Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Emilee Rhoton School: Northwestern elementary
IWU Supervisor: Amanda Hanson Co-op Teacher: Kimberly Cunningham
Teaching Date: Grade Level: 2nd grade

LESSON RATIONALE
Students need to understand the power they have to either harm our environment or help our environment. This lesson provides students
with the knowledge of our world and the issues we are facing.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
a. Students will develop and understanding of the dangers of pollution
b. Students will deepen their knowledge of what a good citizen does
c. Students will develop ideas to take care of their environment
B. Objective:
a. Students will identify at least 2 effects of pollution
b. Students will create at least 1 way they can take care of their environment
C. Standards:
a. NCSS
i. III People, Places, & Environments: Social studies programs should include experiences that provide for the
study of people, places, and environments,

b. IAS
i. 2.2.4 Describe how people of different ages, cultural backgrounds and traditions contribute to the community
and how all citizens can respect these differences.
ii. Env.7.7 Describe and explain the product life cycle and waste stream and its implications to waste
management. Explain the difference between reduce, reuse, and recycle

II. Management Plan

a. Materials:
 One-gallon glass jar
 Sponge cut in shape of a fish
 Fishing line tied to a pencil at one end and Freddy at the other (Freddy should hang in the middle of the jar)
 Small amounts of the following:
o Soil
o Pancake syrup
o Salt
o Paper dots
o Brown sugar
o Soapy water
Red and green food coloring
 Copy of Microsoft Office document icon Freddy the Fish on note cards.
 3 different plastic bags cut into strips (3 strips per student)
 Plastic beads (1 per student)
 Tape
 The book: One Plastic Bag – by Miranda Paul

b. Time: 25-45 minutes

c. Space
 Students start off at their desks
 After anticipatory set, students will move to the living room
 Then students will go back to their desks and will be there for the remainder of the lesson

d. Behavior
 Continue to implement classroom management plan
 Keep voices at a level 1/2
 No running when transitioning
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
 Students are always expected to be working
III. Adaptation to Individual Differences and Diverse Learners—
a. Learning disabilities: for students with SLD, and how have a harder time comprehending the information, I will provide
them with notes and definitions to refer back to.
b. Autism: Make sure the students know the order of the lesson of the lesson, give verbal warnings when transitions are
coming. Make sure that the bags are not going to cause a sensory issue.
c. ADHD: For students that struggle with staying on task and focusing, I may move them to a table with up front with myself
to help keep them on task or partner them up with another student. For the reading of the book I will place these students
in front, so they have less distractions.

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

IV. Anticipatory Set
 “So, class I want to introduce you to my new friend Freddy the fish”
 “Freddy wanted to show us where he lives, so he decided to come to class with me today.”
 “Imagine a nice calm and clean river, this is where Freddy lives” “how do you think Freddy likes his home?”
 Let students answer
• “Now, Freddy starts to swim down the river and passes a farm, where the dirt from the fields has gotten into the river.
 Add dirt and “how is Freddy now?”
 “Now Freddy has started swimming towards town swims past a parking lot, some of the cars in the parking lot have been leaking
oil, and that oil has gotten into the river”
 Pour pancake syrup into Fred's jar. “How is Freddy now?”
 “During winter when the roads were Icy, trucks put salt on the roads to make them safe to driven on, but the salt got into the river”
 Put salt in the jar/bowl. “How is Freddy?”
 Now Freddy is swimming past a park. There some people having a picnick didn't throw their trash and the wind blew it into the
river. “
 Sprinkle paper dots into Fred's jar. “How is Freddy”
 “Now Freddy is swimming past some big factories, these factories are polluting the river where Freddy lives.”
 Pour warm soapy water into the jar. “How is Freddy?”
 “Right next to the factory is the cities land fill, in the land fill there are all kinds of nasty bags and boxes of trash that are leaking into
the river.”
 squeeze one per student drop of green food coloring into Freddy’s jar.
 How do you guy think Freddy is now??”
 Allow time for students to answer.

V. Purpose: As Good citizens it is our job to make sure that we are taking care of our world. Today we will be learning about how we can
tack action and help take better care of our world.

VI. Lesson Presentation (Input/Output)

 “Ok class, I want everyone to meet me in the living room for a story”
 Have students who struggle to pay attention sit up front
 “Today we will be reading the book One Plastic Bag – by Miranda Paul”
 “This book is about a group of ladies in Gambia, a country in Africa, who decided to do something about all the litter in their
village”
 Read the book
 Allow students respond
 Dismiss students back to their desks
 “Just like the Ladies in the book made things out of plastic, we are going to do the same.”
 Pass out cut bags
 “we are going to be making a bracelet”
 Show students how to braid
 “As you guys are barding I want each table to come up with one idea that we can do here at school so help recycle and get rid
of litter”

VII. Check for understanding.

 Walk around asking students questions about terms such as pollution, litter, and recycling
 Ask students about ideas to help our environment around us
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019

VIII. Review learning outcomes / Closure

a. “Ok Class, I know some of you may not be done with your bracelet, but I want you to put them in your desk for right now,
you can finish it later”
b. “Get out your notebooks and I want you to draw your tables idea to help out environment and clean up our school.”
c. “I want each table to explain their idea to the class.”
d. Once they are done sharing direct the students to put their note books on my desk.
PLAN FOR ASSESSMENT
(CAEP K-6 3.a)
A. Formative: having students answer questions, and their drawing in their notebooks.
B. Summative: At the end of the unit students will write about what it means to have the power to change the world around
them.

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?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

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)

IAS:

NCSS:

ISTE:

Management Plan A. Materials:

B. Time:
C. Space:
D. Behavior:
E. Technology: (as appropriate)
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
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.

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