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Indiana Wesleyan University

Elementary Education Lesson Plan Template


Social Studies/ DSSM rev.2019
Student: Peter Sobotka School: Allen Elementary
IWU Supervisor: Prof. Schuler Co-op Teacher: Ms. Deavers
Teaching Date: IDK Grade Level: 3rd
Audit Trail: 04/05/19 I talked to my teacher about what I planned on teaching and when I thought I may teach next. She liked my
idea and told me the day that worked best form the class to teach. I am not 100% sure when it will be but I am hoping Friday the
12th is the day I can teach.

LESSON RATIONALE
Social Studies and the study of Indiana or any home state is often overlooked in all classrooms today, so it is important for students to learn
about where they are from and live. Social Studies is important in any education because it allows students to learn about the world and how
different it is any where you go or live. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
a. Students will be able to know the regions of Indiana.
b. Students will be able to determine characteristics of the regions of Indiana.
B. Objective: After finishing the lesson and activities involved, students will be able to determine the different regions of Indiana, and
the major characteristics of each one.
C. Standards: NCSS/ IAS
a. 3.3.5 Explain that regions are areas that have similar physical and cultural characteristics*. Identify Indiana and the
local community as part of a specific region.
b. Strand 3
i. 3a. constructandusementalmapsoflocales,regions,andtheworldthatdemonstrateunderstandingof relative
location, direction, size, and shape;
ii. 3b. interpret,use,anddistinguishvariousrepresentationsoftheearth,suchasmaps,globes,andphoto- graphs;

II. Management Plan


a. Materials:
b. Time: 30-40 minutes
c. Space: Students will be working at their desk, and in their desk groups. Few students may be asked to move to create
another group for the lesson.
d. Behavior: Students will be in their seats at a level 0 while I am starting the lesson. Students will be at their seats quietly
working on the activity. Students can speak with their desk group at level one to find the answers of the questions.
Students will be following their behavior sheets on their desks during the lesson.

III. Adaptation to Individual Differences and Diverse Learners--


i. One student is high energy and often needs to be moving to stay focused, I will allow him to stand at his desk to
work if needed. Student usually does well sitting but if need be I will allow it.
ii. One student is nonverbal and stands at her desk all day, I will allow the two students beside her to work with her
and show her what they are doing so she can get some content from the lesson .

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


IV. Anticipatory Set
 The lesson will start by saying “We all live in Indiana, mainly Marion, but did you know all of Indiana is not the same everywhere
you go? Did you know Indiana was broken down to regions? Then I will pull up a map of Indiana broken down into its regions with
major cities on it. Looking at this map you see that Indiana has different regions and going to these cities are a lot different
compared to being in Marion. Have you guys ever visited these cities and noticed anything different about them? (Fort Wayne,
Indianapolis, Valparaiso, Evansville)” Tell the story of when I drove down to Evansville and seeing the differences compared to
Marion.

V. Purpose: Today we are going to learn about Indiana and its regions, which are the Northern Lakes and Moraines, Central Till Plains,
and Souther Lowlands. We are going to learn about characteristics of these regions and major cities within each one. This is
important because you are learning about your home state and where you live, but also how different your state can be just an hour
away.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
VI. Lesson Presentation (Input/Output)
 “Students today we are going to create a poster for the regions of Indiana. Do you know what might make a region for a
state? Like landforms, and shape? Have you ever seen some different landforms in Indiana like rolling hills or rock structure?
Maybe lakes? (All questions check for understanding) Each desk group is going to be assigned a region of Indiana, and on
your own you are going to answer some questions based on the region you are assigned. (I will help the students find some
answers at first so they are not completely lost) Once you are done with that I am going to hand out a piece of paper and
Indiana with the regions split up. You are going to create a poster for your region. You are going to color your region of
Indiana and write the facts you found prior to coming together all over the poster. Use as many colors as you want and make
it big.”
 After the students do this part of the lesson there will be a discussion with all the groups. “We are going to talk about
similarities and differences of the regions.” (Check for understanding) Students will present/ use their posters to show what
they found on their region. Once they all have discussed what they found I am going to ask the class “what are some
differences you see in Indiana’s regions? What are some similarities that are found every where in Indiana?” (Check for
Understanding) I will help guide the discussion along if they are stuck.
 Questions students will answer for poster are:
o What are some major cities in your region?
o What are some major landscapes in your region?
o Why is your region named this?
o What are some popular places to visit in your region?
o What is your region known for?
 Major crops, resources, or landforms
o Fun fact about your region

VII. Check for understanding.


 Throughout the lesson I will be asking questions for the check for understanding, so check throughout the lesson presentation for
these prompts. Students will answer to the best of their ability to see if they understand the material.

VIII. Review learning outcomes / Closure –


a. I will say “Today we talked about Indiana and it’s regions, do you remember what the regions are?” Then I’ll ask “what are
some similarities and differences we see in the regions of Indiana?” Finally, I will say, “looking at the regions of Indiana
you will see how different the state is, and how much there might actually be to do in Indiana.”

PLAN FOR ASSESSMENT


Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your plan should
include formal and informal assessment strategies to evaluate and strengthen instruction that will promote continuous intellectual, social,
emotional, and physical development of each student. (CAEP K-6 3.a)
A. Formative:. Throughout the lesson I will watch the students answer the questions and work with students to create their
poster. I will compare the posters and work done by the students to others. It will show me if they tried or not.
B. Summative: This will be apart of the Indiana unit, and will tested after unit is completed. Students would learn about capital,
resources, major cities, history, and major facts of the state before being tested.

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?
7. Did the students learn about Indiana and the state they live in?
8. What might I do different to teach the regions in the future? Did this work well or not?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Links for resources in lesson


Indiana Region Map: https://images.app.goo.gl/Uxx6pH4frcH7rPHB8
Information on Regions: https://en.m.wikipedia.org/wiki/Geography_of_Indiana
Poster Idea is connected, students will write and not type so information will be all over the poster not just next to the map
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date: _____or IDK Grade Level:
Audit Trail:

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 –
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
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:
Southern
Lowlands
Major City: Evansville
Places to visit: Indiana University, caves
Elementary Education Lesson Plan Template

never boarder of Kentucky


Social Studies/ DSSM rev.2019

Resources: Limestone
Indiana Wesleyan University

Landscape: Very hilly, Limestone hills


more south you get

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