You will learn
- Say who I am.
- Describe myself in three ways.
- Say that every person is special.
- Listen to others describe themselves.
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 am a person.
- I have a name, a body, a family and things I like.
- No one is exactly like me.
- Other people are special too.
Words to know
a human being
not exactly like anyone else
to tell what someone or something is like
who you are
1. Discover: The mirror
Fatmata looks in a small mirror. “I see my eyes, my hair and my smile,” she says. Her teacher asks, “Who do you see?” Fatmata laughs. “I see me!”
Think: What would you say if someone asked, “Who are you?”
2. Understand: I am me
Idea 1: I am a person
You are a person. You have a body, a mind and feelings. You grow and learn every day.
Idea 2: I am special
No one in the world is exactly like you. You are special. Your face, your voice and your ideas belong to you.
Idea 3: I can describe myself
To describe yourself, you can say your name, how old you are, what you look like, what you like and what you can do. Your identity is all the things that make you who you are.
3. Worked examples
Example 1 (I show you): Say my name
Start with your name.
- Look at the person.
- Say “My name is …”.
- Smile.
Answer: My name is Fatmata.
Example 2 (We do it together): Say my age
Tell how old you are.
- Count on your fingers.
- Say the number.
- Say “I am … years old”.
Answer: I am six years old.
Example 3 (You try): Say one thing I like
Choose one thing.
Show the steps and answer
- Think of a game or food.
- Say it.
- Say why.
Answer: I like football because it is fun.
Did you know?
Your fingerprints are different from everyone else’s, even from a twin’s.
Why this matters
When you know who you are, you feel proud and you can make friends more easily.
4. Explore: Me poster
Draw a picture of yourself on paper. Write your name. Draw or write three things about you.
- Draw your face.
- Write your name.
- Add three things about you.
- Show a friend.
Think about it: what did you notice?
What did you notice? My poster was different from my friend’s poster, and both were good.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My name is ___.
- I am ___ years old.
- I like ___.
- I am special because ___.
Guided practice
Question 1. Say your name.
Child’s own name.
Question 2. How old are you?
Own age.
Question 3. Name one part of your face.
Eyes, nose, mouth or ears.
Independent practice
Level 1: Start
- Say your name.
- How old are you?
- Name one part of your face.
- Name one thing you like.
- Are you special?
Level 2: Grow
- Why is each person special?
- Say two ways you look different from a friend.
- What does “describe” mean?
Level 3: Stretch
- Draw yourself and add two labels.
- Tell a friend three things about you.
- Listen and tell one thing about your friend.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Introduce yourself to a new child.
Show a sample answer
Say your name, your age and one thing you like.
Another one. Tell a grown-up one thing you are good at.
Show a sample answer
I can …
7. Common mistakes
Fix: Everyone is special and different in some ways.
Fix: Every person is special.
8. Lesson summary and revision card
- I can say who I am.
- I can describe myself in three ways.
- I can say that every person is special.
- I can listen to others describe themselves.
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 am a person.
- I have a name, a body, a family and things I like.
- No one is exactly like me.
- Other people are special too.
11. Next lesson
Next lesson: My name and identity. 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 your name and age. [2 marks]
- Say three things about yourself. [3 marks]
- Say why every person is special. [3 marks]
- Say how we treat others when they speak. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Name [1]; age [1]
- One mark each
- Different [1]; unique [1]; clear sentence [1]
- Listen [1]; kind [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
- Say your name.
- How old are you?
- Name one part of your face.
- Name one thing you like.
- Are you special?
- Why is each person special?
- Say two ways you look different from a friend.
- What does “describe” mean?
- Draw yourself and add two labels.
- Tell a friend three things about you.
Homework
Tell your family three things about you. Ask them to tell you one thing they like about you.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Say your name. | Child’s own name. | 1 |
| 2. How old are you? | Own age. | 1 |
| 3. Name one part of your face. | Eyes, nose, mouth or ears. | 1 |
| 4. Name one thing you like. | Any like. | 1 |
| 5. Are you special? | Yes. | 1 |
| 6. Why is each person special? | No one is exactly the same. | 1 |
| 7. Say two ways you look different from a friend. | Hair, height or similar. | 1 |
| 8. What does “describe” mean? | To tell what something is like. | 1 |
| 9. Draw yourself and add two labels. | Picture with two labels. | 1 |
| 10. Tell a friend three things about you. | Three sentences. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Child’s own name.; 2 Own age.; 3 Eyes, nose, mouth or ears.; 4 Any like.; 5 Yes.. Level 2: 1 No one is exactly the same.; 2 Hair, height or similar.; 3 To tell what something is like.. Level 3: 1 Picture with two labels.; 2 Three sentences.; 3 One true sentence..
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 Say who I am | 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 Describe myself in three ways | 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 Say that every person is special | 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 Listen to others describe themselves | 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: “We are all exactly the same.” Everyone is special and different in some ways.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a mirror and a picture. Ask, “What do you see? What is your name?” Then help your child say a short sentence.
- 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 learns to say who they are and that every person is special. All families are different, so please use words that suit your family. You do not need to be an expert to help.
- Tell your child three things you love about them.
- Ask “Who are you?” and listen to the answer.
- Display your child’s Me poster.
- 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: say who I am; describe myself in three ways; say that every person is special; listen to others describe themselves.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about themselves.
Materials. Paper, crayons, a small mirror if possible. 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. Write a name card for each learner or ask them to write their own.
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). Hold up a mirror and ask, “Who do you see?”
Explanation (10 min). Teach that every person is special and can describe themselves.
Guided activity (10 min). Learners draw the Me poster.
Independent activity (10 min). Learners share in pairs.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Who am I? What makes me special?
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. “We are all exactly the same.” Everyone is special and different in some ways.
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 a mirror and a picture. Ask, “What do you see? What is your name?” Then help your child say a short sentence. 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 1; NCSS C3 Framework, individuals and groups; Cambridge Primary Humanities, people; IB Primary Years Programme, who we are. These sources informed the lesson.