EDU 201 SAMPLE LESSON PLAN

LessonTitle_____________________________________Student________________________

1. Standards:
Standard #1: Learner Development The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.

Standard #5: Application of Content The teacher understands how to connect concepts and
use differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.

2. Objectives:
SWBAT define and describe their own morality from the Heinz dilemma after gaining
knowledge on Kohlbergs Stages of Morality.
SWBAT invent their own examples based on the Stage of Morality they get as a group and
identify each Stage of Morality from the examples of other groups during presentations.

3. Materials/Equipment: PowerPoint (flashdrive), Lined-paper, Flashcards (6).

4. Procedures:
A. Pass out the lined-paper and ask class to get out their pencils.
B. Put flashdrive in computer and go to first slide called Heinz Dilemma.
C. Introduce the topic by reading the Heinz Dilemma.
D. Ask the questions that follow the Heinz Dilemma from 1 through 4.
E. Give the class time to answer questions 1 through 4.
F. Go through the PowerPoint presentation and explain each of Kohlbergs Stages of Morality.
Stop at the Carol Gilligan Slide.
G. Let the class re-read the answers they put for the Heinz Dilemma activity.
H. Read the description for each Stage of Morality based on the Heinz Dilemma and tally where
each person fit in what stage based on their answer of question 1.
I. Go to next slide called Group Activity and group the class into groups of six.
J. Secretly assign each group a Stage of Morality.
K. Each group is to come up with at least 3 examples from the Stage of Morality they are
assigned about 5-10 min. (3 min. extra for those who need it).
L. Have everyone number their lined-paper 1 through 6 and explain the rules to this.
M. Each group present their examples without giving the answer and others must identify that
Stage of Morality. Everyone gets a free point based on the Stage they have.
N. Put answers on board after every group has gone and ask how they did on it.
O. (Optional) Go to next slide after group activity slide, and have class identify the Stages of
Morality called Who Am I.
P. Ask for questions or comments.

5. Closure:
Last slide, is the Who Am I slide where the students will identify which morality it is.

6. Assessment:
During the time the group present their examples from the Stage of Morality they were assigned,
everyone will get a piece of paper and number it 1 to 6. While one group at a time share their
examples, the other groups will have to identify which Stage of Morality it is on their paper.

7. Resources:
Kohlberg's stages of moral development. (n.d.). Retrieved October 30, 2015, from

http://webcache.googleusercontent.com/search?

q=cache:WmoMYPfoQZwJ:www4.ncsu.edu/unity/users/p/padilla/www/435-

Leadership/Values-Kohlberg%20stages%20of%20moral%20development.doc

&cd=3&hl=en&ct=clnk&gl=us

Letch, N., & ileli, M. (n.d). Psychology in action. Retrieved October 28, 2015, from

https://www.iccb.org/pdf/adulted/healthcare_curriculum/curriculum&resources/context_so

cial_studies/F. HC Context Social Studies Resource File/84.pdf

McLeod, S. A. (2013). Kohlberg moral development. Retrieved October 30, 2015, from

www.simplypsychology.org/kohlberg.html

Parkay, F. (2013). Addressing Learners' Individual Needs. In Becoming A Teacher (9th ed., pp.

292-327). Pearson.

Wong, A. (2011). Kohlberg's theory of moral development - explained & illustrated. Retrieved

October 30, 2015, from http://www.vtaide.com/blessing/Kohl3.htm

Heinz Dilemma
In Europe, a woman was near death from cancer. One drug might save her, a form of radium that

a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times

what the drug cost him to make. The sick womans husband, Heinz, went to everyone he knew to

borrow the money, but he could only get together about half of what it cost. He told the druggist

that his wife was dying and asked him to sell it cheaper or let him to sell it cheaper or let him pay

later. But the druggist said, No. The husband got desperate and broke into the mans store to

steal the drug for his wife. Should the husband have done that? Why?

Questions to Heinz Dilemma

1. Should Heinz steal the drug? Why or why not?

2. If Heinz doesn't love his wife, should he steal the drug for her? Why or
why not?
3. Suppose the person dying is not his wife but a stranger. Should Heinz
steal the drug for a stranger? Why or why not?
4. Suppose it is a pet animal he loves. Should Heinz steal to save the pet
animal? Why or why not?

5. Why should people do everything they can to save another's life?

6. It is against the law for Heinz to steal? Does that make it morally wrong?
Why or why not?
7. Why should people generally do everything they can to avoid breaking the
law? How does this relate to Heinz's case?

Expected Responses
Possible Stage 1 Response:
He shouldnt steal the drug because he might get caught and be punished.
Possible Stage 2 Response:
1) It is right for Heinz to steal the drug because it can cure his wife and then he would not be all
alone and she can cook for him.
2) Heinz's wife never has time for him, but always has time for shopping and to spend time with
her friends. She had never spared a thought for Heinz so Heinz should not steal the drug to save
her. He is better off without her.
Possible Stage 3 Response:
Yes, Heinz should steal the drug. He probably will go to jail for a short time for stealing but his in-
laws will think he is a good husband.
Possible Stage 4 Response:
The judge should sentence Heinz to jail. Stealing is against the law! He should not make any
exceptions even though Heinz' wife is dying. If the judge does not sentence Heinz to jail then
others may think it's right to steal and there will be chaos in the society.
Possible Stage 5 Response:
Heinz should steal the drug because everyone has the right to life regardless of the law against
stealing. Should Heinz be caught and prosecuted for stealing then the law (against stealing) needs
to be reinterpreted because a person's life is at stake.
Possible Stage 6 Response:
Heinz should steal the drug to save his wife because preserving human life is a higher moral
obligation than preserving property.

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Evaluation of your Chapter Topic/Lesson Plan includes the lesson plan & the class presentation.
With the lesson plan include materials used in the lesson and the list of Resources.
The presentation will be evaluated on organization, lesson content and class participation.
Chapter Topic/Lesson Plan Scoring Grid:
50 pts. Fully developed lesson plan and effective class presentation
40 pts. Mostly developed lesson plan and class presentation
30 pts. Minimally developed lesson plan and class presentation.
20 pts. Inadequately developed lesson plant and class presentation.

Heinz Dilemma:
https://www.iccb.org/pdf/adulted/healthcare_curriculum/curriculum&resources/context_social_stu
dies/F.%20HC%20Context%20Social%20Studies%20Resource%20File/84.pdf

http://webcache.googleusercontent.com/search?
q=cache:WmoMYPfoQZwJ:www4.ncsu.edu/unity/users/p/padilla/www/435-Leadership/Values-
Kohlberg%2520stages%2520of%2520moral
%2520development.doc+&cd=3&hl=en&ct=clnk&gl=us

http://www.vtaide.com/blessing/Kohl3.htm

http://www.simplypsychology.org/kohlberg.html

https://www.iccb.org/pdf/adulted/healthcare_curriculum/curriculum&resources/context_social_stu
dies/F.%20HC%20Context%20Social%20Studies%20Resource%20File/84.pdf