Social Studies Lesson 1

Indiana Wesleyan University Elementary Education Lesson Plan Template Social Studies--2018 Student: Marina Brandle School: Northview Elementary IWU Supervisor: Dr. Karla Karr Co-op Teacher: Mrs. Kris Slater nd Teaching Date: March 20, 2019 Grade Level: 2 grade Audit Trail: I first brought up this lesson plan with my cooperating teacher on Wednesday, February 13, 2019; we discussed possible topics and standards and she gave me the green light to go any direction I wanted. We discussed it further on Friday, February 22, when I verified the teaching date given to me by Dr. Karr on February 6 via email. LESSON RATIONALE In the vital development of children’s concept of time, continuity, and change, they must be able to differentiate between past and present. Additionally, the concept of time, continuity, and change is important in order for students to refine their ability to make predictions based on evidence from the past—a skill which will reoccur throughout social studies and the role of citizenship. READINESS I. Goals/Objectives/Standard(s) A. Goal: • Students will differentiate between characteristics of the past and of the present. B. Objective: • Students will sort pictures by their place in time (past, present) • Students will identify select vocabulary with their definitions. • Students will recall examples of things from the past, things in the present, and predict a change that might happen in the future. C. Standards: • NCSS: Time, Continuity, and Change: How has the world changed and how might it change in the future? • IAS: 2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images. II. Management Plan a. Materials: • Family photo(s) o One of me o One of parent/grandparent (significantly older looking preferably) • PowerPoint of examples of then and now: [https://docs.google.com/presentation/d/11eJKsYCAO9gG3kij4Yn1dDwH1hKuPbH1nBd18JeSD6Q/edit?usp=sharing ] o Movie examples with silent film example (Charlie Chaplin) o Images of transportation comparison o Images of Gas City, old and current o Population demonstration/discussion • Print-outs of “artifacts” from the past or from the present (for sort) • Whiteboard/Marker and post-it notes (for sort) • Magnets or tape (for sort) • Worksheet b. Time: 25-30 minutes • Anticipatory Set— 2-3 minutes • Lesson presentation— 10-15 minutes • Assessment— 10 minutes • Closure— 2-3 minutes c.

d.

Space: • Students will be seated in their seats, at their desks. This will allow for better management during the lesson. • I will walk between the desks to show them pictures. • I will be at the front of the room. Behavior: • Students will refrain from talking, especially while I am talking and will raise their hand to answer a question. • If students speak during the lesson, I will remind them that voices need to be off and ears need to be open; • If necessary, I will remind students of the behavior management method of a “warning”; I will personally try to avoid any students “clipping down” but will utilize it in extreme circumstances. • A discussion with my cooperating teacher resulted in the preparation of “emergency” strategies to manage behavior during the lesson. These included one, in particular, “Beat the Teacher”—something the students are already familiar with.

Indiana Wesleyan University Elementary Education Lesson Plan Template Social Studies--2018 Adaptation to Individual Differences and Diverse Learners— • For two of my students who are hard of hearing, I will make sure I enunciate and that these students have a clear view of my lips while I’m speaking, especially when I’m giving directions. • For a handful of students, they might need to be moved while they work to minimize distractions. • While this lesson is intended for second grade, my class is largely lower-ability. Thus, the difficulty level of tasks has been adjusted accordingly. • For the student(s) placed in a particular part of the room (for behavioral reasons), I will make an effort to ensure they can see and participate fully and feel included—behavioral issues sometimes arise if this effort is not made. • Following the submission of my lesson plan, I decided it would be beneficial to my students to have a clear means of communicating their thoughts to me without calling out. So, for the formative assessment, I will give students two different colors of post-it notes to raise depending on whether they think something is from the past or from the present. PLAN FOR INSTRUCTION IV. Anticipatory Set • I will walk around (between desks) holding up family pictures. Specifically, I will have a photo of myself when I was little and a photo of a relative, a parent or, more ideally, a grandparent. I will tell students who the individuals are in the photos as I walk around. I will ask them if they noticed anything about the two photos. • “I have some pictures with me today that I brought from home. I am going to walk around the room and show you the pictures. BUT— everyone needs to stay in their seats and not yell out, I will make sure everyone gets a good look. [As I walk around,] would anyone like to raise their hand and guess who is in these pictures? [allow for answers] This picture is of me when I was in second grade! This is a picture of [insert relative] when they were young. Raise your hand and tell me, what do you notice about these pictures? [allow for answers and discussion]. Here’s a silly question: do I look the same right now as I did in this picture? No, of course not! And do you think my [insert family member] looks the same today as they did in this picture? No, that’s a silly question too, isn’t it? Why is that? Why don’t I look the same? [allow for answers]. V. Purpose: Today, we are going to talk about change and how things are different now than they were in the past. VI. Lesson Presentation (Input/Output) • “Raise your hand to answer and I’ll call on you: what is your favorite movie? [allow for answers]. Okay, now, I want everyone to keep your favorite movie in mind and while we watch this video, think about how it is different from your favorite movie. [I will play the clip of a Charlie Chaplin silent film] • How is this old movie different from your favorite movie? [allow for answers]. Movies have changed, haven’t they? They’re in color and have sound and have all sorts of cool effects and animation! Can you think of other things that have changed? [allow for answers]. • I want to show you some other examples of how things have changed! [PowerPoint of image comparisons: phones, cars, transportation, Gas City, schools/classrooms, and population]. • Does anyone know what this is? [allow for answers]. It’s a really, REALLY old phone! [explain if necessary]. Have phones changed? [allow answers, show next picture]. Does anyone know what similar means? Similar means almost the same. How are phones from a long time ago similar to the phones we have today? How are these two phones different? • What is this a picture of? It’s one of the very first cars to ever be made! [show next picture] Cars today are really different, aren’t they? How are they different? How are they the same? [show next picture] Another difference between now and back then is that they are lots of different kinds of cars. When cars were first built, they only made one kind. • Speaking of cars, have people always traveled the same way(s)? Another thing that has changed is transportation. Can someone tell me what transportation means? Right, transportation is a way of moving people and things from one place to another. What are some ways that people traveled a long time ago? [allow for answers]; What are some ways that people can travel today? [allow for answers]. • Another thing that has changed is our community. What does community mean? A community is a place where people live, work, and play. [show next slide]. This is kind of hard to see, but here we have a picture of Gas City from a long time ago and here we have a picture of Gas City today. What differences do you notice? What is similar? • Do you think schools have always been the same? [allow for answers]. Schools used to be just one room—the WHOLE school building was just one room and all the kids were in the same class, even if they were different ages and different grades. [show next slide] How are schools similar? How are they different? • Another thing that changes is population. Does anyone know what population means? Population is the number of people living in a community. How would a population change? [allow for answers] Population changes when people die and when people are born. When there is more food and better medicine and technology, population GROWS. Think about the population many, many years ago and think about the population today. Do you think that the population has grown bigger and gotten larger or do you think the population has gotten smaller? [allow answers] Why? • You have done such a great job listening! We are going to do a picture sort together, but I need you to be good listeners! [see check for understanding]” • Assessments for this lesson have been designed to allow every student to adequately display their understanding of the content in one way or another [see plan for assessment].

III.

Indiana Wesleyan University Elementary Education Lesson Plan Template Social Studies--2018 VII. Check for understanding. • To check for understanding, I will facilitate a whole-group picture sort on the board. I will continue to lead the discussion (dialogue depends heavily on real-time answers provided by students) until we have completed the sort. • “We are going to look through these pictures I have and decide if they are showing something from the past or something that we have around today. For example, what is this first one a picture of? [allow for answers] Right! Is that something that is from the past or something we have now?” • Next, I will introduce the worksheet I have prepared for students to complete. First, they will be matching vocabulary words we discussed with their definitions. Then, students will draw three pictures, one for past, one for present, and one for future. I will be looking for accurate definitions and clear elements of “then vs. now” in their drawings. • “I am going to pass out this paper. The first part has some of the words we talked about today, like transportation or community. I want you to match the meaning with the word, just like you do when you do your stems test. [I will give further explanation if necessary]. When you have finished matching the words and their meanings, you are going to draw three pictures. See the three boxes? Two are on the back. You will draw a picture of something from the past, something we have today and then I want you to use your imagination and draw something that we don’t have today but that you think we WILL have in the future. I will walk around to help. If you have a question or if you get stuck, raise your hand and I will come to you.” VIII. Review learning outcomes / Closure – • If time allows and especially if students are struggling, I will review the vocabulary as a whole group to reteach if necessary for any student(s) (going through each vocab word on the worksheet) • I will invite students to share what they chose to draw in their boxes on their worksheets.

PLAN FOR ASSESSMENT Formative – • For formative assessment, we, as a whole group, will sort images of objects into past or present. I will offer redirection/reteaching as needed, but allow the sort to be student-led. • Throughout the lesson, I will ask questions to support learning and to monitor understanding. Summative – • For summative assessment, I will have each student complete a worksheet in which they must match three vocabulary words to their meaning with 100% accuracy and provide drawings that include elements from the past, the present, and a prediction of a possible change in the future. This will show me whether or not students have understood the content. REFLECTION AND POST-LESSON ANALYSIS 1. How many students achieved the lesson objective(s)? For those who did not, why not? a. Students, in general, achieved two of the three objectives. They did not achieve the vocabulary objective, which is my fault. I made a mistake on the worksheet and needed to skip over that part. 2. What were my strengths and weaknesses? a. I think my anticipatory set was strong and I think my presentation of content engaged students well. There was additional vocabulary I should have included and I also made a mistake on the worksheet. 3. How should I alter this lesson? a. I would add more vocabulary discussion (past, present, future). 4. How would I pace it differently? a. I think it was paced fairly well. I might try to make it less presentation heavy and leave more time for the assessment(s). 5. Were all students actively participating? If not, why not? a. Yes. There was one student who is an exception. He is on new medicine that makes him so exhausted! He struggled to participate the entire time. 6. What adjustments did I make to reach varied learning styles and ability levels? a. I have chosen assessments that include drawing representations to better include learners’ abilities. I have debated whether to include both drawing and sentence writing, but for this lesson, I felt drawings were appropriate. 7. Was the whole-group sort helpful to you? To your students? a. I did not do the entire sort. I felt students caught on quickly, so I made the decision to move onto the next assessment. 8. How did your students do with the vocabulary? a. I think they did well, however I could not get an accurate assessment. However, some students had no problem with it at all! I think I presented it well. 9. Would you change anything about your assessment—summative or formative? a. I would have had the magnets ready for me. I also would fix the worksheet to better assess their understanding of vocabulary. 10. How could you enhance this lesson? a. Additional vocabulary and further engagement, specifically with the post-it note use. 11. How would you include this lesson in a unit? a. This lesson could fit well into a unit on change. It’s also a helpful foundational lesson when it comes to social studies (history).

Indiana Wesleyan University Elementary Education Lesson Plan Template Social Studies--2018 Student: Marina Brandle School: Northview Elementary IWU Supervisor: Dr. Karla Karr Co-op Teacher: Mrs. Kris Slater nd Teaching Date: March 20, 2019 Grade Level: 2 grade Audit Trail: I first brought up this lesson plan with my cooperating teacher on Wednesday, February 13, 2019; we discussed possible topics and standards and she gave me the green light to go any direction I wanted. We discussed it further on Friday, February 22, when I verified the teaching date given to me by Dr. Karr on February 6 via email.

OPPORTUNITY FOR IMPROVEMENT

Format

COMPETENT

OUTSTANDING



Heading

Student uses the provided template for Social Studies content. Student includes all of the information in the template heading. Student includes a list of dates and methods for communicating with cooperating teacher.



Statement of rationale for the learning experience and environment in this lesson.



Template Audit Trail



Rationale





Goals Objectives Standards





The lesson plan contains objectives that connect goals and standards with lesson activities and assessments.



Each objective should include the following: Conditions; Desired learning; Observable behavior; and Accuracy (as necessary) NCSS: IAS:



Management Plan



Anticipatory Set







A. Materials: B. Time: C. Space: D. Behavior: E. Technology: (as appropriate)



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 Individual Differences and Diverse Learners

Instructional opportunities are provided in this lesson. The opportunities are developmentally appropriate and/or are adapted to diverse students.



Early Finishers Reteaching- ELL –



Indiana Wesleyan University Elementary Education Lesson Plan Template Social Studies--2018 Exceptional Needs-

Lesson Presentation for Social Studies



Lesson Presentation

Candidates demonstrate understandings, capabilities and practices associated with the central concepts and tools in Civics, Economics, Geography, and /or History within a framework of inquiry.



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 Understanding [CFU]



Review Learning Outcomes and/ or Closure

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



Lesson closure relates directly to the lesson purpose and/or objective.





Plan for Assessment

Competent 3





Formal and Informal Assessment

A plan for formal and informal assessment [ mainly formative] throughout the lesson is included. The assessment strategies are uniquely designed for the students.





Reflection and PostLesson Analysis

The lesson plan includes all required selfanswer questions.



SCORING A lesson plan with elements that do to meet the competent level will receive a score of 33 /40 or lower

Additional Comments:

A competent lesson plan earns a score of 34-37/40.

An outstanding lesson plan earns a score of 38/40-40/40