Indiana Wesleyan University

Elementary Education Lesson Plan

Social Studies

Student: Ashley Cross School: Swayzee Elementary

IWU Supervisor: Mrs. Schuler Co-op Teacher: Mrs. Fagan
Teaching Date: April 5th Grade Level: 6th Grade
Audit Trail:
 February 13, 2019 Talked with Prof. Schuler about Medieval Faire Conflict
 February 20th, 2019 Talked to Mrs. Fagan with Maddie about possible subjects
 February 27th, 2018 Talked to Mrs. Fagan about ideas within subject with Maddie.
 March 1st, 2019, Talked with Prof. Schuler about lessons and possible dates.
 March15th, 2019 Talked with my Fagan about dates for lessons.
 March 17th, 2019 Maddie and I met to work on Lessons.
 March 20th, 2019 Finalized dates with all sixth grade teachers during morning meeting.
 March 12,14,19 and 21st, 2019 Talked with Dr. Karr and Ashley about ideas and dates.
 March 27th, 2019 Met with Maddie to finalize plans and ideas.
 March 27th, 2019 Emailed and communicated with Prof. Schuler.
 March 27th, 2019 emailed Dr. Karr to talk about Lesson plans.

E-UNOT BIG IDEA: Continuous Courage

UNIT RATIONALE

Students have the opportunity to investigate and identify information to solve a problem in
history. As well as dissect how humans have affected the course of history, and how they
can affect the future.

LESSON RATIONALE

Students will learn about the “founding” family of the renaissance as well as investigate and
problem solve to come up with a conclusion in history.

READINESS
I. Unit Goals/Objectives/Standard(s)
A. Goal: The goal of this lesson is to introduce the renaissance, and the key family that
sparked innovations in both art and technology.
B. Standards: NCSS/ IAS
a. 6.1.8 Compare the diverse perspectives, ideas, interests and people that
brought about the Renaissance in Europe
b. 6.1.9 Analyze the interconnections of people, places and events in the
economic, scientific and cultural exchanges of the European Renaissance
that led to the Scientific Revolution, voyages of discovery and imperial
conquest.
D. ISTE: [optional]
a. Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits.

II. Lesson Goals/Objectives/Standard(s)

 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies

B. Goal: The goal of this lesson is to introduce the renaissance, and the key family that
sparked innovations in both art and technology.
C. Objective:
a. Students will discover two different types of perspectives that brought about the
renaissance.
b. Students will location hidden information within the text, and demonstrate
multiple creative research strategies to originate a conclusion.
E. Standards: NCSS/ IAS
a. Compare the diverse perspectives, ideas, interests and people that brought
about the Renaissance in Europe.
F. ISTE: [optional]
a. Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits.

III. Management Plan

a. Materials: Investigation Guide, YouTube Videos, Center Sheets
b. Time: 46 minutes
Anticipatory Set: 5 Minutes, Large Group Discovery 5-8 minutes, Whole
Group Exploration 20 Minutes, Group Discussion 5 minutes, Whole Group
Discussion 5-10 minutes.

c. Space: 6 stations around the room. Students will meet at their desk in the
beginning and break off to investigate rotation to each station.
d. Behavior: Students who are more prone to behavioral issues will have the aid
follow them around from station to station and assist them throughout the
activity.

IV. Adaptation to Individual Differences and Diverse Learners—Each class period has a
variety of diverse learners that will have different adaptations. Sometimes students from
the SOAR classroom will join the class periodically. If one of these students needs more
scaffolding I will walk around the room throughout the activity and guide them to
discoveries.

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

V. Anticipatory Set
• Have students come into the room and get set. As soon as the class starts shut the
lights off and say “Detectives one of our community members has made threats
against one of our biggest supporters of the arts and science. We need to use the next
45 minutes to solve this case.”
 Play CSI Renaissance: Video
 Link: https://youtu.be/nxcRXsAzgAE

VI. Purpose: We are going to learn about the differing perspectives during the renaissance,
and how it almost cost one man his life!
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies

VII. Lesson Presentation (Input/Output)

a. Show Video (https://youtu.be/nxcRXsAzgAE )

b. “Today we are going to talk about the renaissance which followed the middle
ages. This time period was known as the artistic, political, and economic rebirth
following the Middle Ages. The Renaissance promoted rediscovery, exploration,
art, and invention. During the 14th century, a cultural movement called
“humanism” began to gain momentum in Italy. Among its many principles,
humanism promoted the idea that man was the center of his own universe, and
people should embrace human achievements in education, classical arts,
literature and science.”
c. “Some huge players in supporting the advancement of man during the
renaissance were the Medici Family. The Renaissance started in Florence, Italy, a
place with a rich cultural history where wealthy citizens could afford to support
budding artists.
d. Members of the powerful Medici family, which ruled Florence for more than 60
years, were famous backers of the movement. They gave money to artists to
support the humanism movement.
e. Go through the first clue as a class.
i. Read article or watch video
1. Key Players: Sixtus, Pazzi, Medici Family
2. Make sure to scaffold answering the question as a large class, so
they have an example of breaking down information from a source.
f. Have students break off into self-chosen pairs to go around the room to
investigate. Give the students 20 minutes on their own before pulling them back
to the center to discuss their findings with their peers. Have them discuss for
about five minutes before having a large discussion as a class.
i. “Exhibts/Stations”
1. Video
2. Newspapers
3. Crime Scene Report
4. Bank Records
5. Decoded Letters
6. Pazzi
7. Map of Florence
8. The Duke of Urbino (Video)
ii. Encourage students to go to as many stations as they can in the time limit
to gather as much evidence as possible.
g. Once time is up gather class in the center and write down our predictions on our
notebook.

VIII. Check for understanding.

 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies

a. Investigation Journals: I will collect their research and findings at the end of each
class period to assess where they are.
b. In-Class Observations: While walking around the classroom take mental note of
students who are getting the ISTE standard, and assist those who are struggling.
c. Large Group Debate: Have students use the research they found to determine
the solution for the investigation.

IX. Review learning outcomes / Closure – At the end of the lesson, we will gather
everyone up in their seats to go over their findings. We will debate over the topic,
and come to a conclusion. (Student’s don’t all need to agree).
a. “Even the investigators during the 15th century don’t know who tried to kill
Medici”

PLAN FOR ASSESSMENT

A. Formative: Students will present their oral defense of who they think tried to murder
Medici as a large group. Notes will be taking throughout the investigation as well to pin
point note taking and problem solving skills. Collection of their investigation journals at
the end of the class period will also be used to assess these skills.
B. Summative: Students will turn in their foldable notebook that includes all their class
notes, work, and inventions. This notebook will be considered a portfolio of their work in
class.

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?
Include additional self-answer questions that specifically address unique lesson content,
methodology, and assessment.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies

Appendix

Investigation Journal
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies
 Indiana Wesleyan University
Elementary Education Lesson Plan
Social Studies

Other Documents Posted With The Email.