K-12 Teaching and Learning From the UNC School of Education


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Learning outcomes

By using the Venn Diagram to compare/contrast the characteristics of the chick and the duckling, the students will improve their observational and organizational skills.

Teacher planning

Time required for lesson

30 minutes


  • The Chick and the Duckling by Mirra Ginsburg
  • A large sheet of bulletin board paper with two intersecting circles drawn (Venn Diagram)
  • Large individual pictures of a chick and a duckling. Place each in a circle of the diagram.
  • Markers


Students should have previous experience with Venn Diagrams and some knowledge of ducks and chicks.


  1. The teacher will read The Chick and the Duckling by Mirra Ginsburg. As the children recognize the pattern, they will probably join in. The teacher will lead a discussion of the book, focusing on how the chick and the duckling were alike/different.
  2. The teacher will then explain to the children that to see the comparisons more clearly, the class could make a Venn Diagram. If the class has not experienced this type of graphing, then more explanation would be required. Our class is familiar with the activity, so I would present it more as a review.
  3. The teacher would then place the paper with the diagram before the students and ask for observations about the chick and duckling. The students would decide if the characteristic described the chick, the duckling, or both. The teacher would write the students answers in the appropriate place as guided by the students. The lesson would continue in this manner, until students’ responses were exhausted.


  • Teacher observation of students’ participation.
  • The finished product (the diagram).
  • Review discussion: Students explain how the chick and duckling are alike. How are they different?

  • Common Core State Standards
    • English Language Arts (2010)
      • Reading: Informational Text

        • Kindergarten
          • K.RIT.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
        • Reading: Literature

          • K.RL.10 Actively engage in group reading activities with purpose and understanding.

  • North Carolina Essential Standards
    • Science (2010)
      • Kindergarten

        • K.L.1 Compare characteristics of animals that make them alike and different from other animals and nonliving things. K.L.1.1 Compare different types of the same animal (i.e. different types of dogs, different types of cats, etc.) to determine individual differences...

North Carolina curriculum alignment

English Language Arts (2004)


  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.02: Discuss concepts and information in a text to clarify and extend knowledge.

Mathematics (2004)


  • Goal 5: Algebra - The learner will model simple patterns and sort objects.
    • Objective 5.01: Sort and classify objects by one attribute.

Science (2005)


  • Goal 1: The learner will make observations and build an understanding of similarities and differences in animals.
    • Objective 1.01: Observe and describe the similarities and differences among animals including:
      • Structure.
      • Growth.
      • Changes.
      • Movement.