Student: Hannah Sedlock School: Allen Elementary School

IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Tori McGraw

Teaching Date: April 5 Grade Level: Kindergarten
Audit Trail:

Talked to cooperating teacher on: 3/22

Established topic on: 3/22

Set a date with supervisor: 2/15

Submitted on: 3/31

LESSON RATIONALE
Students will be building on their knowledge of the past and present. We understand what each term
means, now we are extending our knowledge beyond ourselves and into cultural changes.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: In working through various centers, students can categorize people/things from the past and
present.
B. Objective:
- Given pictures, students can sort them into categories of past or present.
- Students will explore the differences found in the past and present through hands-on activities.
C. Standards:
a. NCSS: Time, Continuity and Change/ People, Places and Environments
b. IAS: K.1.1 Compare children and families of today with those from the past.

II. Management Plan

a. Materials:
- Power point (spot the difference/videos)
- T-chart
- Glue
- Scissors
- Crayons
- Tape
- Picture sort pictures
- Pictures of houses
- Tipi cut out
- Feathers/tempera pain/white paper
- Pens/pencils
 - Then/now worksheet

b. Time: Anticipatory set (5 minutes), mini lesson (10 minutes), centers (8 minutes each+ 30
second transitions= approx. 35 minutes), closure (5 minutes)
c. Space:
- Anticipatory set: seated at the rug
- Mini lesson: seated at tables
- Center 1: Kidney table
- Center 2: Rug (front of the room)
- Center 3: At table spots
- Center 4: Reading corner

d. Behavior/Grouping:
Group 1 (start at Group 2 (start at Group 3 (start at Group 4 (start at LIVING)
COMMUNICATION) PICTURE SORT) WORKSHEET)
Trevares Getsemani Jose Havier
Silas Anthony Charlee Zoe
Aubrey Cartor Eliana Julian
Isabelle Megan Keyly Korissa
Lesleigh Zylah Gabi Raimy

III. Adaptation to Individual Differences and Diverse Learners—

a. During the anticipatory set, I will allow students to sit on the rug to help students with visibility
in picking out the small differences.
b. Think time will be implemented when a question is asked. I will also allow “think, pair, share”
time when I think the group may need more time to think and process before sharing out loud.
c. For students who have trouble doing their own work or staying on task, I will make sure they are
in separate groups and with peers who could help and not distract them from their work.
d. Getsemani/ Jose- remind these students to pick a smart spot on the carpet where they can see.
If they are having trouble sitting still I may ask them to help me pick out a difference on the
picture so they can get up and move.
 e. Each station will be located in a different spot, allowing students to move between centers to a
variety of seating choices. Some of the centers will be at a table with chairs, while the others
will be done on the floor.

PLAN FOR INSTRUCTION

IV. Anticipatory Set
- Students will be seated on the carpet during the anticipatory set.
- “How many of you have ever played a ‘spot the difference’ game?”
- Allow students a chance to respond.
- “Well I have some pictures to share with you today that have some differences between them and I
need your help finding these differences.”
- Management: “I will be looking for students who are sitting silently and raising their hands, don’t shout
anything out so we can allow everyone a chance to find the differences.”
- I will start the slide show and allow students a few seconds to look at the first pictures before asking
for volunteers to spot the differences.
- “Now that we’ve had a chance to look at the pictures, do we notice anything different in the second
picture?”
- I will call on students who are sitting quietly with their hands raised. They can use a pointer or another
object to point to a difference they noticed. This student will pick out one difference and I will choose
other students to pick the other ones. Once they have picked all the differences, the slide will show
each of the differences.
- I will repeat this process for the next two pictures.
- “Thank you so much for helping me find these differences, I can tell we were looking really closely to
see what changed in the pictures.”
- LINK TO GOOGLE SLIDES: https://docs.google.com/presentation/d/1JKbuxgLS8Ir2ZJZz-oXpq-nxvICrpN3-
J6EeyHHtqMY/edit?usp=sharing

V. Purpose:
“Just like we were looking at the differences in the pictures, today we are going to be looking at the
differences between the past and the present. Kids a long time ago lived very differently than we do now and
we are going to see and explore what has changed.”

VI. Lesson Presentation (Input/Output)

a. In transitioning to the lesson presentation, I will dismiss students from the rug to their tables. I
will dismiss based off who has been cooperating and paying attention well.
b. “A few weeks ago, we went over what it means to be in the past, present, or future. Is there
anyone who remembers what the past means?”
c. I will allow students time to think and raise their hands to answer.
i. If no one volunteers, I will offer an explanation: “The past means something that
happened already and a long time ago. If you remember, we point all the way to the left
to show the past. Can we do this together?”
d. “Do we remember what the present means?”
i. I will repeat the process if students still do not volunteer. “The present is something that
is happening right now. We point right in front of us to show the present, can we do this
together?”
e. “Earlier we did a great job at finding the differences between pictures, we are now going to do
the same thing with a couple videos. They may look familiar to you, but there are a few really
big differences. Let’s see if we can find them.”
f. I will begin by showing the first “Mickey Mouse” video. This is one of the original shorts that is
silent and in black and white. (Videos are on the same slide show as the pictures)
g. When the first video ends, I will transition to the second one. “Now as we are looking at the
second video, see of you can find the differences and take guess on why they are so different.”
h. “As we start to talk about what we notice about these videos, I am going to write down our
ideas on this t-chart so we can look back at our ideas later.” T-chart will be printed out so I can
write under the document camera.
i. “We see although both of these videos were about Mickey Mouse, they were still very different.
What did we notice about the first video that we watched?” As students raise their hands to
share their ideas, I will write these down on the t-chart.
j. “What did we notice about the second video?” I will write down the ideas that are shared as
well, on the other side of the t-chart.
k. “We picked out some really great differences between the videos. Now does anyone have an
idea on why they are so different, turn to the person next to you and share what you think?” I
will allow students time to think and process with the people next to them. “Can anyone raise
your hand to tell me why do you think they are so different?”
 i. I am looking for a student to point out that one looks older than the other, leading into
talking about the past and present. If they do not say this, I will offer my own idea.
l. “We noticed that one of the videos looked really old, it was in black and white, and it had no talking
in it. That’s because this video is from the past. We noticed that a big difference in the second
video is that it was in color, it was a lot more clear to look at, and there is talking. That’s because
this video is from the present. As we can see from these differences, technology has changed so
much from the past to the present.”
m. “We are now going to explore more differences in the past and present by going through four
different centers. With your group, you will be working together to complete the activities. I hope
we can appreciate where we were in the past and how far we’ve come since then. You will have 8
minutes to spend at each center before you rotate to the next one. Before you move I will tell you
where to go next.”
n. I will then give a short explanation of each center. I will explain the task, where it is located, and
expectations during that center.
i. Center 1: COMMUNICATION. At this center, students will be exploring how
communication has changed from the past to the present. In the past we used feathers
to write letters to people far away. These feathers are called “quills” and they require a
jar of ink in order to write. In the present, we use computers or pens/pencils to write.
When I spend time with this group, I will ask which one they like to write with better and
why. I will also ask what differences they notice in the different writing tools.
1. MATERIALS: I will provide “quills” and a cup of black tempera paint for students
to practice writing with. I will also provide normal pens and pencils along with
blank white paper. Students will just be exploring the different writing utensils
and will be instructed to talk about what is different between the two.
ii. Center 2: PICTURE SORT. At this center, students will have a variety of pictures cut out.
Each picture will show something that is obviously from the past or present day.
Students will be working together to sort the pictures in the correct category of past or
present. When I spend time with this group, I will check their work and ask what
differences they notice.
1. MATERIALS: I will provide a poster with the categories already written on it
(past/present). Students will have a stack of printed pictures.
 iii. Center 3: WORKSHEET. Students will individually complete a then/now worksheet. They
will need to cut out pictures, glue them in the correct category, and color in the pictures
if they have time. I will visit this group first and demonstrate how they are going to cut
and glue the pictures. I will also check students work before turning the paper in, and ask
clarifying questions: how do you these pictures go here? What differences do you
notice?
1. MATERIALS: I will provide the worksheet for the students, as well as glue and
scissors if they do not have any.
iv. Center 4: LIVING. Students will be exploring differences in how we live now compared to
the past. They will look at pictures of houses that are modern, and then houses or other
living spaces from a long time ago. When I visit this group, I will ask what differences
they notice in the different living spaces. Students will then build a visual of a tipi, which
is a living space from a long time ago. They can color in the tipi with their own design,
cut it out, and tape the sides together. I will offer assistance with the assembly of the tipi
when students get to that point.
1. MATERIALS: I will provide the pictures of different living spaces, tape, and the
tipi cut out paper. Students have their own crayons and scissors, but I will
provide these as well if they do not have theirs.
VII. Check for understanding.
- I will review some aspects from the past lesson to see how much the students remember and how
much needs to be retaught. I will observe students response to questions and to the motions we
learned before.
- During centers, I will be walking around to check on group and individual work. I will do this to keep
students on task, to answer questions, to ask questions to further student learning, and to offer
assistance where it is needed.
- After the videos are shown, I will facilitate a class discussion and be looking to see if students
understand what is different in the videos and why they are different.
VIII. Review learning outcomes / Closure
a. “We all did great work with our groups at the different centers. Can someone raise your hand
and tell me which center was your favorite to explore and why?” I will call on one or two
students who are raising their hands to share their thoughts.
 b. “Now we have learned about the past and present before, but is there anything new you
learned today that you would like to share with the group?” Allow students to think and share if
their hands are raised. If no one shares, then I will offer something new that I learned.
c. “I love seeing how much has changed in our world from the past to the present. It has changed
so many things like how we live, how we travel, and even how we watch movies. We have seen
how much has changes already from the past, but things are still changing right now too.”

PLAN FOR ASSESSMENT

A. Formative:. At the beginning of the lesson, we will be reviewing some concepts learned in past lessons.
I will ask questions and review motions and observe students to see what they remember. I will adjust
the lesson and explanations based on what they remember or do not remember. During the centers, I
will be walking around the room to observe group dynamics, individual work/participation, as well as
their understanding of the task at the center.
B. Summative: A potential summative assessment for the end of this unit would be to have students
complete their own picture sort on paper. This will show if they know the difference between the past
and present. They will complete this paper in one of the centers, but they have the option of working
with other peers in their group.

REFLECTION AND POST-LESSON ANALYSIS

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 students make connections to the previous lesson?
8. Did students work well as a group in the different centers?
9. Were students able to follow the directions and show understanding at the centers?
Student: Hannah Sedlock School: Allen Elementary School
IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Tori McGraw
Teaching Date: 4/5 Grade Level: Kindergarten

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)

IAS:

NCSS:

ISTE:

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

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:
The following are pictures that will be printed out at the center about
living spaces. This will provide a visual to see how living has changed
from the past to the present.