Identity Board Creation

Overview

This is lesson 3 of 4 in the unit “Exploring Cultural Identity Through Symbols”. Today students create an identity board using symbols that represent parts of their lives (family, nature, hobbies), building on previous lessons where they explored symbols and belonging.

Learning intentions

WALT synthesize symbols that represent personal identities.

Success criteria

• I can choose symbols for family, nature, and hobbies.
• I can explain why each symbol is important to my identity.
• I can place my symbols neatly on an identity board and label them clearly.

Curriculum links

• Te Mātaiaho Social Sciences — Civics and Society / Cultural practices and identity: students can explain cultural practices and how groups express identity and belonging through everyday practices, traditions, and language.
• Te Mātaiaho Social Sciences — Civics and Society / For example, consider: students explore a range of cultural practices that express identity and belonging.
• Te Mātaiaho Social Sciences — Civics and Society / Group rules, routines, and social organisation: students recognise that New Zealand includes people from different cultural backgrounds and that different traditions and ways of life exist in their community.

Lesson structure (30 minutes total)

1. 0–3 min · Settle & purpose. Teacher shows the class example identity board (teacher-made) and says today’s focus is choosing symbols and explaining their meaning; students hold up three fingers for the three categories: family, nature, hobbies.

2. 3–8 min · Quick modelling: “Symbol + reason”. Teacher models one category using a think-aloud: “This symbol is important to me because…” (e.g., a heart for family, a leaf for nature, a ball/music note for hobbies) and demonstrates a simple label template for Year 2 (“The symbol means…”). Students repeat the sentence frame together.

3. 8–18 min · Create identity boards (teacher rotates). Teacher circulates with a clipboard checklist: each student must select at least 1 symbol per category and write/draw a short reason for each. Students choose colour-coded symbols and place them on their board, then complete labels using the sentence starter:

• Family: “The symbol shows my family because…”
• Nature: “The symbol shows nature because…”
• Hobbies: “The symbol shows my hobbies because…”

4. 18–26 min · Share in pairs (listening for meaning). Teacher assigns partners and gives a simple speaking structure: Speaker shares one category; Listener says back one important reason using “I heard you say…”. Students take turns, ensuring they explain (not just show).

5. 26–30 min · Exit reflection (5-minute wrap). Teacher prompts: “One symbol on my board and why it matters to me is…” Students answer on an exit card (or sticky note) and hand it in.

Resources

• Pre-printed identity board templates (family / nature / hobbies sections)
• Colour-coded symbol set (stickers or paper cut-outs) and/or drawing materials
• Sentence starter strips for labels (three categories)
• Student boards or large paper sheets (one per student)
• Glue sticks, scissors (if needed), coloured pencils/textas
• Example identity board (teacher model)
• Exit cards / sticky notes
• Dyslexia-friendly options: colour overlays or coloured paper, thick-lined templates, icon-based labels

Assessment

• Teacher formative check during creation: students selecting at least one symbol per category and completing a “symbol + reason” label.
• Pair-share check: students can state a reason for meaning in their own words (using sentence frames if needed).
• Exit card: student names one symbol and gives a simple explanation of why it matters.

Differentiation

• Support (students who struggle with design):
• Provide a filled-in layout template with pre-drawn boxes for family/nature/hobbies and pre-placed colour circles; students only choose and paste symbols.
• Offer label writing support: sentence starters with picture icons and a word bank (family, together, leaf, game, music, run, swim, weekend).
• Scaffolding for explanation:
• Allow drawing-only explanations for students who need it, with the teacher or support adult prompting: “Tell me about it—what does it show?”
• Use “Symbol + because…” cards to reduce writing load.
• Dyslexia-friendly supports:
• Use colour-coded categories consistently on the board (e.g., blue family, green nature, yellow hobbies).
• Provide templates with thick borders and simple icons instead of dense text.
• Offer short label options (1–2 lines maximum) and allow recording by audio device if available.
• Extension (advanced learners):
• Challenge students to include at least one additional symbol that connects to another culture or community practice (e.g., festival symbol, language-related symbol, food tradition) and explain how it connects to identity and belonging. Students can add a small “Another culture symbol” box on the side.

Differentiation

• Use WALT and success criteria language throughout (“I can…” statements) and revisit at the start of sharing.
• For EAL learners: sentence starters + model pronunciation; allow oral responses paired with a picture label.
• For students needing challenge: ask “How does this symbol show belonging?” and “What does it remind you of?”