Indiana Wesleyan University

Elementary Education Lesson Plan

Social Studies #1 --2019

Student: Savannah Bakker School: Northwestern Elementary School

IWU Supervisor: Dr. Brenda Soptelean Co-op Teacher: Mrs. Elizabeth Fulk
Teaching Date: March 22nd Grade Level: 3rd
Audit Trail:
My teacher and I discussed a little bit about my lesson on March 1st. Mrs. Fulk gave me ideas for what standards I could
look into using for my lesson, so I could start the process of creating it. She asked me to stick with either a government or economics
standard. I emailed Mrs. Fulk on March 8th, to confirm my topic of “citizenship.” I had to change my original teaching date of March
20th due to I-Read testing. I have planned with my cooperating teacher and supervisor- I will be teaching on March 22nd at 1:30pm.
This date was confirmed with Dr. Soptelean, in person, on March 14th.

LESSON RATIONALE
Social studies is an extremely valuable (often under-appreciated) subject that teaches students, both about history and about what their role
is as citizens in the present day. Students should be educated about their roles and responsibilities as citizens because it is important
knowledge for them to have as they continue to grow and begin to practice these responsibilities in their community and world. (CAEP K-6
1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
-Students will be able to define citizenship
-Students will be able to explain actions of responsible and irresponsible citizens.
B. Objective: After listening to the instruction and completing a full-group practice activity, students will be able to define citizenship
and give examples of how it could look in different environments.
C. Standards:
NCSS – Standard 10 (Civic Ideals and Practices)
-10b: identify examples of rights and responsibilities of citizens
-10j: recognize and interpret how the “common good” can be strengthened through various forms of citizen action.
IAS –
3.2.5 Explain the importance of being a responsible citizen* of your community, the state and the nation. Identify people in your
community and the state who exhibit the characteristics of good citizenship*.

II. Management Plan

a. Materials: Chocolate chip cookies, powerpoint for instruction, magnetic examples for guided practice, paper for each
student, writing utensils/pencils/markers
b. Time: 35-40 minutes
c. Space: In the classroom
d. Behavior: I expect the students to stay engaged and pay attention as I teach. I will utilize some of the management
strategies that the students are already familiar with in the classroom (eenie-meenie, normal seating groups, etc).
e. Technology: I will be using a powerpoint presentation for my instruction.
III. Adaptation to Individual Differences and Diverse Learners
 The first formative assessment/guided practice activity will be done as a full-group. This will encourage all students to
participate so I can get a gauge of how the students are comprehending the material. Students who are not as comfortable
sharing answers with the class can still give the thumbs up or thumbs down and pay attention to answers of those around
them. This is also a method of guided practice/reviewing material
 I will provide an example of their individual activity so the students can have a visual for what is expected of them. I will also
leave the examples from the prior activity on the board so students have some inspiration/example ideas.
 My lesson will discuss citizenship as a whole, and while it recognizes some more well-known people who are considered
good citizens, it also teaches students how all of them can be good citizens too. Regardless of their differences, they are all
capable of doing the right thing and being good citizens in every area.
 The students will be seated at their desks, which are in pre-arranged groups to best fit the student’s needs.
 Early finishers can go back and add detail/color to their activity. If they finish this, they can read to themselves or go on EPIC.

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

IV. Anticipatory Set
 I will pass out a chocolate chip cookie to each student (there are no allergies in the class)
 I will tell students that first we will be looking at our cookies, and not to eat them until I say so.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies #1 --2019
 Next, I will begin asking the students questions like “what would happen if I forgot to put sugar in the cookies?”, “What about the
flour? – do you think that would make the cookie better or worse?”, “Why is it important to add all of the ingredients and follow the
recipe when making cookies (or any food)?, etc.
 I will discuss with the students how in cookies, every ingredient has a function. Each ingredient plays a role in whether or not the
cookies will taste good and end up how they are supposed to. The sugar makes them taste good, the eggs make them bake properly,
the chocolate chips add flavor, etc.
 When all of the ingredients are combined into the correct setting, in this case, a warm oven, it helps all of the different parts come
together
 After this, I will explain that it might seem crazy that a chocolate chip cookie can teach them about social studies, but it can! In a
sense, the cookies are like a metaphor for us as people. We all have responsibilities that make the areas around us better.
 “Every single one of you is important, and you all have the opportunity to grow as people and as community members.”

V. Purpose: Just like we need to follow a recipe to make delicious cookies, good citizens follow rules and are responsible within
their school and in their community. As citizens, we all have roles and responsibilities to accomplish. Today we are going
to learn about this big word called “citizenship” and what it means to be a good citizen, in order to make the areas around
us better.

VI. Lesson Presentation (Input/Output)

 I will begin the instruction portion by going through a powerpoint presentation. This powerpoint will start by defining citizen and
citizenship (citizen: someone with rights and responsibilities in a particular community, city, state or country. citizenship: the act
of practicing one’s rights and responsibilities as a member of a community, state or nation). I will also give a few examples of both
good citizens and citizenship.
 I will then go into some of the characteristics and behaviors of a good, responsible citizen. I will tell the students about a time I was
a good citizen and went to pick up trash on the beach.
 Next, the students will be given a few minutes to discuss at their tables about a time they saw someone be, or they themselves were
a good citizen. I will ask a few students to volunteer and share their answers (CFU).
 The next few slides will talk overall about some ideas of what it can mean to practice citizenship in different environments (school,
home, community, state/nation- I will also define what is included in each of these places).
 The last slide will be my opportunity to remind students that it can be easy to consider police officers, doctors, teachers and other
adults to be good citizens. However, we ALL can be good citizens.
 “Now we are going to practice recognizing traits of a responsible citizen vs. traits of an irresponsible citizen.”
 I will gather the materials for the full group activity. “In this activity, we are going to decide as a class if the example (magnet)
should go into the responsible citizen category or the irresponsible citizen category. I am going to read the example and I want you
to hold a thumbs up in front of your chest if you think this is a responsible action, and hold up a thumbs down if you think it is
irresponsible.”
 This will continue until we have completed all of the examples. Throughout the activity I will ask individual students why they
chose the answer that they did. This will continue checking for student understanding (CFU).
 After the full-group activity, I will hand out materials and begin explaining the individual activity they will be completing.
 I will hold up my example activity and explain that the students will be folding their piece of paper in half. I will also remind them
to write their name on the back of the paper
 On one half of the paper, they should write and draw an example of how to be a responsible citizen in their SCHOOL. Then on the
other half, they should write and draw an example of how to be a responsible citizen in their COMMUNITY.
 I will explain that if they end up finishing early, that they should add more color and details. They can also add more sentences. If
they still finish early, they can read independently or go on EPIC.
 (CAEP K-6 3.d)

VII. Check for understanding.

 The full-group activity and individual activity will both be a way for me to determine if students are comprehending the material.
During these activities I can take notes if I notice particular students are having a harder time, then I can assist them more when
they are working on the individual practice activity.
 By reviewing responsible/irresponsible citizen actions, it is reinforcing what the students learned in the powerpoint. This is also a
guided practice activity because we will be doing it as a class.
 By having the students hold their thumbs up or down in front of their chest, it discourages them from just doing whatever their
peers are doing. That will help me more accurately gauge which students understand the material and which do not.
 The individual activity (good citizen in school/community) will also be a way for me to have a tangible representation of student
understanding. Since the lesson is fairly short, this is a simple way for me to see which individual students are grasping the ideas. I
will leave the magnets from the full-group activity on the board, so students can have it for reference if necessary.

VIII. Review learning outcomes / Closure –

 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies #1 --2019
 I will restate/re-word the purpose of the lesson. “We learned today that, as citizens, we have many roles and responsibilities,
right?”
 “Now we have gained many new tools and learned new ways to be a good citizen in our school, community, and everywhere!
Can I get everyone to give me a thumb?- thumbs up if you feel confident that you can go out into the community and be a good
citizen. Thumbs down if you still feel like you need some more ideas and tools. Or a thumb to the side if you’re somewhere in
the middle.
 Then I will write down if any students were in the side/thumbs down range.
 I will thank the students for participating and using their best listening ears so that they could learn all of this new information.

PLAN FOR ASSESSMENT

 Informal (formative) assessment strategies will be taking place throughout the lesson.
 I will have a paper during the lesson to add notes if I notice any students in particular that are struggling. If there are any students I
recognize to be struggling, I will reteach with them individually during the paper activity.
 The full-group sorting activity is an informal assessment to check for understanding. This is a simple activity to allow students to
begin recognizing the difference between responsible and irresponsible citizens.
 My “summative” individual assessment for this lesson is still fairly informal. However I will have concrete data to look over and
determine student understanding. Students will be able to ask questions to me or their peers during the individual activity.
 (CAEP K-6 3.a)

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 keeping the students in their usual groups/seating benefit them during the lesson? Why or why not?
8. Were all students engaged during the citizenship powerpoint and guided practice activity?
9. Could all students give an example of a quality/action of a responsible citizen? Why or why not?

Full-group sorting activity will have examples similar to these, as well as a few added “deeper” examples. They will be magnetic because this
activity will be completed on the white board.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies #1 --2019

Student: Savannah Bakker School: Northwestern Elementary

IWU Supervisor: Dr. Brenda Soptelean Co-op Teacher: Mrs. Elizabeth Fulk
Teaching Date: March 22 Grade Level: 3rd Grade
Audit Trail: (on first page)

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.
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.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies #1 --2019
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

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

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