Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student: Makayla Kujawa School: Eastbrook North Elementary
IWU Supervisor: Prof Schuler Co-op Teacher: Mrs. Ratliff
Teaching Date: 03/11/20 Grade Level: Kindergarten
Audit Trail:
• Talked over lunch with Mrs. Ratliff about what lessons are most needed for her students
specifically this year, on February 21 st.
• Emailed Professor Schuler on February 21st to talk about next available observation date on
March 11 at 8:00 am.
• Confirmed with Professor Schuler on February 23rd about observation date.
• Spoke again with Mrs. Ratliff about what students have already experienced with this social
studies standard, brainstormed best ideas on February 26th.
• Confirmed observation date with cooperating teacher on February 26th.
• Established standard and topic on February 28th.
• Contacted Mrs. Ratliff on March 4th about use of technology idea throughout stations, use of cadet
teacher, and specific adaptations for a few students.
• Emailed lesson plan to Mrs. Ratliff and professor Schuler on March 6th.
• Turned in lesson plan on March 6th.
• Lesson approved by Dr. Karr on March 7th.

LESSON RATIONALE
This lesson will help students to understand the similarities and differences in today’s culture, these stations will
provide them with varied examples of ways we see differences in the world.

READINESS
I. Goals/Objectives/Standard(s)

A. Goal: Students will understand and differentiate how we as humans all have attributes, similarities and
differences when it comes to what we look like, what we like, and who we live with and celebrate.

B. Objective:
• Students will identify similarities and differences among classmates using cards with physical
attributes that are alike and different.
• Students will construct visual representation of their family structure and compare and contrast it
with peers.
• Students will create self-portraits of who they are and compare with peers’ similarities and
differences.

C. Standards:
NCSS Thematic Strand Standard: Individual Development and Identity
IAS: K.3.6 Identify and compare similarities and differences in families, classmates, neighbors and
neighborhoods, and ethnic and cultural groups.

II. Management Plan

a. Materials: Printed out pictures of people with similarities/differences/categories, family member
cut outs, video recordings of me teaching mini lesson at each station, about me handout (see
below attachments)
b. Time: 25-40 minutes (4 min intro, 5 min lesson/explanation, 8 mins each station, 3 mins closure)
c. Space: Classroom/stations
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
d. Behavior: Will use classroom teacher’s behavior system for consistency. During stations
expectations will be clearly stated to come to each station and sit down and begin when the timer
starts. This class specifically tends to get chatty so I will use call out reminders if students get too
loud, from how their classroom operates they know they will flip a card if they are too loud or not
doing what they’re supposed to. Consequences for not following directions and being asked too
many times will result in students being sent to their desk with supplies to finish assignments
there. I will still make sure they get to answer discussion questions with someone whether it be a
peer or teacher to make sure learning is not missed but they no longer will get to travel with their
group.
e. Technology: Students will watch videos on iPads at each station for mini lesson on topic and
explanation of activity.

III. Adaptation to Individual Differences and Diverse Learners-

-For this class, specifically they do very well on electronic devices (1 to 1 iPads), I wanted to make sure if
needed they could rewind the video at the station for repetition. This also gives me the chance to walk around to
more stations to help the kids I know will need more guidance and redirection.

-I also decided on the family’s station because of wanting to show the unique aspect of everyone’s family
dynamic and different ways people live together.

-For any students who may struggle with physical movements the ending game Step Up can also be done with
students at seats and they are each given 2 pieces of paper that are yes or no. This also works in areas of limited
space.

-Visual representations at each station provide all students with a better concept rather than listening or trying to
read.

-For students who need more challenge the beginning portrait activity I will ask them to also write a sentence
about themselves that describes them along with the picture.

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

IV. Anticipatory Set

“So, to get started today we are going do an activity, I need you to be listening close, I am going to call out a
characteristic that some of you do or don’t have, when I say a sentence if that is something that describes you,
you stand up! For example, Ms. Kujawa has brown eyes, so if I say, “Stand if you have brown eyes, I would be
standing up because that is something that describes me! Ok let’s get started. If you have brown hair stand up!
Ok look around and notice what friends are standing with you and which ones are not. Go ahead sit back down.
If you have blonde or red hair stand up! Ok sit back down. If you have on boots stand up. If you have on tennis
shoes stand up. If you have blue or green eyes stand up. If you have curly hair stand up. If you have straight hair
stand up. If you have a sister stand up. If you have a brother stand up. If you’re an only child stand up. If you
like sports stand up. (This is a big list of all potential statements, may or may not complete all depending on
outcome and time allowed)
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

V. Purpose: “Today we are going to be learning about similarities and differences! Now what we just did was
stand up for a lot of different ways we can be described. As we went on we noticed how not everyone
stood for every statement because we are all different. Do you guys remember our book we read about
Benny being different from all his friends and we talked about how being different makes us unique?
We’re going to be doing some more exploring of differences, and this time we’re going to look at
ourselves, each other and families’ differences to see how everyone has something special that make
them who they are!”

VI. Lesson Presentation (Input/Output)

*video snippets provided at 2 stations to show example/modeling, mini lesson by me at family station*
• After anticipatory set, I will go into explaining each station and going through and showing an example
of how each station operates.
• At station 1, students will be sorting picture cutouts of people who have similar and different things
about them (pictures attached below), on the table there will be categories for students to sort items into,
also attached will be an introductory video on iPad of people and what kind of differences they can
have.
• At station 2, I will be teaching at this station about family types and structures, students will be given a
pile of mini people and they will construct their own family of who lives under their roof at home.
Will first start with showing how I am going to do mine, show starting with myself, then showing how I add in
my brothers, my mom, and even my dog. “Ok now let’s start with you, so go ahead and grab who represents
you in your family, and now who would you pick next?” Continue with this pattern until each student has their
family built. “Now can anyone tell me what is a family? (Take few answers) What does a family do for us?
(take a few answers) So, they’re these people typically who we see every day, but some families can look
different. At some point, maybe some of you have lived with your grandparents, or maybe some of you have
step siblings, and this is actually something that we call a blended family, when two families that aren’t related
by blood become family usually because the parents get married. There are all different types of families and
we each experience something different from the members in our family.”
• At station 3, students will be given handout of “A portrait of me” blank sheet. On it they will draw a
picture of themselves. After, students will compare with a partner and talk about things they have the
same on their papers and things they have different. Discussion questions for this station will include the
following:

“Pick 1 thing that you have similar to another classmate and tell why it is similar.”

“Pick 1 thing that you have different from another classmate and tell why it is different.”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

• Will end with closure statement (below)

VII. Check for understanding

• End activity at each station will check students understanding of comparison and grouping accurately
similarities and differences. For example, end of sorting station students understanding will be
determined by groups they placed pictures in, end of family station will be assessed by asking students
how their family is different from their classmate. End of lesson will ask students to discuss what
differences they see in portraits.

VIII. Review learning outcomes / Closure

“To end this morning, I want to look at some of our self-portraits again. Today we’ve been talking about
similarities and differences, what do we see in these portraits that are different? Turn to a shoulder
partner and name one thing. Now what’s something you see that might be the same? Turn again to your
shoulder partner and name one thing. And so just like we have these characteristics that are similar and
different we learned too about how our families can be different. I really liked hearing you talk about
your families and seeing how even though they look different we all have people in our lives who care
for us and love us. Even though we are all alike in many ways, no one is exactly the same as anyone else
here in this room or in the entire world. Our differences make each of us unique.”

Essential Questions to keep in mind:

1. How can we describe or talk about people?
2. How am I special/different from others?
3. With whom do I share characteristics?
4. What do ‘same’ and ‘different’ mean?
5. How are people the same/different?

PLAN FOR ASSESSMENT

• Discussion questions for each station provides an assessment during lesson to evaluate mastery of
objectives
Station 1: What it was about the person that made you choose to put them together?
Station 2: Who is someone in the group you that you have a similarity with in your family?
Who is someone in the group who has a difference from your family?
Station 3: What is 1 thing you see in your drawing that someone in your group also has? What is 1 thing you
see in someone else’s’ drawing that you do not have?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

• Hands on sorting of family and comparing provides an assessment evaluating differences

• Hands on sorting of people provides an assessment of similarities

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. Was stations the best way to display this content and teach students about comparison?
8. How will you make sure students are grasping the content at each station?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Script for video snippet at each station:

(videos will be recorded in one-button studio)

Station 1:

“Welcome Kindergarten! At this station, we are going to explore how to sort people based on their similarities
and differences. On the table, you will see a couple different categories and then a pile of lots of people with
unique characteristics. To start, take 1 of the people and decide what category they belong in, continue picking
up people and deciding if they are the same or different as other people you see and put them in the categories
they belong in! When you’re finished, talk to each other about what it was about the person that made you
choose to put them together? For example, Ms. Kujawa would group these two kids together (hold up 2 red
heads) because they have a similarity of red hair! Go ahead, tell me why you made your groups!”

Station 3:

“Welcome Kindergarten! At this station, we are going to create self-portraits of how we look. On the table
you’ll see an example Ms. Kujawa drew of herself, see how I gave myself blonde/brown hair because my hair
color is in-between, I gave myself brown eyes because that’s the color of eyes I have and then I gave myself a
yellow shirt because that is my favorite color. You are going to do this same. When you are finished I want you
to look at your groups and all pick 1 thing that you have similar to another classmate and tell why it is similar,
and pick 1 thing that you have different from another classmate and tell why it is different.”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Handouts/Worksheets:

Station 3 handout:
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018

Family Station 2 worksheet:

 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Picture sort cutouts station 1:
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
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)

NCSS:

IAS:
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-
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
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

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