Student: Hannah Beachy

School: Frances Slocum Elementary

IWU Supervisor: Dr. Soptelean
Co-op Teacher: Josh Brooks
Teaching Date: Wednesday, April 13
Grade Level: 4th grade
Lesson Title: Technology Improvements over time
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies: DSS LESSON PLAN
2007 ACEI Standards
READINESS
I.
Goals/Objectives/Standard(s)
A. Goal(s)Students will be able to take a stance on an issue and recommend a course of
action regarding the issue.
B. Objective(s)
After completing each station, the students will be able to write in a few sentences whether
they believe technology is good or bad overall, why they think so, and how they can either
implement more technology or less technology in the classroom or their daily lives.
Standard(s):
NCSS: Strand 8: Science, Technology, and Society
IAS: 4.2.7 Use a variety of resources to take a position or recommend a course of action on a
public issue relating to
Indianas past or present.
Examples: Use local, state and federal Web sites, as well as newspapers, television and video
images, to research and write an editorial related to Indianas environment.
ISTE: 3.b Locate, organize, analyze, evaluate, synthesize, and ethically use information from
a variety of sources and media
3.c Evaluate, and select information sources and digital tools based on the appropriateness
to specific tasks
4.d Use multiple processes and diverse perspectives to explore alternative solutions
Materials & Management
A. Materials: newspapers, articles, construction paper, glue sticks, scissors, pictures to cut
out, childrens books, computers
B. Time:
Anticipatory set: 8 minutes
Directions for stations: 5 minutes
Each station: 12 minutes (48 minutes total)
Closure:
C. Space: students will listen to directions at their desks, and then they will rotate to
different stations at the circle table, the computers, and two different stations at the
desk tables.
D. Behavior: There will be a timer on the board letting students know how much time they
have at each station. When the timer goes off, I will tell the students to freeze, look at
me, point to their next station, then rotate.
E. Technology:
students will use computers at one station to research the topic
Document camera
II.
Anticipatory Set
We are going to start todays class with some TV. Everyone likes watching TV right?
Has anyone ever watched Ellen?
Let students raise hands if they have
Well we are going to watch a little bit of Ellen.
Play https://www.youtube.com/watch?v=3CMS9xnBRkc from 1:28 until the end or near the
end.
Purpose: Today we are going to research about technology and how it has changed over time so
that we can form our own opinions about what we think regarding technology.
PLAN FOR INSTRUCTION
III.Adaptation to Diverse Students

A.

Remediation: Students who did not understand how to research or find information will be
able to work with me during silent reading time or free time.
B. Enrichment: Students who are interested in the topic are able to keep researching during
silent reading time or any other free time.
C. ELL: NA
D. Exceptional Needs: I will put Landon and JaMari in separate groups with stronger
students who will be able to help them and keep them on task.
(ACEI 3.2)
IV.Lesson Presentation (Input/Output)
Input:
So you may have noticed recently, or in the past decade (ten years) we have really
started to use technology more. Who here has a cell phone or an ipod?
Have students raise hands
When I was your age, no one had cell phones, most parents didnt even have cell
phones. What are some other technologies that have become popular recently?
Let three students answer
We even have a laptop cart, iPad cart, and we have computer specials. Mr. Brooks has a
smart board and a document camera. We have so much technology around us that
sometimes we dont even realize it. But some people dont necessarily think this is a
good thing. Some people think that technology is making us lazy and anti-social.
So what we are going to do today is research this issue. We are going to look at how we
used to use technology and how we use it today. Then you are going to decide whether
you think technology is good for our society and why you think so. Then you will
brainstorm ideas of how to either reduce technology use or implement more technology
I am going to give each of you a worksheet before we go to our centers. After I am
finished with the directions and before we start stations, you are going to fill out the
columns that say What I think I know about past and present technology and What I
want to learn about technology. Then you will fill out the other columns at your stations.
Then when we are finished with stations, you will go with your groups to a table and
discuss what you learned and what your opinions are. You will then help each other
answer the last two questions on the worksheet. (Show worksheet on document camera)
Does this make sense so far?
Have students give thumbs up
Station number one is at the circle table. There, you will find newspaper articles about
technology. Read only the highlighted information and skim over the other information if
you have time. Record anything you learn or find interesting on your log sheet.
The second station will be at the computers. You will get onto the websites that I already
have up for you, and research technology. Read through some of the articles and watch
the youtube video with what time you have. Again, record what you learn.
For the third station, you will be at table one, and you will read the different childrens
books about technology. Record what you learn or what you find interesting.
At the fourth station, I have a bunch of pictures and construction paper. Each of you will
take a piece of construction paper, write past on one side and present on the other. Then
you will cut out pictures of technology and put them in a collage on the proper side.
(Model this on the document camera)
Here are your groups.
Project a sheet with the groups on the document camera
Output: centers 12 minutes each
1 (circle table): Students will read through as many newspaper articles (important areas will
be highlighted) as they can. They will write any new information on their recording sheet.
2 (computers): students will get online on the website I have designated and will read and
research the topic of technology and write information on their recording sheet
https://edtechreview.in/e-learning/386-change-in-school-technology
http://www.edweek.org/tm/articles/2015/10/28/technology-isnt-bad-for-students-in-fact.html
http://www.debate.org/opinions/is-technology-good-for-our-society
https://www.youtube.com/watch?v=knYHnG8JC1c

3 (student table 1): students will read childrens books that pertain to the topic of technology
and how it has changed over time. They will record new or interesting information on
worksheet.
Books are Electronics, Oxford Childrens Book of the 20th Century: A Concise Guide to a
Century of Contrast and Change, Goodnight iPad, and Its a Book
4 (student table 5): students will cut out pictures of technology from the past and present,
glue them onto a piece of construction paper separating them into outdated technology, and
technology we use today. Students will record any new information onto their worksheet.
After the last round of stations, the students will go to a table together and discuss what they
learned. They will answer the last two questions together, but may have differing opinions in
each group.
(ACEI 3.3)
V.Check for understanding.
Make sure students are paying attention during directions
Walk around to stations and answer any questions as well as make sure that students are
on task and filling out their worksheet
VII. Review learning outcomes / Closure

Now I want to hear what you all learned and what you think now about technology. Can someone tell me
something interesting they learned about technology today?
Let three students answer
Now can I see by a raise of hands, who thinks that technology is a positive thing in our society?
Watch students raise hands
Who believes that technology has some negative effects on our society?
Call on two students from each viewpoint to ask why they took that stance.
If this is something you think it really interesting you can keep researching this during free time. Now it is
time to move onto math(?). So hold up your worksheet, I will come around to pick it up, then you can get
out your math materials that Mr. Brooks wants you to get.
PLAN FOR ASSESSMENT

A. Formative:
I will have students give me feedback after directions to make sure they understand what they are supposed
to be doing. I will also walk around to each station to make sure that all of the students are writing down
information on their worksheets and that their information is relevant.
B. Summative:
I will collect the students worksheets at the end of the lesson and read their work. I will pay special
attention to the last two questions to make sure the students answered the questions fully and with critical
thought based on the information they found.
.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
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?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7.
8.
9.

Did I put the students in groups that gave them the best opportunities for success?
Were my students engaged in each center? Why or why not?
Were my students behaving properly at each center?
Revision Date: August 25, 2015
2007 ACEI Standard

Readiness

Goals
Objectives
Standards

Anticipatory Set

Purpose

Plan For
Instruction

Adaptation to
Diverse Students
ACEI Standard 3.2

Lesson Presentation
Social Studies
ACEI Standard 2.4

Lesson Presentation
ACEI Standard 3.3

Check for

Needs Improvement
1
Lesson objectives are
poorly written and/or
have little or no
connection to learning
goals or standards.
Little connection
exists between
objectives and lesson
activities and
assessments.
The anticipatory set is
missing or has little or
no connection to the
goal or content of the
lesson.

Emerging
Competence 2
Lesson objectives are
correlated with
learning goals and
standards. The
connection between
objectives and lesson
activities and
assessments is weak
or unclear.

Competent 3

Outstanding 4

The lesson plan

contains objectives
that connect goals
and standards with
lesson activities and
assessments.

The lesson plan contains

clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are
consistent with lesson
activities and assessments.

The connection
between the
anticipatory set and
lesson objectives and
content is weak or
unclear.

The anticipatory set

is clear and direct
and focuses students
attention on the
lesson.

The statement of
purpose is ambiguous
or worded so
generally that the
connection with the
content of the lesson
is not apparent.

A statement of
purpose is included in
the lesson, but has
little power to
motivate students and
capture their
imaginations.

The statement of
purpose is clearly
connected to the
content of the lesson
and is presented in
terms that are easily
understood by
students.

The anticipatory set

connects the current lesson
with previous and future
learning and focuses
students minds and
attention on the days
lesson.
The statement of purpose
has the power to capture
the imaginations of
students and motivate
them to accomplish the
expected learning.

Needs Improvement
1
Few or no instructional
opportunities are
included. Any
instructional
opportunities are not
developmentally
appropriate or
adapted to diverse
students.

Emerging
Competence 2
Instructional
opportunities are
provided in this
lesson; however, they
are not adapted to
diverse students.

The candidates
lesson plan suggests
that he or she is not
familiar with the
themes, concepts, and
modes of inquiry
drawn from the
academic fields of the
social studies.
The candidate does
not demonstrate
understanding of the
major concepts and
modes of inquiry from
the social studies, and
does not promote
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

The candidates
lesson plan suggests
emerging familiarity
with the themes,
concepts, and modes
of inquiry drawn from
the academic fields of
the social studies.
The candidate
demonstrates limited
understanding of the
major concepts and
modes of inquiry from
the social studies, and
minimally promotes
elementary students
ability to make
informed decisions as
citizens of a culturally
diverse democratic
society and
interdependent world.

The lesson
presentation does not
encourage elementary
students
development of
critical thinking and
problem solving.

The lesson
presentation includes
little provision for
students
development of
critical thinking and
problem solving.

Little or no provision is
included to check for
student understanding
or to reteach concepts
that elude students

A guided practice
4
section is included in
the lesson plan, but
the connection with
the lesson

Competent 3
Instructional
opportunities are
provided in this
lesson. The
opportunities are
developmentally
appropriate and/or
are adapted to
diverse students.
The candidate
demon-strates an
under- standing of
the themes,
concepts, and modes
of inquiry drawn from
the social studies in
his or her lesson
plan. He or she
develops experiences
to help elem.
students learn about
major social studies
concepts. The
candidates lesson
plan demonstrates an
understanding of the
major concepts and
modes of inquiry
from the social
studies, and enables
stu- dents to learn
about the major
themes that integrate
knowledge across the
social students and
helps them become
productive
participants in a
democratic society.
The lesson
presentation includes
at least one teaching
strategy that
encourages
elementary students
development of
critical thinking and
problem solving.
The lesson plan
includes a plan and
the means to check
for student
understanding of the

Outstanding 4
Specific instructional
opportunities are provided
in this lesson that
demonstrate the
candidates understanding
of how students differ in
their development and
approaches to learning.
The instructional
opportunities are adapted
to diverse students.
The candidate
demonstrates in-depth
knowledge and
understanding of how the
major concepts and
themes of social studies
are integrated across
academic fields in his or
her lesson plan.
The candidates lesson
plan demonstrates an indepth understanding of the
social studies and a
significant ability to help K6 students learn the
essential concepts and
become productive
participants in a
democratic society.

The lesson presentation

includes a variety of
teaching strategies that
encourage elementary
students development of
critical thinking and
problem solving.
Plans to check for student
understanding of the
content are an integral part
of the lesson, and include
frequent questions and