Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student: Peter Sobotka School: Allen Elementary
IWU Supervisor: Prof. Schuler Co-op Teacher: Ms. Deavers
Teaching Date: 04/05/19 Grade Level: 3rd
Audit Trail: I talked with my teach March 1st about teaching on the 20th or 22nd but due to testing that could not happen. So on
March 20th I talked to her about what she would like me to teach and she was pretty open to whatever I wanted to do as long as
it hit a standard for 3rd grade.
LESSON RATIONALE
Social Studies and Geography are often over looked and not utilized in elementary classrooms, but they are very valuable for students
education. In geography is it important for students to learn about where they are from and the states that surround them because it is
essential for when you are growing up to know how your state runs and is different from others around it. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
 Students will be able to know the states that border Indiana
 Students will be able to determine characteristics of these states
B. Objective: After finishing the lesson and activities involved, students will be able to determine the different states that border
Indiana, including Indiana and the major characteristics of them.
C. Standards: NCSS/ IAS
a. 3.3.2 Label a map of the Midwest, identifying states, major rivers, lakes and the Great Lakes.
b. Strand 3
i. 3A: constructandusementalmapsoflocales,regions,andtheworldthatdemonstrateunderstandingof relative
location, direction, size, and shape;
ii. 3B: interpret,use,anddistinguishvariousrepresentationsoftheearth,suchasmaps,globes,andphoto- graphs
II. Management Plan
a. Materials: Construction Paper, Midwest maps, Midwest state information, coloring utensils
b. Time: 35-45 minutes
c. Space: Students will be working at their desk and in their assigned groups
d. Behavior: Students will be in there seats quiet at the beginning of the lesson, and during naming the states of the Midwest,
students then will be at a level 1 volume to work with others to name the missing states if unknown, for the final part of
the lesson students will be working in their assigned groups to create a welcome poster talking at a level one. Student will
follow their in class behavior sheets that are taped on their desks.
III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual differences and
diverse families, culture, and communities unique to the students in this class as you describe the specific instructional opportunities
provided in this lesson.
 One student is nonverbal and does not sit in her seat, one of the students in her group works well with her, so I will have her
include this student in when creating this poster.
 Two other students are very high energy and I will allow them to stand while working on the poster as they stay at their desk/
assigned area.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set
V. The lesson will start by saying “When I am not in school at IWU, I live in Wisconsin, has anyone heard of Wisconsin? Here is a
picture of my state. It is located Northwest of Indiana. See here on the map (which will be on the Wisconsin Welcome Poster). I
will point to where Marion is and then Wisconsin. The first time I came to Indiana from Wisconsin, I was noticing many
similarities and differences. I noticed that there was much more farm land in Indiana (mainly corn) compared to where I am
from in Wisconsin. Something very different for me is that Marion is much smaller than my hometown of Racine, there are
many more places to eat and shop compared to Marion within a 10 minute drive. Something that is similar is that very one is
still very nice and welcoming to everyone, and we all love our homes and where we are from. Both Wisconsin and Indiana are
in the same region of the United States, the Midwest. They both have bordering states that are similar as well.”

VI. Purpose:
 Today we are going to learn about Indiana and the states that border it, such as Ohio, Michigan, Illinois, and Kentucky. We are
going to learn about their capitals, major cities, state bird, state flower, and major facts. This is important to know about your
home state and the states around it, so if you ever travel or move to these states you have some prior information.
VII. Lesson Presentation (Input/Output)
 “Students today we are going to make welcome posters for Indiana and the states that border it. Do you know what border
states are? Do you which states border Indiana? (Both check for understanding) Here is a poster I made for Wisconsin all of
the posters are going to look similar to this one. We are going to make the Indiana welcome poster together, so you
understand how to make them.” I will then hand out the Indiana Welcome poster materials. In which each student will create
one with me to understand how to do the welcome poster. I then will ask each of the questions that they can find on the
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
information sheet. “What is the capital? What is the state flower? What is the state bird? What is the states biggest city?”
(Check for understanding) Students will be able to answer the questions for the whole class to get the information. The
students then can color after lesson during free time if not given enough time.
 After we have created the Indiana poster, we are going to do an individual welcome poster for the border states on Indiana. “I
will ask if anyone has been to Illinois, Ohio, Michigan, or Kentucky” (Check of understanding). I will then pass out the packets
of each state, each person in the desk group will have a different state. I will leave the Wisconsin poster up on the screen for
reference and same with their Indiana one. “When we are finished we are going to create the piece of the midwest we are
talking about here. Do you know where these states go compared to where Indiana is? (Check for understanding) I will then
help them put the posters together to show where each one in relative to where Indiana is on the map.

VIII. Check for understanding.

a. Throughout the lesson I will be asking questions for check for understanding, so check throughout the lesson presentation
for these questions. Students will answer various questions to see if they are understanding the material.

IX. Review learning outcomes / Closure

a. I will say “Today we talked about Indiana and all the states that border it, in which say what is a border state again?” I will ask the
students “what are some similarities and differences to Indiana you found when studying the states that border it?” Finally, I will say
“looking at all these states will give you appreciation to the places around you, and they are not as different as they may seem, so go out
and travel to them if and when you can.”

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your plan should
include formal and informal assessment strategies to evaluate and strengthen instruction that will promote continuous intellectual, social,
emotional, and physical development of each student. (CAEP K-6 3.a)
 Informal assessment will be watching the students create the poster and be able to follow the information given to them to create
the state welcome poster. I will compared the individual posters to the Indiana ones they created as a group but also to the
Wisconsin one I made. It will show me if they tried or not.
 The formal assessment will come with them matching states with their location to Indiana, and some facts about each state. This
assessment would come after a few days of teaching this material, not just after one day.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did the students learn about the Midwest and where they are from?
8. Was this a unique way to learn about the places around you?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Links to resources for lesson

I created one of the welcome posters at the bottom of the lesson, each state will look the same just changed for the state itself.
States Information: https://kids.nationalgeographic.com/explore/states/us-states-hub/
Midwest State Map:
https://www.google.com/search?q=wisconsin+indiana+michigan+ohio+kentucky&rlz=1C1GCEA_enUS776US
843&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiXjdzKt7fhAhWHxYMKHVSRASUQ_AUIDygC&biw=
1920&bih=969#imgrc=nGHneiI8SNYQ8M:

Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date: _____or IDK Grade Level:
Audit Trail:

OPPORTUNITY FOR IMPROVEMENT Format COMPETENT OUTSTANDING

Heading Student uses the provided template for Social

Studies content.
Template Student includes all of the information in the
template heading.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Audit Trail Student includes a list of dates and methods
for communicating with cooperating teacher.

Rationale Statement of rationale for the learning

experience and environment in this lesson.

Goals The lesson plan contains objectives that

connect goals and standards with lesson
Objectives
activities and assessments.
Standards
Each objective should include the
following: Conditions; Desired learning;
Observable behavior; and Accuracy (as
necessary)

NCSS:

IAS:
Management Plan A. Materials:
B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
Anticipatory Set The anticipatory set is clear and direct and
focuses students’ attention on the lesson.

Purpose The statement of purpose is clearly connected

to the content of the lesson and is presented
in terms that are easily understood by
students.

Plan For Instruction

Adaptation to Instructional opportunities are provided in

Individual Differences this lesson. The opportunities are
and Diverse Learners developmentally appropriate and/or are
adapted to diverse students.

Early Finishers
Reteaching-
ELL –
Exceptional Needs-
Lesson Presentation Candidates demonstrate understandings,
for Social Studies capabilities and practices associated with
the central concepts and tools in Civics,
Economics, Geography, and /or History
within a framework of inquiry.

Lesson Presentation The candidate’s lesson demonstrates an

understanding of developmentally
appropriate practice.

The candidate’s lesson includes both

modeling and guided practice.

The lesson presentation includes relevant

 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
activities that encourage student
participation and critical thinking.

Check for The lesson plan includes a plan and the means
Understanding to check for student understanding of the
lesson. A provision is included to reteach all
[CFU] or part of the lesson to all or part of the class.

Review Learning Lesson closure relates directly to the lesson

Outcomes and/ or purpose and/or objective.
Closure

Plan for
Competent 3
Assessment

Formal and Informal A plan for formal and informal assessment [

Assessment mainly formative]throughout the lesson is
included. The assessment strategies are
uniquely designed for the students.

Reflection and Post- The lesson plan includes all required self-
Lesson Analysis answer questions.

SCORING
A lesson plan with elements that do to meet the A competent lesson plan earns a score of An outstanding lesson plan earns a
competent level will receive a score of 33 /40 or lower 34-37/40. score of 38/40-40/40

Additional Comments:
Elementary Education Lesson Plan Template

State Capital:
__________
Indiana Wesleyan University

Social Studies--2018

Major City:
___________
State Flower:
__________
State Bird:
____________
Fun Fact/
Nickname:__________