You will learn
- Name things I like.
- Sort likes.
- Compare likes with a friend.
- Say that likes can change.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- I have things I like.
- Other people like different things.
- Sometimes we like the same things.
- My likes can change as I grow.
Words to know
something you enjoy
something you enjoy learning about or doing
the one you like best
something you do for fun
1. Discover: Favourite things
Sorie loves football. His friend Aminata loves drawing. Their friend Carlos likes both. The teacher draws a chart on the board. “Let us find out what our class likes best,” she says.
Think: What is your favourite thing to do?
2. Understand: What I like
Idea 1: Likes
A like is something you enjoy. You may like a game, a food, a song or an animal. The one you like best is your favourite.
Idea 2: Interests and hobbies
An interest is something you enjoy learning about. A hobby is something you do for fun, such as drawing or football.
Idea 3: Same and different
Friends can like the same things or different things. Both are fine. Our likes can change when we grow up.
3. Worked examples
Example 1 (I show you): Name a like
Say one thing you like.
- Think.
- Say it.
- Say why.
Answer: I like mangoes because they are sweet.
Example 2 (We do it together): Sort likes
Sort pictures into food, games and animals.
- Look at each picture.
- Decide the group.
- Put it in place.
Answer: Football goes with games.
Example 3 (You try): Tally a favourite
Count how many children like each fruit.
Show the steps and answer
- Ask each child.
- Make a mark.
- Count the marks.
Answer: Mango has the most marks.
Did you know?
Many grown-ups enjoy a hobby they started when they were children, but some change completely.
Why this matters
Knowing what we like helps us choose and share with friends.
4. Explore: Class favourites chart
Ask five friends which fruit they like best. Make a mark for each answer and count the marks.
- Draw three fruits.
- Ask five friends.
- Make marks.
- Count the marks.
Think about it: what did you notice?
What did you notice? Friends liked different fruits.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I like ___.
- My favourite food is ___.
- My hobby is ___.
- My friend likes ___.
Guided practice
Question 1. Name a food you like.
Any food.
Question 2. Name a game you like.
Any game.
Question 3. What is your favourite colour?
Own colour.
Independent practice
Level 1: Start
- Name a food you like.
- Name a game you like.
- What is your favourite colour?
- What is a hobby?
- Name a friend’s like.
Level 2: Grow
- Do all friends like the same things?
- Can likes change?
- How can we find the class favourite?
Level 3: Stretch
- Make a tally chart.
- Tell which has the most.
- Share a like that you and a friend share.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Plan a class snack day. Choose snacks the class likes.
Show a sample answer
Use the chart.
Another one. Ask a family member what they liked when they were six.
Show a sample answer
Tell the class.
7. Common mistakes
Fix: People like different things.
Fix: They can change.
8. Lesson summary and revision card
- I can name things I like.
- I can sort likes.
- I can compare likes with a friend.
- I can say that likes can change.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- I have things I like.
- Other people like different things.
- Sometimes we like the same things.
- My likes can change as I grow.
11. Next lesson
Next lesson: My abilities and strengths. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Write one thing you like and one friend’s like. [2 marks]
- Sort three things into two groups. [3 marks]
- Say who likes what most in a tally. [3 marks]
- Why can friends like different things? [2 marks]
Total: 10 marks.
Marking guide and model answers
- Own like [1]; friend’s like [1]
- Each correct [1]
- Count [1]; most [1]; sentence [1]
- People differ [1]; respect [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Name a food you like.
- Name a game you like.
- What is your favourite colour?
- What is a hobby?
- Name a friend’s like.
- Do all friends like the same things?
- Can likes change?
- How can we find the class favourite?
- Make a tally chart.
- Tell which has the most.
Homework
Ask a family member about their favourite food and tell the class.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Name a food you like. | Any food. | 1 |
| 2. Name a game you like. | Any game. | 1 |
| 3. What is your favourite colour? | Own colour. | 1 |
| 4. What is a hobby? | Something you do for fun. | 1 |
| 5. Name a friend’s like. | Any like. | 1 |
| 6. Do all friends like the same things? | No, some differ. | 1 |
| 7. Can likes change? | Yes. | 1 |
| 8. How can we find the class favourite? | Ask and count. | 1 |
| 9. Make a tally chart. | Chart. | 1 |
| 10. Tell which has the most. | Highest count. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Any food.; 2 Any game.; 3 Own colour.; 4 Something you do for fun.; 5 Any like.. Level 2: 1 No, some differ.; 2 Yes.; 3 Ask and count.. Level 3: 1 Chart.; 2 Highest count.; 3 Shared like..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name things I like | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Sort likes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Compare likes with a friend | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say that likes can change | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Everyone must like the same things.” People like different things.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use picture cards. Point and say, “I like ___.” Then sort the pictures with your child.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child names what they like and learns to respect different likes. You do not need to be an expert to help.
- Ask your child what they like and why.
- Play a game where each family member guesses another’s favourite.
- Praise sharing.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name things I like; sort likes; compare likes with a friend; say that likes can change.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about themselves.
Materials. Paper, crayons, pictures of fruit. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Draw the chart.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “What do you like best?”
Explanation (10 min). Teach likes and interests.
Guided activity (10 min). Learners make a tally.
Independent activity (10 min). Learners share findings.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What do I like? What do my friends like?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Everyone must like the same things.” People like different things.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use picture cards. Point and say, “I like ___.” Then sort the pictures with your child. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 1 Unit 1, topic 3; NCSS C3 Framework, individuals and groups; Cambridge Primary Humanities, people; IB Primary Years Programme, who we are. These sources informed the lesson.