide map. Make the
connection that our place of origin impacts who we
are and can affect our religious beliefs and the rules
or laws we follow.
1. Say:
 Each family represented in our classroom came from
somewhere. Many of our families may have lived here
in Texas for many, many years. Some of our families
may have moved here recently. We are going to look
at the places that our families are from. This will help
us learn more about our family history.
 First, let’s find our town or city on the map. (Place a
push pin on the location of your town or city on the map
with the name on the label.)
 Next, we will place a label for each of you and your
family.
2. Allow students to take turns placing their name label on the
appropriate place on the map, using the information from the
bottom of the parent letter.
3. When completed, say:
 We can see where each of our families is from.
 As we learned in Unit 5, many of our families practice
religious beliefs. We worship in a way that our family
chooses. Many of our religious beliefs come from our
families and this often depends on where our families
are from. (See the instructional note.)
 Other laws that families must follow are city, state and
national laws. Unlike religious rules or laws, these
laws are enforced by police officers and other
authority figures. Most of these laws are the same
from one community to another within the state, but
there are often some differences.
EXPLAIN – Return to Bubble Chart from Unit 5
1. Display Bubble Chart from Unit 5. Read through it as a way
to summarize the information on families. Ask students to turn
and talk to a partner about the topics covered in this unit that
were included on the Bubble Chart:
 Kinship – how people in families are related to one
another.
 Religion – how religious beliefs affect how we behave
toward one another, the clothes we wear, and the food we
eat.
 Rules/laws – how families are governed by the rules and
laws of their family and the laws of the city, state and
nation.
ELABORATE – Bringing it together
1. Facilitate a discussion that helps students conclude that our
community takes on the traits or character of the families who
live in the community. Refer to the Key Understandings and
Guiding Questions:
 Families and communities are alike and different in their
©2012, TESCCC
04/29/13
TEKS: K.4C; K.11A, K.16A
Instructional Note:
NOTE: The curriculum in this lesson is based upon
the Texas Essential Knowledge and Skills (TEKS),
which are the teaching standards required under the
provisions of the Texas Education Code. TEKS
K11A states that kindergarten students should be
able to “Identify similarities and differences among
people such as kinship, laws, and religion.” During
this activity, students may voice diverse viewpoints
regarding the topic of religion. Educators are
encouraged to consult with district administration to
determine how they should best address these
varying perspectives so that all viewpoints are
respected and district expectations are met.
Suggested Day 2 (continued) – 10 minutes
Materials:
 Bubble Chart from Unit 5
Purpose:
The purpose of this section is to refer back to
Bubble Chart from Unit 5 and allow students to
share in their own words.
TEKS: K.11A, K.16A
Suggested Day 3 (continued) – 10 minutes
Purpose:
The purpose of this section is to summarize learning
for this lesson.
TEKS: K.4C; K.11A, K.16A
page 4 of 6
Kindergarten
Social Studies
Unit: 06 Lesson: 03
Instructional Procedures
Notes for Teacher
kinship (relationships), rules, and religions.
 What is kinship?
 What are rules or laws?
 What is religion?
 How are our families alike in their kinship
(relationships), rules and religions?
 How are our families different in their kinship
(relationships), rules and religions?
2.
Say:
 Our community or neighborhood is different from any
other community or neighborhood because of the
families who live here. Think about your own family.
3.
Ask:
 How is your family similar to another family in the
neighborhood when it comes to kinship, laws, and
religion?
EVALUATE – Determine mastery

Draw a picture that shows ways their family is similar to
another family in the community regarding kinship, laws and
religion. (K.11A, K.16A)
1C, 1D
Use the problem solving process to complete this Performance
Indicator.
1. Identify the problem: Students must find a peer whose family
demonstrates something in common.
Suggested Day 3 (continued) – 20 minutes
Materials:

Drawing paper
TEKS: K.4C; K.11A, K.16A
Instructional Note
This is the first time students will be exposed to the
problem-solving process. The teacher will directly
lead this process and assist students with each step.
2. Gather information: Students will need to talk to other students
to understand what they have in common. The teacher will
need to lead this discussion to help students begin to find a
peer who has similar families. Potential questions are listed
below:
 My family is like ________________’s family because
we have grandparents who live in ________. (name
another place, such as a country).

My family is like ________________’s family because
we have _____________ in our families. (a mommy, a
daddy and two children, for example).

My family is like ________________’s family because
we both belong to ________________religion.( name
a religion).

My family is like ____________’s family because we
wear ______________ clothing. (name a type of
clothing).

My family is like _____________’s family because we
don’t eat ____________. (name a food, such as meat)
©2012, TESCCC
04/29/13
page 5 of 6
Kindergarten
Social Studies
Unit: 06 Lesson: 03
Instructional Procedures
Notes for Teacher
3. List and consider options: Students will consider several
students’ families as similar to their own. The teacher can
help students understand that they have much in common
with many families represented in the room
4. Consider advantages/disadvantages: Students will need to
consider which family has the most in common with their own
family. The teacher will need to direct this process so that
each student has a partner.
5. Choose and implement a solution: Students each pick one
peer’s family (or the teacher may help the student find a
partner) to which they will compare their family by drawing
something that they determined was a similarity.
6. Evaluate the effectiveness of the solution: Students will
examine each other’s drawings and play a “guessing game”
about what the drawing shows the two families have in
common.
©2012, TESCCC
04/29/13
page 6 of 6