Tell students to look at their thumbs and fingers for fingerprints. Ask for some volunteers to describe what they see.

Tell them that we all have thumbs, and we all have fingers. In this way we are alike. But . . . everyone’s fingerprints are different. In fact, fingerprints are used for identification. Johnny could change his name or wear a disguise. We might think he’s someone else. But he can’t change his fingerprints.

Talk about differences and similarities. We are similar in many ways: hair, eyes, nose, mouth, arms, and legs. But we are different in many ways, too. We are unique: no two of us are exactly alike. Our families, skills, personalities, and feelings make us different.

Have children get into groups of four or five. They will take turns spending one minute telling about something they each can do very well. They can tell whether it is a learned skill, how and when they discovered it, who helped them learn it, and who else does this well.

After the students return to their desks or tables, tell them that they will make a picture showing the thing they do very well (or the topic chosen above). They will incorporate their fingerprints into the illustrations and add features, details, and background with crayons.

Distribute pieces of drawing paper. Have the children think about how they could use the fingerprint shapes and which fingers they want inked. Walk through the group with a stamp pad so they can get “inked” and then get started. Be sure each person’s name is on the paper.

When all have finished, post the pictures in a space that you have captioned “Something I Do Very Well.” Process this activity by discussing that the pictures show that ways we look are different (even fingerprints!) And things we do are different. Have the students name someone older and someone younger and describe how their appearances are different from these persons. Then describe some things that these persons do that are different from their own activities.