Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Abby Greenfield School: Eastbrook South
IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Groves
Teaching Date:_____or IDK Grade Level: 2nd
Audit Trail:

LESSON RATIONALE
Students have been learning about the roles of citizens within their community. For this lesson, they will
explore the roles and responsibilities of government officials, as well as practice their rights of citizens by
voting.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will understand the roles of several government officials and engaging in the voting
process.
B. Objective:
Students will create campaigns or help create campaigns for a mock government.
Students will identify community leaders and understand their responsibilities.
C. Standards:
a. NCSS
Strand 6: Power, Authority, and Governance
Strand 10: Civic Ideals and Practices
b. IAS:
2.2.3 Identify community leaders such as the mayor and city council.
2.2.6 Discuss and explain the meaning of the Pledge of Allegiance and understand the role
played by Benjamin Harrison (Indiana’s only President) in promoting recitation of the Pledge
by American school children; identify other ways citizens can affirm their citizenship.
i. Examples: Other ways citizens can affirm their citizenship include voting, serving in
the military and volunteering to help solve community problems.
D. ISTE: [optional]

II. Management Plan

a. Materials:
https://docs.google.com/presentation/d/1I9EJVJEa7EuZx4AAcZ3Y_HYKlRSmCG_zs8tkBUCae
ak/edit?usp=sharing
https://forms.gle/q3vTSEbUhkEYrxR3A

b. Time: 45 minutes
• Anticipatory Set and Purpose Statement: 5 minutes
• Instruction: 10 minutes
• Task Assignments and Explanation: 5 minutes
• Small Groups: 10-15 minutes
• Closure and Group Conversation: 5-8 minutes
c. Space:
Students will be in the barnyard for the anticipatory set, at their seats during instruction, but then
in small groups around the room for the activity.
d. Behavior
When in the barnyard, students will be expected to engage in the conversation and maintain
appropriate (pre-taught) carpet behavior. While at their desks, students will be active listeners and
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
engage in the content. While in small groups, students will maintain appropriate indoor voice
level. Additionally, they will collaborate and work together to complete the task.

III. Adaptation to Individual Differences and Diverse Learners—This lesson uses a variety of instruction
that will allow all students to express themselves in a way that seems fit. Students are also moving between
tasks, which will help release built up energy.

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

IV. Anticipatory Set
Students will start off at their desks while I introduce the anticipatory set (using the Google Slide, link
above):
“You all know our friends Piggie and Gerald. Well, they have run into a bit of a problem, and they need
your help. They decided that they are going to share some ice cream, but they cannot decide on a flavor!
Can you help them make a decision? They have narrowed it down to three flavors, chocolate, vanilla, and
strawberry. In a minute, you will form a one-way street and vote. I will be standing next to the board with
sticky notes, you will get a sticky note from me and then put it under the ice cream flavor that you would
choose. Remember, you do not need to choose the same as those around you. One-way street, then sit in the
barnyard when you are done.” Allow time for students to vote and take their seats. And go over the results:
“Based on the votes of the class as a whole, chocolate has ____ votes, vanilla has ______, and strawberry
has _______. The way this works is that Piggie and Gerald are going to eat the one with the greatest
number of votes. So, on the count of three, everyone is going to tell me what flavor ice cream they are
getting. One… Two… Three!”
V. Purpose:
“When we vote for different types of ice creams, in our minds, we have to decide which is the better
flavor. We also realized that our opinion may not be the same as others, but everyone has a voice. This
is the idea when it comes to voting for community leaders. Today, we are going to expand our
understanding of the different roles and responsibilities of several community leaders; then, we will hold
our own vote.”
VI. Lesson Presentation (Input/Output)
• Students will return to their seats when dismissed, where they will receive instruction on 5 different
government officials: mayor, clerk, prosecutor, judge, and sheriff
o “A few weeks ago, you all watched the movie Zootopia for your Friday reward. During the
movie, one of the characters was Mayor Lionheart. A mayor is an elected leader that runs the
local government for a city. The mayor works with a team called the city council. One of the
mayor’s main responsibilities is to manage the different city departments, such as fire and
rescue, police, and transportation departments. In the movie, Mayor Lionheart also address the
community during a time of need.”
o “Another character from the movie is Bellwether. She is the person directly under the mayor, she
is a clerk. The clerk is usually the second highest ranking member of the council, after the
mayor. The clerk has several jobs, including administering city elections, preparing agendas for
meetings, and maintaining records of meetings. As seen in the movie, before we realize that she
is the bad guy, she does all of the paperwork for the mayor.”
o “The next animal was not in the movie, but this is Mr. Polarfreeze. Mr. Polarfreeze is a
prosecutor. A prosecutor is a lawyer that is employed by the state. The prosecutor has three
main tasks, to investigate crimes, decide whether or not to take it to court, and to appear in
court. The prosecutor works with the police to find out if someone is guilty and then impose a
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
fine. Therefore, when Bellwether goes to court for her actions, Mr. Polarfreeze will be the one
that is trying to put her in jail.”
o “In the movie, Mr. Big makes a decision based on what is right and what is wrong. He deems
Judy Hopps and Nick Wilde not guilty of a crime. In a way, Mr. Big is acting like a judge. A
judge listens to cases that are brought into court and then decides what the fair treatment is. A
city judge can hear several different types of cases including vandalism and health and property
code violations.”
o “The last character I want to point out is Chief Bogo, who acts in a similar way that a sheriff
would. The sheriff is the head of the police force, which is responsible for keeping the peace and
enforcing the law. Sheriffs are also responsible for managing county jails and security at local
government buildings. Chief Bogo is the head of the Zootopia police force and is in charge of
keep the city safe.”
o “For a city to run smoothly, it is important that all of these roles play together.”
• Transition into the next activity
o “One of the most important roles is the mayor because they are the face of the city and they
make some big decisions. For this next activity, we are going to campaign and vote for a new
mayor. Here are our candidates: The Pigeon, The Duckling, Gerald the Elephant, and Piggie.
Each candidate, or person running, has their own character traits. In a minute I will be splitting
you up into groups, where you are going to come up with reasons why your character would
make a great mayor. You can use the information that I have provided about their personalities,
but you can also use your own knowledge from reading about these characters. So, you are to
answer the questions: why vote for them, what will they offer, why are they a good choice, how
will they uphold their responsibilities.”
o Display groups, then redisplay the task. Teacher will be walking around at this time to help the
groups brainstorm and to make sure they are completely the task. They will be given 10 minutes
to come up with a campaign in their groups.
o “I want you to stay with your groups. Within your groups, you guys need to pick one speaker
who will tell the class why their character is the best character for mayor. You have about a
minute to decide. When it’s your groups turn, the speaker will tell us why their character is the
best character for mayor. Let’s start with Piggie. Why is Piggie the best candidate? That is a
good point, now let’s hear from Gerald’s campaign. Gerald seems like a strong candidate, but
will The Duckling have anything else to add? And last but not least, let’s hear from The Pigeon’s
campaign. All of these campaigns that you guys have come up with have showed us that we have
some pretty great candidates, but there can only be one mayor. We are going to put this to a
vote, but I have some rules for our vote. First, it will be anonymous, meaning no one else is
going to know what you voted for. Second, you do not have to vote for the character you created
a campaign for. Instead, you will vote for who would be the best. Lastly, there are no right
answers, just like with the ice cream, we all have our own opinions, and that is okay. So, I will be
displaying a QR Code on the board, you will use your iPad’s camera to scan it, then find a place
somewhere in the room to vote. After everyone votes, I will display the results. When you finish
voting, you may return to your seats and sit quietly until everyone is done.”
VII. Check for understanding.
• During the breakout groups for campaigning, the teacher will be listening into the conversations. This
will allow for the teacher to correct students’ misconceptions along with pushing them to think deeper.
• Additionally, one of the main goals is for students to have a better concept of the voting process, which
is assessed through them completing the campaigning and then voting based on their knowledge and
understanding.
VIII. Review learning outcomes / Closure –
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
• “We have discussed five different government officials: mayor, clerk, prosecutor, judge, and sheriff.
Each person has an important part to play in order for the city to run smoothly. Additionally, we
discussed and campaigned for a mayor. The class has voted, and the mayor is _______. Based on the
description of a mayor, how do we know that ________ will be a good one?”
• Allow for discussion on the voted mayor.
• “It is important to understand, that everyone has a voice, which is why voting is essential. Voting
allows everyone to state their opinion without it always being known to others.”
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: The teacher will take informal assessments while helping students in small groups, which
will be considered when continuing with the information. At the end of the lessons, student will also
discuss what makes the new mayor a good mayor, this allows them to pull from the information they
know and the role of a mayor to come to this conclusion.
B. Summative: There will be a unit test at the end of the unit.

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 everyone understand the Zootopia references?
8. Was there a lack of instruction for the campaign task?
9. Where students able to pull on enough prior knowledge to create their campaign?

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.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
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 –
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.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
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: