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Tennessee Temple University

Lesson Plan Format


Teacher: Megan Roysden
Class: Mrs. Tracy Burch (resident teacher) First Grade; Social Studies
Course Unit: George Washington Carver
Lesson Title: The Peanut Man
Summary of the task, challenge, investigation, career-related
LESSON OVERVIEW
scenario, problem, or community link.

The students will watch videos and complete a worksheet pertaining to the life of George
Washington Carver and be able to identify Dr. Carver as a scientist that worked with peanuts by
the end of the lesson.

STANDARDS

Identify what you want to teach. Reference State, Common


Core, ACT College Readiness Standards and/or State Competencies.

SS1H1 The student will read about and describe the life of historical figures in American history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/
statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark
with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt
(National Parks and the environment), George Washington Carver (science).

OBJECTIVE(S)

Clear, Specific, and Measurable NOT ACTIVITIES


Student-friendly

The student will describe the life of George Washington Carver. They will identify that Dr. Carver
is a scientist and is famous for telling farmers to plant peanuts in their fields and for making 300
things from peanuts. The student will be able to recall facts about Dr. Carver. The student will be
able to use their memory of the video watched about Dr. Carver and also guidance from me (for
the lower and struggling students) to answer questions on the worksheet. The student must be
able to identify Dr. Carver as a scientist and that he worked with peanuts.

ASSESSMENT/EVALUATION

Students show evidence of proficiency through a variety of


assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal

Students work on and complete Brilliant Dr. Carver worksheet. This sheet asks three questions
pertaining to the life of Dr. Carver and will determine if they can identify Dr. Carvers job, how he
helped farmers, and things he created from peanuts.

MATERIALS

Aligned with the Lesson Objective


Rigorous & Relevant

http://sni.scholastic.com/SN1/02_04_15_SN1 (Scholastic News) (Dr. Carver and His Peanuts


magazine)
http://sni.scholastic.com/SN1/02_04_15_SN1 (Scholastic News) (video on life of Dr. Carver and
inventors)
http://sni.scholastic.com/SN1/02_04_15_SN1 (Scholastic News) (vocabulary words used in Dr.
Carver and His Peanuts magazine)
Brilliant Dr. Carver worksheet

ACTIVATING STRATEGY

Motivator/Hook
An Essential Question encourages students to put forth more effort
when faced with a complex, open-ended, challenging, meaningful
and authentic questions.

I will ask the students if they like to eat peanuts. I will then ask the students what they think
could be made out of peanuts. After they give answers I will lead into the lesson of Dr. Carver
and His Peanuts. This gives the segway to introduce Dr. Carver and his work with peanuts and
the products he created from peanuts.

INSTRUCTION

Step-by-Step Procedures-Sequence
Discover/Explain Direct Instruction

Tennessee Temple University


Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide
Intervention & Extension

After watching a video about Dr. Carver and other inventors we will then listen to Dr. Carver and
His Peanuts scholastic magazine. After listening we will answer the 4 questions on the last page
of the magazine together. We will then go over the vocabulary words that were highlighted in the
magazine. After we answer the questions on the back of the magazine and before they go to
their seat to work on their worksheet I will ask questions to review and see how much they
retained from watching the video and listening to the magazine. Questions such as: What did the
people in Georges town call him? (the plant doctor), How many things did Dr. Carver create from
peanuts? (300), What were some of the products Dr. Carver created from peanuts? (glue,
shampoo, paint, flour).

GUIDED & INDEPENDENT


PRACTICE

We Do-You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension

The students will go to their seats and work on Brilliant Dr. Carver worksheet. They will explain
and answer three details about Dr. Carver and his peanuts. This will be independent work but I
will be walking around helping when needed. Many of the students have trouble reading and
decoding words such as: Brandon, Neeson, Anika, Brody, Joshua, and Leo; so I will help them to
sound out words and guide them to the correct answer without coming right out and telling them
the answer.

CLOSURE

Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

I will ask the students: Who we learned about that day? (George Washington Carver), What is he
most known for? (working with peanuts), What is one detail you learned about George
Washington Carver today? (answers may vary: he was born a slave; told farmers in Alabama to
plant peanuts; he made peanut glue, shampoo, paint, flour; he created 300 things made from
peanuts).

CROSS-CURRICULAR
CONNECTIONS
Reading and writing
Reading: reading and listening to the reading of the magazine Dr. Carver and His
Peanuts.
Writing: working on writing in complete sentences, spelling sight words correctly, and
using correct punctuation at the end of sentences.

NOTES: