Running head: INTEGRATED LESSON PLAN 1

Sonya Crone

Interdisciplinary Lesson Plan

EDUC 433/533 7901 Online The Middle School

October 20, 2019

INTEGRATED LESSON PLAN 2

Integrated Lesson Plan

50 Minute Lessons 6th grade Civil War Period Unit of Study

Your Name: Sonya Crone Grade Level: 6

Date of instruction:10/20/19

Subject: Social Science, Science, Language Arts

Concept: Relationships

Objective: Students by the end of this unit will be able to compare and contrast the differences

between the North and the South in the Civil War by doing research, building projects and

participating in class discussions.

Science-I can construct a working catapult using force, energy and motion.

Social Studies- I can research the differences between the North and the South.

English- I can educatively debate the differences between the North and the South.

Standard(s): Common Core Standards, Wyoming Social Studies Standards, and Next

Generation Science Standards

Social Science (Studies)-SS6.3.5 Describe how values and beliefs influence individual, family, and

business decisions (microeconomics)

CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary

specific to domains related to history/social studies.

Science- MS-PS3-5 Energy

Construct, use, and present arguments to support the claim that when the kinetic energy of an

object changes, energy is transferred to or from the object.

INTEGRATED LESSON PLAN 3

Performance Expectation

 Grade: Middle School (6-8)

MS-ETS1-3 Engineering Design

Analyze data from tests to determine similarities and differences among several design solutions

to identify the best characteristics of each that can be combined into a new solution to better

meet the criteria for success.

Performance Expectation

Grade: Middle School (6-8)

Language Arts-

Reading:

CCSS.ELA-LITERACY.RL.6.9

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels

and fantasy stories) in terms of their approaches to similar themes and topics. 

Writing:

CCSS.ELA-LITERACY.W.6.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speech:

CCSS.ELA-LITERACY.SL.6.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and

expressing their own clearly.

INTEGRATED LESSON PLAN 4

CCSS.ELA-LITERACY.SL.6.3

Delineate a speaker's argument and specific claims, distinguishing claims that are supported by

reasons and evidence from claims that are not.

Motivation: Students will watch a short films on what it was like living in the 1865.

https://www.youtube.com/watch?v=gQ1XijQmz9E

https://www.youtube.com/watch?v=TgxgETdDmGo

https://www.youtube.com/watch?v=rY9zHNOjGrs

https://www.youtube.com/watch?v=GzTrKccmj_I

https://www.youtube.com/watch?v=npmoZQxvH2c

Vocabulary: North, South, Union Confederates, Slavery, Stonewall"Jackson, Robert E. Lee,

Ulysses S. Grant, ecosystems, energy, Civil War, abolitionist, emancipation motion, force,

kinetic energy, potential energy.

Body of Lesson:

Social Science- As a class we will go over the terms and definitions about the Civil War. We

will do this by doing a group discussion over the class textbook chapter on the Civil War.

Students will write out these definitions on a graphic organizer. Students will work together in

partners to fill out a Venn Diagram about the differences between The North and The South. The

students will look at each side’s beliefs, cultural norms, terrain, weapons, food, resources, and

any other differences they can find. The students will use resources such as classroom textbooks,

library sources, online primary and secondary sources.

Science-Students will be looking at the relationships of cause and effect of civil war weapons.

The students will specifically be looking at energy, physics, and motion. After teacher does short

lesson, on the science vocabulary using vocabulary graphic organizer, students will be making
INTEGRATED LESSON PLAN 5

catapults and having a competition to see who can launch their ball the farthest. Students will

experiment what causes their ball to go the farthest. The students will be given popsicles sticks,

rubber bands, and a spoon to build their weapon. They have the freedom to explore and build

their catapults anyway they think they will work the best.

Language Arts- The Science and Social Studies class are the building blocks to this lesson. The

students will take what they have learned in science and history and debate which side had the

most advantages and resources in the war. The class will be split up in half and each student will

have to say at least one thing in the debate. The students can use their Venn Diagrams and

Vocabulary graphic organizers.

Evaluation of Lessons:

Social Studies- Students will fill out an exit ticket on what are three major differences between

The North and The South on a blank piece of paper.

Science- Students will have to explain how energy transfers from the catapult to the ball using

scientific terms on a blank piece of paper.

Language Arts- Students will be getting and in class evaluation for participation while debating.

Afterwards the students will have to write two paragraphs on which side (North vs South) they

think has the most advantage based on the information they found out and heard in the debate.

(Teachers Pay Teachers)

INTEGRATED LESSON PLAN 6

Materials:

Social Science

Venn Diagrams

Vocabulary Graphic Organizers

Classroom Whiteboard and Markers

Pencils

Classroom computers/iPads

Classroom History Textbooks

Science

Popsicle Sticks

Rubber bands

Plastic spoon

Pom poms

Pencils

Paper

Language Arts

Pencil

Paper

Classroom Whiteboard and Markers

Examples of what lessons will look like and incorporate:

INTEGRATED LESSON PLAN 7

(Teachers Pay Teachers)

(Teachers Pay Teachers)

INTEGRATED LESSON PLAN 8

Adaptations for special needs child:

Student Cognitive Traits Social Traits Physical Traits

Name
Ann – Challenged, artistic Autistic and has trouble Attractive, slim and active

relating to classmates and

teachers, involved parents

 clearly established and ordered routines

 warning and preparation when changes are anticipated

 planning and practicing of communication strategies and social routines

 earplugs or noise-canceling headsets in hallways or lunchroom

 a quiet area where the Ann can take a time-out if necessary

 visual schedules and graphic organizers

 visual or written, rather than auditory, instructions

 note taker

 student/class buddy that helps Ann out and guides her when she needs

 give Ann printed instructions, allow Ann to draw and color notes

 set high classroom expectations for classmates to help create a positive learning

environment for Ann

 Give Ann extra time on assessments and catapult

 Allow Ann to color while listening to discussion to keep her focused.

References
INTEGRATED LESSON PLAN 9

Catapult Physics. (n.d.). Retrieved from https://www.real-world-physics-

problems.com/catapult-physics.html

Civil War Vocabulary. (n.d.). Retrieved from https://quizlet.com/13177482/civil-war-

vocabulary-flash-cards/

English Language Arts Standards » History/Social Studies » Grade 6-8. (n.d.). Retrieved

from http://www.corestandards.org/ELA-Literacy/RH/6-8/

Read the Standards. (n.d.). Retrieved from https://www.nextgenscience.org/search-

standards?keys=&tid%5B%5D=106&tid_3%5B%5D=95

Science ~ Energy, Force & Motion Vocabulary. (n.d.). Retrieved from

https://quizlet.com/74637726/science-energy-force-motion-vocabulary-flash-cards/

STEM Activity for Kids: Popsicle Stick Catapults. (2016, September 16). Retrieved from

https://buggyandbuddy.com/stem-activity-for-kids-popsicle-stick-catapults/

Teaching Resources & Lesson Plans | Teachers Pay Teachers. (n.d.). Retrieved from

https://www.teacherspayteachers.com/

Wyoming Department of Education. (2015, November 10). Retrieved from

https://1ddlxtt2jowkvs672myo6z14-wpengine.netdna-ssl.com

Interactive/cross curricular Lesson Plan Format

Subject: Curricular areas include: Math, Lang. Arts, Reading, Science, Social Studies,
PE, Art, Music. Do not write: Planets, Animals, Lewis and Clark, etc.
 INTEGRATED LESSON PLAN
10

Objective(s): These are the skills that you want your students to learn. These must be written in
measurable terms.
 You cannot use the verbs: understand, know, or learn! These words are too
generic and hard to evaluate.
 You must write: Students will be able to…
Standard(s): You must write these out completely for each curricular area. Include the standard
number. Go to the Department of Education for the state in which you are working or would like
to work someday. Type in Curricular standards or Curriculum Standards or Content Standards.
There are usually several standards that apply for each curricular area. If you can’t find state or
common core standards try to find national standards i.e. for music, PE, and art.
Motivation: What will you actually say or do to get the students interested?
Vocabulary: New words that the students will learn to understand the lesson.
Body of Lesson: What you and the students are actually going to do and how you
are going to do it. Write this as if you were writing for a substitute teacher who will be taking
your class while you are gone.
Evaluation of Lesson: At this point in time I want you to tell me how you are
going to evaluate whether or not the students have met/learned your objectives, i.e. how are you
going to “test” them. Listening to the discussion is an appropriate evaluation, but I don’t want
you to use this kind of informal evaluation. You can’t evaluate each student this way. Your
evaluations must match your objectives!
Materials: Include a complete list so that someone reading this lesson could pick it
up and use it right away. For books, make sure to include the author’s name, ISBN #, and
the publisher.
Adaptations for a Special Needs child: For SPED majors
Citation:

Integrated Lesson Plan - Format and Example

As part of the 6th grade Medieval/Middle Ages Period Unit of Study

Your Name: Grade Level: 6

Date of instruction:

Subject: Social Science, Math, Art

Objective: Students will be able to explain the need for and design of castles in England during
the Medieval/Middle Ages period.

Standard(s): South Dakota Social Science and Math Content Standards & National Art
Standards
Social Science
6.W.2.7 The students are able to identify the cultural contributions of the Middle Ages.
6.C.1.1 Students are able to relate forms of governments to their civilizations.
 INTEGRATED LESSON PLAN
11

Math
6.A.1.2 Students are able to write algebraic expressions involving addition or
multiplication using whole numbers.
6.A.4.1 Students are able to use concrete materials, graphs, and algebraic statements to
represent problem situations.

Art (National Standards)

Anchor Standard 11. Relate artistic ideas and works with societal, cultural and historical
context to deepen understanding.

Motivation:

Vocabulary:

Body of Lesson: This is an overview for SPED people only. For your 50 minute lessons I want
full information.

Social Science (Social Studies) class: Students will study daily life inside the castle

Math class: Students will study how castles were constructed and why they were
constructed that way. Many had outside walls that were 30 feet thick (yes, 30
feet!).

Art class: You have been studying what life was like in Medieval England. You are
going to start to design your own castle and explain why you chose what you
did.

Evaluation of Lessons:

Social Science

Math

Art

Materials:

Adaptations for special needs child:

Citation:
 INTEGRATED LESSON PLAN
12

Interactive/cross curricular Lesson Plan Format

Subject: Curricular areas include: Math, Lang. Arts, Reading, Science, Social Studies,
PE, Art, Music. Do not write: Planets, Animals, Lewis and Clark, etc.
Objective(s): These are the skills that you want your students to learn. These must be written in
measurable terms.
 You cannot use the verbs: understand, know, or learn! These words are too
generic and hard to evaluate.
 You must write: Students will be able to…
Standard(s): You must write these out completely for each curricular area. Include the standard
number. Go to the Department of Education for the state in which you are working or would like
to work someday. Type in Curricular standards or Curriculum Standards or Content Standards.
There are usually several standards that apply for each curricular area. If you can’t find state or
common core standards try to find national standards i.e. for music, PE, and art.
Motivation: What will you actually say or do to get the students interested?
Vocabulary: New words that the students will learn to understand the lesson.
Body of Lesson: What you and the students are actually going to do and how you
are going to do it. Write this as if you were writing for a substitute teacher who will be taking
your class while you are gone.
Evaluation of Lesson: At this point in time I want you to tell me how you are
going to evaluate whether or not the students have met/learned your objectives, i.e. how are you
going to “test” them. Listening to the discussion is an appropriate evaluation, but I don’t want
you to use this kind of informal evaluation. You can’t evaluate each student this way. Your
evaluations must match your objectives!
Materials: Include a complete list so that someone reading this lesson could pick it
up and use it right away. For books, make sure to include the author’s name, ISBN #, and
the publisher.
Adaptations for a Special Needs child: For SPED majors
Citation:

This is your middle school class list, they will influence

your planning:
Middle School Class
Use in All Lesson Plans
 
Student Cognitive Traits Social Traits Physical Traits
Name
Ann – Challenged, artistic Autistic and has trouble Attractive, slim and active
relating to classmates and
teachers, involved parents
Ben – Challenged, athletic Behavior problems in and out Tall, good looking, out for
of class, involved parents sports, wants to stay eligible
Bart – Gifted, likes science and Introvert, bored with school, Out of shape and a little on the
math parents not involved heavy side
 INTEGRATED LESSON PLAN
13

Cleo – Challenged, has resource Not accepted by peers, Overweight and not active
staff help unhappy, parents not involved
Gene – Above average, athletic, Outgoing, class clown, Good looking, out for sports
debate parents neutral
Helen – Average, good study skills, Shy, child of recent Muslim Attractive and active.
still learning the fine points immigrants, parents involved
of English, band member
Jean – Average, literature, choir, Outgoing, lots of friends, Attractive and active
band member parents involved
Joe – Challenged, heavy metal Subculture group, behavior Thin, active
music issues, purple hair, lot
piercing with jewelry, parents
not involved
Julie – Average, talented in music, Outgoing, concerned about Overweight, not active
choir, band weight, parents neutral
Larry – Average, games, has Shy, has some close friends, Hearing impairment, good
resource staff support parents involved looking, active
Liz – Gifted, science, math, band, Leader, no nonsense person, Athletic, involved in sports
choir parents involved
Loren – Talented, music Subculture group, long hair, Tall, strong, active
piercing with jewelry,
sarcastic
Lori – Above average, athletic Introvert, parents not involved Tall, strong, out for sports
Mary – Challenged, struggles with Few friends, wall flower, Not active in sports
math and language arts parents not involved
Miguel – Average, street smart Friends in ethnic group, Active in sports, hard to stay
parents not involved, illegal? eligible
Rosa – Average, street smart Shy, tries to be invisible, Slim, active
parents not involved, illegal?
Sandi – Average, reads, consumer Quiet, a follower, parents not Active
science involved
Vern – Challenged, movies and Outgoing and can be Not active, has a weight
games, has resource staff belligerent, parent involved problem
support