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Pop-Up Stepping Stones

What could you do when you were 6 months old? When did you first walk? Make this pop-up record of your growing-up milestones!

  • Grade 2
    Grade 3
    Grade 4
  • 30 to 60 minutes
  • Directions

    1. How quickly young children change! Invite students to find out when babies and toddlers usually learn to crawl, stand, walk, talk, get teeth, or reach other milestones. Organize appropriate text and electronic resources for student use.
    2. Students interview family members to find out when they reached each of these milestones.Here’s a cool way to remember life’s milestones.
    3. Students fold a large sheet of paper in half. To create stepping stones, use Crayola® Erasable Colored Pencils to draw irregular shapes with the top part of each stone along the fold.
    4. Cut around the bottom and sides (not the folded top) of each stepping stone with Crayola Scissors.
    5. Color in the stones with Crayola Twistables. Label each stone with a date or age. Flip up the stone and write what you learned to do at that age on the inside. Use words and/or pictures.
    6. Instruct students to arrange stones in chronological order on another sheet of paper. Attach them with a Crayola Glue Stick. Decorate the background with name and other designs.
    7. Students share their Pop-Up Stepping Stones with classmates.
  • Standards

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    LA: Participate in shared research and writing projects.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    SS: Give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference.

    SS: Demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effective relationships.

    SS: Identify roles as learned behavior patterns in groups situations such as student, family member, peer play group member, or club member.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

  • Adaptations

    Students work as a class to develop and revise, as needed, questions to use when interviewing parents and other significant family members about student milestones. Word process the final questions and copy for all students.

    Students create chronological milestones (past and future), highlighting important events.

    Encourage students to document the development of an animal such as kittens, puppies, or tadpoles.

    Students record the happenings at a family holiday celebration. How did the holiday celebration begin? Who arrived to help your family celebrate? What activities did the family participate in during the celebration? What did you eat?

    Students compose a projection for themselves, or the group. What will you be doing ten years from now? Where will you be living? What education will you have earned? What job will you be working at? What will your family value? What traditions of your family will you follow?

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