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Indiana Wesleyan University

Elementary Education Lesson Plan Template


Social Studies/ DSSM rev.2019

Student: Delaney Nuckols School: Park Elementary School


IWU Supervisor: Gloria Earl Co-op Teacher: Mrs. Christine Roth
Teaching Date: April 3, 2019 at 12:40pm Grade Level: Sixth Grade
Audit Trail: (Set tentative observation date with supervisor for April 3rd on 3/20/19) (Confirmed with social studies
teacher, cooperating teacher, and my IWU supervisor on a teaching date: April 3rd, at 12:40pm on 3/20/19)
(Established standard and ideas with social studies teacher on 3/20/19) (Sent lesson plan to Ms. Gabel and Ms.
Roth on 3/27/19) (Submitted lesson plan on 3/27/19)

LESSON RATIONALE
Within this lesson students will learn about European exploration and colonization of the Americas. Students will go beyond understanding and
knowing the content by understanding how the impact of European colonization has impacted their own life by answering reflective questions at each
center.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will deepen their understanding regarding the European exploration and colonization.
B. Objective: Using a quick write in the form of a letter, students will identify the reasons and purposes European explorers had in exploring
and colonizing the Americas.
C. Standards: IAS: (6.1.10) Examine and explain the outcomes of European colonization on the Americas and the rest of the world. NCSS:
(III.b) interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs.
D. ISTE: (3.3a) Students plan and employ effective research strategies to locate information and other resources for their intellectual or
creative pursuits.

II. Management Plan


a. Materials:
i. Chromebooks
ii. Four pre-made flags (Spain, Portugal, France, and England)
iii. Instructional sheets for each station (trade, sailing, who’s all involved, let’s explore)
iv. Pre-printed maps
v. Pre-made game board and cards
vi. Board game markers
vii. Who’s All Involved Worksheet (single copy for each student)
viii.Respectful Thinker bucks
ix. Globe
b. Time: 45 minutes
c. Space: Students will be separated into groups and assigned to a cluster of desks to start in. Students will remain at their center for
the mini lesson and the first rotation. Students will then rotate clockwise to every center with their assigned group.

Friend’s Roth’s Gabel’s

Portugal: Landon, Brantley, Portugal: Zander, Evan, Blake,


Portugal: Kyrana, Lily, Gavin, Timbre, Carmella, and Vincent Madilee, and Melayna
Aiden, and Levi Spaniards: Boston, Aiden W., Spaniards: Landon B., Whitney,
Spaniards: Maizy, Hadi, Chad, Ariyah, and Maddie Ben Pax, Rylan, and Ty.
Lucas, and Aiden. French: Isaac, Annabell, Addison, French: Alex, Ike, Aida, Kaylie,
French: Journey, Camden, Jerry, and Lucas R. and Colin
and Grace English: Bryce, Abbey, Maddison, English: Dalton, Demee, Aiden H.,
English: Stacia, Khloe, and Aiden and Cole and Darrell
Elliotte

d. Behavior: I will be using Park Elementary Behavior Matrix, as well as my own “Respectful Thinker” bucks. Students will be
docked five citizenship points if they speak without raising their hand or over me or a peer. Students will be rewarded “Respectful
Thinker” bucks for thought through responses to my questions and group discussion. Lastly, I will use the “Ask three before me”
method to foster communication and focus within groups.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
III. Adaptation to Individual Differences and Diverse Learners—I will preselect groups for each class rotation taking into consideration
intellectual needs, as well as relational and behavioral issues. Instructions will be placed at each center for students to refer back to. Lastly,
hard copies of maps will be present at each station for students who need a more tangible resource.

PLAN FOR INSTRUCTION


IV. Anticipatory Set
• I will lead students through a brainstorming activity. Within this activity, students and I will brainstorm the ideal place we would like to
explore and colonize (4 minutes).
• “To start off we are going to brainstorm characteristics of an unknown land we would like to explore and eventually settle in. You will have
the next thirty seconds to talk with your group and come up with ideas, then we will come back together and create a list of criteria for our
unknown land. Your thirty seconds starts now!” Look for certain criteria such as; vegetation, resources, and weather. “Let’s come back
together as a class now and create our list. Which group would like to share first?” (CFU)

V. Purpose: “Just as we have created our ideal land to explore and call our own, we are going to go back into time and look at the exploration
and colonization of the Americas.”

VI. Lesson Presentation (Input/Output)


• I will start off the lesson with a short mini lesson on the culture and key leaders during this time of exploration. I will use a PowerPoint as a
guide for information for this mini lesson. PowerPoint: https://bit.ly/2Ftu575
• “During European colonization, there is a cultural shift from growing inwardly as a country to expanding through exploring new lands. In
turn, countries like Portugal, Spain, France, and England send their own people to travel across seas to find out what there is. Now the
Portuguese led the era of exploration, but soon enough the French, Spanish, and English joined in. During this time of exploration, key
individuals like Vasco da Gama, Bartholomew Dias, Christopher Columbus, Hernan Cortes, and Ferdinand Magellan discovered much of
what we know today... Today you all will be rotating through four stations that answer four main questions about European exploration and
the colonization of the Americas. Those question being:”
o “What were the four major countries that led the exploration and colonization of the Americas?”
o “How has the advancement of ships helped colonization?”
o “What were the major resources your country found valuable for trading?”
o “How has colonization impacted other people and countries around the globe both back then and today?”
• After we complete the PowerPoint, I will begin to explain the centers the students will be rotating through in more detail. There will be four
centers, 5 minutes each, where students dig deeper into European exploration within the Americas (20 minutes)
o “The groups you are in now are the groups you will remain with for all four centers. You will rotate as a group to four different
centers around the room that look at a different aspect of exploration and colonization. At each center, there are directions on
what you will need to accomplish. Read those directions carefully! I will be moving around to make sure everyone is on task and
actively participating in their group. If you happen to have a question regarding your center, you must ask three before you ask
me. Meaning, ask three other peers in your group if they know the answer and can explain it to you. If no one can, everyone in
the group must raise their hand so I know you have already asked three before me. If I find that you are off task, you will owe me
five citizenship points. You may begin.”
• Centers:
o Ships
▪ At this station, students will watch a short video and read a short article that discusses the innovations of ships over
time and how they played a role in exploration.
▪ As I walk around, I will ask this rotation “What advancement of ships aided exploration? How does that impact us
today?” (CFU)
o Trading Post
▪ Students will watch a short video, and read the article “Cultural Change and Exchange” located on their google
classroom. Students will discuss and answer the question “What did the Americas provide the explorers and what did
the explorers provide the Americas?
▪ At this station, I will come and ask, “What were the major resources your country found for trade? How does that
impact us and the rest of the world today?” (CFU)
o Who’s all involved
▪ At this center, students will look into what countries played a role into exploration and colonization by looking over
maps placed at their center, as well as additional resources found on their google classroom.
▪ At this center, I will ask “What four major countries led the era of exploration? Where did your country explore and
colonize?” (CFU)
o Exploration Simulation game
▪ At this station students will be able to play a game of chutes and ladders that transports them to the era of European
exploration and colonization. The purpose of this center is to illustrate the challenges and risks those took as explorers.

VII. Check for understanding. Throughout the lesson and center rotation I will ask the questions below to check for understanding both at an
individual and small group level. Also, at the end I will have students complete a quick write as a final check for understanding.
• Questions:
o “What were the four major countries that led the exploration and colonization of the Americas?”
o “How has the advancement of ships helped colonization?”
o “What were the major resources your country found valuable for trading?”
o “How has colonization impacted us today?”
o “How has colonization impacted other people and countries around the globe?”
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
VIII.Review learning outcomes / Closure – To close out the lesson, I will have students take on the persona of an explorer and write to someone
back home on their mainland. This letter must address who they are exploring for, transportation, resources they found to trade, and
characteristics of the ideal land we discussed at the beginning of class. (CFU)
• “We are now going to come back together as a class and complete one more activity. I have handed out a loose leaf of paper to everyone,
on that piece of paper I need you to write your name and the country you belong to. For example, if I was in the French group I would
write ‘Ms. Nuckols and France underneath my name.’ You are now going to write a letter to someone back home that describes your time
as an explorer. Within this letter you must share who you are exploring for, the transportation you are using, resources you have found to
trade, and the characteristics of the unknown land. However, I want you all to use the characteristics we brainstormed at the beginning of
class for this part of the letter. You will have the next 7 minutes to write, and then for the remaining three we will have time for some of you
to share your letter with the class. You may begin! … You may finish up the sentence you are on, and then put your pencil down. Is there
anyone willing to read their letter with the class? … As you prepare to pack your stuff up to leave, you may bring me your letter as well as
any bucks you have in exchange for a treat.”

PLAN FOR ASSESSMENT


A. Formative: I will be using questions to check for understanding throughout the lesson and as I visit each center. Lastly, I will
use a quick write with the closure to formatively assess where the students stand. For this quick write, students will become
an explorer and write to a family member or friend back home sharing their journey with them in detail. Students will be
expected to address who they are exploring for, what form of transportation they are using, as well as the resources they plan
to trade and lay of the land. (CFU)

RESOURCES:
https://online.kidsdiscover.com/unit/explorers/topic/ships-of-exploration
https://www.sutori.com/item/untitled-0fbb-da9a#.XJRC4k6xt4k.email
https://www.youtube.com/watch?v=4DlNhbkPiYY
https://online.kidsdiscover.com/unit/age-of-exploration-and-colonization/topic/cultural-change-and-exchange
https://online.kidsdiscover.com/unit/age-of-exploration-and-colonization/topic/colonization-expands

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?
7. Was “ask three before me” a beneficial and effective management strategy?
8. Were students able to complete the letter within the time span I gave them?
9. Did students have enough within each center to keep them focused during the five-minute rotations.

The Instructional sheets will be printed on a separate document that has boarders. I wanted to add the sheets below so the instructions can
be evaluated. **
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019

TRADING POST

For this center, pull up the article “Cultural


Change and Exchange” on Google Classroom
and read the article as a group. You may use the
map in the middle of your table to help answer
the question: “What did the Americas provide
the explorers, and what did the explorers
give the Americas?” “How does early trade
impact us?
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019

WHO ALL EXPLORED?


Grab the maps from the center of
your table and find where your
country sailed to and explored.
After you have gone over the maps,
use the resources on Google
Classroom to fill out the worksheet
in the middle of your table.
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019

Discuss:
“Who were the leaders for your
country’s exploration?” “What did
they find?” “How do their findings
impact us today?”

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

SAILING THE SEAS


For this station, search and watch the
video “How did the early Sailors
navigate the Oceans.” Watch the
video to “2:56”
Once you watched the video, go over
the handout in the middle of the table
as well as the article “Ships of
exploration” on Google Classroom.
Discuss:
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019

“What was it like to sail across the


ocean during that time?” “How does
this impact us and the world today?”

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

LET’S EXPLORE!

GAME TIME! For this center, you


will play a game of chutes and
ladders that deals with exploration
and colonization of the Americas.

Each person will take turns rolling


the dice and moving their marker
across the board. If you land on a
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019

square with a ship on it, grab a


sailing card. The first person to get to
the Americas wins the game!
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019


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

Student: Delaney Nuckols School: Park Elementary


IWU Supervisor: Gloria Earl Co-op Teacher: Mrs. Christine Roth
Teaching Date: April 3rd, 2019 at 12:40pm Grade Level: Sixth Grade
Audit Trail: (Set tentative observation date with supervisor for April 3rd on 3/20/19) (Confirmed with social studies
teacher, cooperating teacher, and my IWU supervisor on a teaching date: April 3rd, at 12:40pm on 3/20/19)
(Established standard and ideas with social studies teacher on 3/20/19) (Sent lesson plan to Ms. Gabel and Ms.
Roth on 3/27/19) (Submitted lesson plan on 3/27/19)
OPPORTUNITY FOR Format COMPETENT OUTSTANDING
IMPROVEMENT

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
Objectives with lesson 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
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
Adaptation to Instructional opportunities are provided in
Individual this lesson. The opportunities are
Differences and developmentally appropriate and/or are
Diverse Learners 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


Understanding means to check for student understanding
of the lesson. A provision is included to
[CFU] reteach all or part of the lesson to all or
part of the class.

Review Learning Lesson closure relates directly to the


Outcomes and/ or lesson 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 An outstanding lesson plan earns
competent level will receive a score of 33 /40 or score of 34-37/40. a score of 38/40-40/40
lower

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