Indiana Wesleyan University

Elementary Education Lesson Plan Template

Subject: Science

Grade Level: 4th

LESSON RATIONALE

The purpose of this lesson is to teach students about the growing problem of bullying in schools today and how
to come up with logical and practical solutions for it. Since this is a science lesson, students will be following an
engineering standard that will have them comparing the different solutions they come up with based on the likelihood of
each one working. By working in groups and doing research, they will also develop their interpersonal skills and
teamwork abilities.

(CAEP K-6 1.a)

READINESS

I. Goals/Objectives/Standard(s)

A. Goal: The goal of this lesson is to instruct students on the traumatizing effects bullying can have on a person and
how to come up with solutions against it.

B. Objective: Students will form solutions on the problem of bullying and apply them to real-life scenarios.

C. Standard:

IAS: 3.5.E.2- Construct and compare multiple plausible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.

II. Management Plan

a. Materials:
-PowerPoint with pictures of bullying on it (for anticipatory set)
-iPad (for station with videos)
-“The Impact of Bullying” video:
https://www.youtube.com/watch?v=Hr2Dk0QQ3Sw&t=136s
-“Anti-bullying Tips for Kids” video:
https://www.youtube.com/watch?v=vGV5jzPYvm0
-computers (for research)
-poster boards
-markers

Time: 25-45 minutes

-anticipatory set: 3-5 minutes
-Station #1: 10 minutes
-Station #2: 10 minutes
-Station #3: 10 minutes
-Closure/review: 3-5 minutes
 TOTAL: 36-40 minutes
b. Space: whole classroom, stations
c. Behavior: before the lesson, I will give my expectations for what I am looking for in behavior; I
will also follow through with giving “tallies” to students who continue to misbehave after they
have been issued a warning
III. Adaptation to Individual Differences and Diverse Learners— For students who have trouble focusing, I will
place them in groups with students who I trust as class leaders that will help keep them focused and on task in
each station.

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

IV. Anticipatory Set

Before I begin the anticipatory set, I will show a slide on the projector screen that lists what I expect of
class behavior during the lesson. I will also state what the disciplinary actions are if a student chooses to not
follow the expectations I have.

After that, I will begin the anticipatory set by telling the students, “Alright class, I will now show you
pictures on a PowerPoint. These pictures will show either ‘kind behavior’ or ‘mean behavior.’ If you think the
picture represents kind behavior, you will show a ‘thumbs up.’ If you think the picture represents mean
behavior, you will show a ‘thumbs down.’ Does everyone understand?”

V. Purpose: The purpose of this lesson is to continue with the unit theme of good citizenship and learn about the
scientific solutions to the problem of bullying. Students will come up with solutions, compare and analyze them
through scientific research and reasoning, and finalize a plan to combat the harmful effects of bullying.

VI. Lesson Presentation (Input/Output)

 For the lesson, I will tell the students: “Alright students, now we will split the class into three
groups and each group will go to a different station located around the room. The first station
is located in the corner with the iPad…”
o Station #1: On the iPad, students will watch 2 videos about bullying, followed by
talking with partners on why bullying is a problem
o Station #2: Using a few of computers, students will research solutions to the
problem of bullying and discuss/take notes of them
o Station #3: Using a poster board and markers, students will take the solutions to
bullying that they researched and took notes of in Station #2 and record them in a
creative way. These posters will be shared at the end of the lesson when the class
reviews what they learned in the lesson.

VII. Check for understanding

To check for student understanding, I will walk around the room during the stations and ask students questions
regarding their research or solutions. This will keep students thinking critically about the problem they are trying to
solve and will give me an indication of where they are at in their learning.

VIII. Review learning outcomes / Closure

To close, I will review the main points of the lesson and why it is important to be a good citizen in the classroom.
 - Teacher: “Alright class, what did we learn about today?”
- Students: “Why bullying is bad!”
- Teacher: “Very good, and what were some of the main harmful effects of bullying that we learned
about?”
- Students will respond with some key points they learned from the videos.
- Teacher: “Awesome! What solutions did you come up with to combat bullying? Group #1, would you
mind sharing your solutions first?
- I will then give time for each of the three groups to share their solutions they came up with for bullying
and to show their poster board that they created to the class.
- After giving time for each group’s response, I will instruct the class to clean up anything still left out and
go back to their seats.

PLAN FOR ASSESSMENT

Formal assessment: Throughout the lesson, I will occasionally walk around the classroom and make sure students are
understanding the concept. I will verbally ask students if they are understanding it, taking into account their reactions
and questions they may have.

Summative assessment: The students’ summative assessment will come from sharing their group’s solutions to bullying.
(CAEP K-6 3.a)

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?

Specific Self-Analysis Questions:

1. Was I able to keep the students engaged in the anticipatory set of thumbs up and thumbs down?
2. Were the videos in Station #1 engaging enough to where the students did not lose focus?
3. Did students grasp why bullying is harmful and how coming up with solutions to the problem relates to the big
idea of the unit?