Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

Student: Tessa VanderStel School: Riverview Elementary School

IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Yeakle
Teaching Date: March 23, 2018 Grade Level: Kindergarten

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal – Students will understand the definition of littering and be able to explain why it
is bad for the environment.
B. Objective(s) – After observing the differences between litter and natural materials,
students will be able to draw two natural materials and two pieces of litter.
C. Standard – NCSS: People, Places, and Environments

IAS: K.3.7 Recommend ways that people can improve their environment at home,
in school, and in the neighborhood.

II. Materials & Management:

A. Materials: Puzzle, bag of litter and natural materials, earth worksheets, scholastic
magazines
B. Time: 40 minutes
C. Space: At desks to begin, move to carpet during input, move to desks during output,
and move back to the carpet for closure.
D. Behavior: I will tell students ahead of time that they may only speak during the lesson
if they raise their hand and I call on them. During my last lesson, this worked very well.
Mrs. Yeakle has a clip chart in her classroom, so I will clip down students who speak out
of turn. I will also clip up students who are listening particularly well.
E. Technology: Computer for PowerPoint and doc camera to demonstrate worksheet.

III. Anticipatory Set (5 minutes) – I will be using the puzzle

pictured to the right.

This puzzle has 48 pieces, so I will have some of the pieces already
put together, and 21 of the pieces missing. I will put one puzzle piece
at each student’s seat. Before the lesson begins, students will be
sitting at their table. I will dismiss them by tables to get up and put
their puzzle piece into the puzzle. The puzzle will be sitting on the
carpet at the front of the room. Once students have put their piece of
the puzzle in, they will sit down on the carpet. I will encourage
students to ask each other for help if they cannot find where their
puzzle piece goes.
IV. Purpose: Today we are going to learn about how to make the world a better place because
we want to keep it clean and safe for humans and animals.

PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

ELL - For the student that is an English language learner (and to the benefit of the rest of the
class), I will have the word “litter” up on the PowerPoint. This will help him connect the sight of
the word with the word that we are saying.
I will also demonstrate through my actions rather than through my words for this student. For
example, I will hold up 1 and 2 fingers during “check for understanding.”

VI. Lesson Presentation:

A. INPUT:

(10 minutes)

 One of the things that we can do to make the world a better place is to not litter.
SHOW POWERPOINT
o https://docs.google.com/presentation/d/1s-
a2bJfXFEi2zWLVqwAxeR05qZMRFijQt9lmNSr0TxA/edit#slide=id.g360c0
6383d_0_12.
 Here is the word litter – let’s say it together. Raise your hand if you think you know
what litter is.
 Call on some of the students.
 Good job! Litter is any garbage that you don’t throw in a trash can. So if you are
playing at recess and you throw a candy wrapper on the ground - that is littering.
 Can anyone tell me why littering is bad? Raise your hand if you have a guess.
 Call on some of the students.
 Littering is bad for lots of reasons.
o One reason is because it doesn’t look very nice. Look out the windows of your
car or of the school bus on your way home today. I’m sure you’ll see some
litter, and you’ll agree that it doesn’t make our town look nice.
o Another reason is because it can hurt animals. They sometimes think that it is
food and so they eat it, or they can get it wrapped around them. (SHOW
POWERPOINT)
o Litter can get moved all around by the wind and by rain. When it rains, the
litter can get washed into rivers, which then goes into lakes. Then the beaches
end up looking like this. We don’t want litter getting in the way of us enjoying
nature! (SHOW POWERPOINT)
o It can also hurt us! Sometimes people drop glass bottles on the ground, and
they are really sharp you would get hurt if you accidentally stepped on it.
 o You might think that it might not be a big deal if you drop one candy wrapper
on the ground, or one water bottle. But if everyone in this room thought that
way, then we would have almost 25 water bottles on the ground! What if
everyone in our school thought that way?
 I came here, to the school, a few days ago, and I picked up litter that was all around
on the ground. I brought it with me here in this bag.
o Now, it is very important that you don’t pick up litter without gloves on and
without an adult. I found a piece of glass that was really sharp, and that
would be bad for you to pick up, because you could hurt yourself. Some of the
litter might have germs or bugs on it, and I don’t want you to pick that up and
get sick!
o If you see litter on the ground, you could tell an adult about it, and maybe
later you could go pick it up with them and with some gloves.
o Today we are going to learn about why you shouldn’t litter, so that it doesn’t
end up on the ground in the first place!

 So remember, litter is any garbage that is thrown on the ground instead of in a trash can.
Let’s look through this bag of litter I collected.

Input Modeling/Modeled Practice (2 minutes)–

 I have some things in this bag that are litter, and some things are natural materials. That
means they were made in nature. Litter is always something that is man-made: like a
water bottle, paper, and wrappers.
 When I pull something out of the bag you are going to tell me whether you think it is litter
or it is something natural that is not litter.
o Now I don’t want you to just yell this out. You are going to hold up 1 finger if you
think it is litter, and 2 fingers if you think it is not litter.
 First I will show you an example.
o Pull two items out of the bag. See, this one is litter because it is made out of
plastic. So hold up one finger.
o This one is not litter because it is a leaf and it grows on trees. So hold up two
fingers. It is good for this to be in nature, but not for plastic to be in nature.

Checking Understanding (5 minutes)–

 Continue pulling items out of the bag. Have students hold up their fingers to show
whether or not they think it is litter. Call on students and say things such as:
o Good job, Araceli. This is not litter. How did you know that it was something that
was natural?
o You are right, Evan. This is litter! Why do you think this would be bad to throw
this on the ground?

Guided Practice (3 minutes) –

 Now you are experts on what makes litter, and why it is bad to litter.
  We are going to draw the difference between litter and things in nature.
 Show students worksheet 1 and 2 under document camera (attached below).
 You have four spaces under the world.
o I want you to draw two things from nature in two of the boxes. Who can think of
some things I could draw? Call on students to get examples.
o Then, I want you to draw two pieces of litter in the other two boxes. Who can
think of some things I can draw? Call on students to get examples. Remember,
you can draw any of the pieces of litter that I picked up from around the school.
o Now, on the pieces of litter, we are going to draw a circle with a line through it.
Does anyone know what that means? Draw a circle with a line through it to
demonstrate how. This means that this is something that you DON’T want. Just
like we don’t want litter.
o I want you to make sure you write your name at the top of this paper. You should
also color the world. You can color your pictures too!
 If you get done early with the world, then I have a different activity for you.
o Show students Scholastic magazine (attached below).
o You need to circle the animals, and put an “x” through the things that are pieces
of litter. Then at the bottom, you can write how many of each piece of litter are in
the picture.

OUTPUT:

Independent Practice (10 minutes) –

 Have students return to their seats to complete their world worksheet and the Scholastic
magazine (if they get done early).
 Walk around to answer questions and comment on what students are doing well. Help
them if they are still not understanding what they should be drawing.

Closure – (5 minutes) –

 When all students are done with the globe worksheet (not all students need to be finished
with the Scholastic magazine), have them bring their globe worksheet over to the carpet
with them and sit down.
 Ask for student volunteers to share what they have drawn. Put the globe sheets under the
document camera so that everyone can see the pictures. Encourage students to share what
they drew and why – Reinforce what makes something litter and why it is bad.
 Remember that you can make a difference here at school by not littering. That will make
a difference in the town, and in our state, in our country, and in the world! We don’t want
to litter because it hurts the planet and the people and animals that live on it.

PLAN FOR ASSESSMENT

Formative: Students hold up 1 or 2 fingers to show whether something is litter or not

Summative: Students will hand in their globe worksheets. These will show if they have been
able to draw litter and natural materials correctly.
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. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Did most students answer correctly during the formative assessment (raising of one or
two fingers)? If not, how could I have better explained what litter is?
8. Were students fidgeting or restless during the direct instruction? Or was my instructions
interesting enough that students were able to easily pay attention?
Worksheets 1 and 2

Note: Both of these papers will be full sized. The globe paper will be glued (around the edges)
on top of the other paper. The dotted lines on the globe will be cut so that the globe has 4 flaps
and can be opened. An example is shown below.