INQUIRY/ Dynamic Social Studies LESSON PLAN

Student: Kacie Kirk

IWU Supervisor: Gloria Earl
Teaching Date: 3/20/15

School: Riverview Elementary

Co-op Teacher: Mrs. Totty
Grade Level: 2nd grade

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will understand how objects change over time and their attributes.
Students will understand and be able to tell that changes in time using words such as next, then, after.
B. Objective(s)
Using different pictures students will sequence how objects change over time.
By creating pictures students will show how objects can change over time.
Using given flashcards students will show what happens, first, next, and last in a sequence of pictures.
Students will use simple sentences to describe how toys have changed in their old country.
C. Standard(s)
NCSS: II. Time, Continuity, and Change
IDOE: 2.1.2 Explain changes in daily life in the community over time using maps, photographs, news
stories, Web sites or video images.
K.W.3.1 Use words and pictures to provide logical reasons for suggesting that others follow a particular
course of action.
D. Materials: long paper for timeline with years already on the bottom of it, crayons, scissors, glue sticks, pencils,
poster with different toys on it, already created interactive notebooks with one side having the sentences on it, vhs,
dvd, Netflix examples, paper to write down ideas about changing over time
ELL student: have pictures from their own home, find pictures of their own toys or different technology that they use

Management: time, space, behavior

Time: 35-40 minutes
Space: Students will start out on the carpet during the anticipatory set, as well as during
the lesson presentation input, the stations will need to be already set up when students
arrive at carpet so then they can move to their stations after directions are given, students
will come back to the carpet for the conclusion of the lesson.
Behavior: Students will be expected to be quiet during lesson presentation and raise their
hand when they would like to talk, or ask a question. During the group activities they will
be ask to keep their voices to a 1 on their scale which is a lower speaking voices. Then
when they come back to the carpet for closure students will be expected to again raise
their hands will wanting to talk and wait to be called on. During this lesson students will
be earning clock pieces such as they did during the last lesson, they will earn these for
waiting to be called on to speak, as well as working cooperatively with their groups, if
they earn all the clock pieces they will earn something such as me eating lunch with them
II. Anticipatory Set

Who can remember what we talked about the last time that I taught? Yes that is right we talked about how different
things change over time. Can we all think about the different ways that something can change and how we can tell if
something has changed. (We will create a list of the different ways that things can changed and can come back to add
more at the end of lesson, when we learn more). Show pictures of how Syria has changed over time as well, since the
last lesson we showed how Marion changed over time. Ask ELL student of something that they think might have
changed and whether is thinks that it was a good thing or a bad thing that had changed. Some answers might be that
things look better, they are bigger (such as us as we have gotten older we have grown taller), or even smaller such as
the telephone or the computer. Encourage them to think hard and to think about many different ways that things can
change.
III. Purpose:
Today we are going to learn more about change over time and how different items can also change.
INSTRUCTION
IV. Lesson Presentation: Presentation of Concept
A. INPUT: Reading (in class or for homework prior to discussion of the topic)
We can see that almost everything in our world changes and usually for the better. (Show them the evolution of
watching movies, bring in vhs, then a dvd, and then a picture of Netflix which is how most people watch movies
now), ask students which category this would fall into as it has changed. We today we are going to talk about
specifically how telephones, toys, and computers have changed throughout the years. You are going to have the
chance to discover as well as create your own. At the end we are going to come back together and see if we can
add more to our list of how things can change.
At stations: I will be asking the students to think about and tell me how the different objects are evolving and
why they think that is happening. For those that finish early at the sequencing table I will ask them about how
they think the first phone was used since there are no numbers on that phone. I will then ask at the second station
why toys keep changing, and lastly at the third station ask about how the computers are changing and what is a
benefit to these changes.
B. OUTPUT: Active Learning
-Go to each group and describe what the students are going to be doing at each group. Making sure to hold up the
different items as talking about them. Then have students repeat the directions as there will be many directions at
once. Have students move to their station and have them freeze once they get there. Then describe how they will
be rotating and having them point to where they will be rotating to.
Students will be put into 6 different groups and there will be six stations where there will be two stations of each
activity. Each station will have a different element that has changed over time.
STATION 1: The first station the students will learn and see how phones have changed over time. The students
will cut and paste and create a timeline in which goes through the different years of a phone. (If finished early
students should discuss how the telephones have changed just by looking at the pictures) The bottom of the
timeline will already have the year that the phone was used in and the students will have to figure out and glue
down the right picture in the right year.
Make sure ELL student is with their buddy and have them work together on their timeline, as they might not
have as much technology as we do in Syria or have the same telephones that we have in America. Have buddy
explain why they think that the pictures go in the way that they do.
STATION 2:The second station will be a station about toys. Students will review a poster that has different types
of toys, there will be the evolution of different toys such as blocks, cars, and dolls. At the end of each of the lines
of toys there will be a question mark. Students will then move onto creating their own toy, either that could fit at
the end of those lines or a completely new one. These will be the toys of the future. There will be a piece of
paper in which is folded in half. The top half is where the students will write about their new toy, and this is the
step that they will need to do first. Then in the bottom half if there is time they will draw their new toy. These
will be the toys of the future.
Make sure one of the line of toys are toys that they have used in Syria and how they have changed. Student
should be able to create their own toy based on the other toys. And tell me why they chose that toy using the new
words of next, then, and last.

STATION 3: The last station is where the students will learn about computers and the evolution that has
happened there. They will be creating a writers journal. In one half of the page there will be different sentences
about computers at different points in time. The students will have the responsibility to read through the different
sentences and then drawing pictures that they think reflects the different time periods of computers. At the
bottom of the page will be a place where students can write down a question that they might have thought of
about the information they just learned about.
This is where the student will have flashcards that will walk them through the different words we talk about
when we are talking about things changing over time. (Then, Next, Finally, Last) These are transition words and
will help the students later when sequencing items as well as writing about things that are happening.
VI. Closure/Conclusion
C. Debriefing
1. Give the answers to the timeline that they created in class over the different phones that have changed. Then
if time permits have already chosen some of the different pictures that they have created of the toys that they
have made, and why they made these new toys. We will then touch on the computers and what is the way
that they have changed over time. This will lead into adding to our list how things can possibly change. The
students will all be given some time to think about what they discovered today and put up one finger when
they have something to add to the poster. If they have two ways that things can change then they can put up
both hands with one finger. We will then add to our poster, and realize everything we have learned that day.
VII. Practice
This will take place during their groups as they are creating their timeline, new toy, as well as the interactive
notebook when working with computers as they change over time. At the end of the lesson with the conclusion they will be
expected to share what they have learned in way that is non intimating and a way where I can check for understanding of them
all, if they raise their hand that they have a way that different things can change.
VIII. Assessment
A. Formative: This will happen during the lesson as I am circulating through the groups. Making sure the students are
staying focused and understanding all of the directions. Also making sure that they are completing as they should be
completing it. At station 1 I will be looking to see that the students are looking for key characteristics to know which
looks like goes first, second, etc. At the section station I will be making sure they are starting with writing their
sentences and making their toy based on how toys have evolved. At the last station I will see that they are
comprehending the sentences and creating pictures to match that.
See if they are understanding the wording, and can create their own toy after looking at the pictures of the toys
as they have changed in Syria.
B. Summative: This will happen as I am looking through their works, making sure their pictures for the computers are
evolving in each picture and reading the questions that they are asking. At the toys station making sure that they
wrote a complete sentence and at the telephone station making sure they sequenced as they were supposed to.
I will go through the flashcards with the student over the different transition words and see if they understand the
correct way to use these words when they are talking about how things are changing.

IX. Adaptation:
Remediation Keep attention to these students during the station, and help them start off in the right direction, such as at the
sequencing station making sure they are understanding what the telephone would look like as it gets closer to what it looks
like now
Enrichment These students will be the ones that are responsible for reading the sentences at first when they come to the
computer station, they are more likely the ones that will finish faster at the stations and so will get to ask a question at the
bottom of the computer station, and getting to create their picture at the toy station.
ESL We do not have any of these students in our classroom, but this lesson would work well for them because there are
many opportunities for pictures so that they can describe that way
Exceptional Needs- When going through these different stations these students will be paired up with someone they could
work well with. They could sequence together with that other student, and instead of writing their toy they could just draw it
and describe to someone else what they want to write about.
X. Technology Inclusion
The document camera will be used when showing the students work as well as when we are making out list of different ways
that things can change over time.

EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that 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?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did the students grasp all the different ways that different things could change?