Indiana

Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
Student: Hannah Yoder School:
IWU Supervisor: Co-op Teacher:
th
Teaching Date:____ Grade Level: 5 grade
Audit Trail:
LESSON RATIONALE
The roles of the citizen is a difficult concept for students to understand. To help enhance student understanding of this important concept, I
created several different interactive stations to present the content in a variety of ways, including pictures, a video, different websites,
artifacts, and an engaging non-fiction text. This inquiry-based approach to learning will help the students discover the information
themselves, and help solidify the concepts in their minds. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will understand the roles of the citizen and how they can make a difference.
B. Objective: By completing different learning centers, students will list and describe different roles of citizens, and explain how
citizens can influence our governmental leaders.
C. Standards:
a. IAS: 5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change
in government, including voting and participation in the election process.
b. NCSS: Civic ideals, and practices
II. Management Plan
a. Materials:
• Twelve Days in May, Freedom Ride 1961, by Larry Dane Brimner, pg. 12-13
§ Other sit-in pictures with captions, from https://www.cnn.com/2017/02/08/us/gallery/tbt-civil-rights-sit-
ins/index.html
• Jury summons form
• Letter to Congressman
• Print out of voter turnout graph from https://www.huffpost.com/entry/turnout-in-the-2012-presi_b_2663122
§ Youtube video on the importance of voting: https://www.youtube.com/watch?v=6BiqdXF9wNw
• Various Petitions from Change.org,
§ https://www.change.org/p/ban-plastic-bags-target-stop-filling-the-world-with-plastic-
bags?source_location=petitions_browse
§ https://www.change.org/p/president-trump-don-t-cut-the-special-olympics?source_location=petitions_browse
• Student recording sheet
• Voting booth picture,
https://www.google.com/search?q=polling+booth&rlz=1C5CHFA_enUS699US703&source=lnms&tbm=isch&sa=X&ved=0ah
UKEwia3q2n8MHhAhWQ2YMKHfA9D3wQ_AUIDigB&biw=1440&bih=725#imgrc=WX_-N8dDklPzWM:
• Website on jury duty, https://www.ducksters.com/history/us_government/serving_on_a_jury.php
• Pictures of Joe Donnelly, Todd Young, and Susan Brooks (Indiana’s Senators and district representative)
• Student Chromebooks

b. Time: 45 minutes
• Anticipatory Set: 3 minutes
• Discussion and station instructions: 7 minutes
• Station rotations: 30 minutes, each station gets 6 minutes
• Closure: 5 minutes

c. Space: Students will rotate in groups of 4 or 5 to 5 different stations around the room.
d. Behavior: Students are expected to remain on task and transition between stations quickly. Moderate noise level will be
allowed. I will use the clap back method to get the attention of the class.
III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual differences and
diverse families, culture, and communities unique to the students in this class as you describe the specific instructional opportunities
provided in this lesson.
• Exceptional Needs: Students will be provided with a recording sheet that has answers prompted.
• If students get done early, they can work on creating their own petition or letter to a Congressman
• ELL: N/A
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
PLAN FOR INSTRUCTION (CAEP K-6 1.b)
IV. Anticipatory Set
• I will begin the lesson by telling students about how I voted in the 2016 election. Display the polling booth photo on the board. I
will first ask the students, “Does anyone remember who was running for President in 2016?” If students can’t answer the question,
supply the answer, Donald Trump and Hillary Clinton. Then say to the students, “I was super excited to vote in the election because
this was my first year that I was old enough to vote. In order to vote, I had to first register online to confirm that I was old enough to
vote, and that I’m a U.S. citizen. Then, I received a confirmation email that informed that I was able to vote in the election. When voting
day finally arrived, I went to a voting center. On election days, the people who are in charge of overseeing the elections set up a bunch
of different stations all over towns for people to come vote. The picture displayed here on the board is what one of these stations would
look like. On election day, I stood in line waiting my turn until I got to vote. I filled out what is called a ballot, and turned it into the
people in charge of the voting station. I knew from this experience that voting is very important, as it is one of my duties as a citizen of
the United States.”

V. Purpose: Today, we are going to examine some of the roles of U.S. citizens and see how individual citizens can make a difference.

VI. Lesson Presentation (Input/Output)
• The lesson will begin with a short discussion over what defines a citizen. After delivering the anticipatory set, deliver the purpose
statement. Then say to the students, “Before we look at some of the roles of citizens, I think we need to first define the term, citizen.”
Give the students 2 minutes to brainstorm in their groups what they think a citizen is and the characteristics and the roles of a
citizen. After two minutes of discussion, or when student discussion seems to die down, bring the students back together and ask
groups to share their definitions. Write key terms said by students on the board. After the students are done sharing, use their
responses to form a working definition of citizen. (If students miss some key elements of a citizen, add them to the board).
o Definition should be somewhere along the lines of “a person who was born in the United States who has certain rights or
has been given rights because of having lived there”
• Next, explain the stations, and tell the students that they will have 6 minutes at each station. They will rotate clockwise, and a timer
will be displayed on the board to keep track of time. Hand out the recording sheet for students to take notes (See end of lesson). Say
to the students, “In your groups, you visit every station set up around the room and learn how citizens play an important role in
running our country. All the directions you need are at each station. If you are confused about something, first ask a group member. If
everyone in your group gets stuck on the same question, then raise your hands quietly and wait for me to come over and answer your
question. Hold up the recording sheet. At each station, there are several questions to answer. Make sure to answer the questions before
rotating to the next station.”
• Station 1: The importance of voting
o Say to the students, “At this station, you will watch a video about the importance of voting, and how many people voted in
past elections.”
o At the station, students will be directed by the instruction sheet (see end of lesson) to first watch the video on their
Chromebooks. Then, they will look at the chart that shows voter turnout data from past elections and ponder on why so
few people vote. They will answer the following questions on their recording sheet:
§ What does the video tell you about the importance of voting? (Hint: think about the 2000 election in Florida)
§ If our government is a representation of the people, how does low voter turnout effect the government?
• Station 2: Serving as a Juror
o Say to the students, “At this station, you will examine the important civil duty of serving on a jury.”
o At this station, students will read a short passage on jury duty,
https://www.ducksters.com/history/us_government/serving_on_a_jury.php , and will get a chance to see one of my jury
summons forms. They will then consider and answer the following question on their recording sheet:
§ Why is serving on a jury important? What does the jury have the power to do?
• Station 3: Signing a petition
o Say to the students, “At this station, you will examine petitions, which is one way citizens can voice their opinion on a
particular matter if they don’t agree with a law or policy that is currently in place.”
o At this station, students will look at 2 petitions from Change.org. (see materials section for urls)
o There will be a short paragraph for them to read about petitions they are to read first, and then then will look at the
petitions and answer the question on their recording sheet:
§ What is a petition? How can they be used to voice your opinion to the government?
• Station 4: Writing to a Congressman
o Say to the students, “At this station, you will look at another way citizens can voice their opinion to the government.”
o At this station, students will read sample letters written by kids to a Congressman. There will also be a short paragraph
for them to read about how each state is represented by 2 Senators, and a certain number of representatives. The pictures
of the Senators and our district’s Representative will be at the station for students to see.
o They will then answer the following question on their recording sheet:
§ How can writing a letter to a congressman influence the government?
• Station 5: Participating in a march, boycott, or peaceful protest
o Say to the students, “At this station, you will look at another way citizens voice their opinions, and an actual historical
account of when citizens peacefully protested against the government.”
o At this station, the students will examine various pictures of the sit-ins that occurred during the Civil Rights Era, as well as
the page from Larry Dane Brimner’s book, Freedom Riders, Twelve Days in May, pg. 12.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
o They will then answer the following question on their recording sheet:
§ How can participating in a protest, like the sit-ins, help voice your opinion to the government?
(CAEP K-6 3.f) (CAEP K-6 3.d)

VII. Check for understanding. How do you know students have learned? What strategies will you implement if all students have not met
lesson outcomes? Employ one or more strategies to determine student learning.
• The discussion after students brainstorm what defines a citizen will assess how much they know about citizens.
• As students are going through the stations, I will walk around and monitor their answers to the questions. If there is some
confusion, I will correct as necessary.
• At the end of the lesson, students will answer a final question on their recording sheet that will be their exit slip from the period.

VIII. Review learning outcomes / Closure – In what way will you know that all students have learned or met the objective?
• After the final station rotation, I will bring the class back together and have a short discussion about student findings from the
stations. To start the discussion, I will ask,
o What did you learn about the important role of a citizen? If students struggle with coming up with answers, prompt them
with more specific questions, like, “What did the people of the sit-ins accomplish?”
• After the discussion, say, “As we can see from our stations today, being a citizen is very important, and we should all take our role as
citizens very important. We can make a huge difference on our government, even if we don’t think we can. After all, our government
can’t represent the people if we don’t carry out our roles as citizens.”
• Have students answer the final question on their recording sheet as an exit slip.
o Describe one way a citizen can influence the government.

PLAN FOR ASSESSMENT
Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your plan should
include formal and informal assessment strategies to evaluate and strengthen instruction that will promote continuous intellectual, social,
emotional, and physical development of each student. (CAEP K-6 3.a)
• Formative: I will walk among the students as they complete the stations, and the discussion at the beginning and end of the period.
• Summative: The student recording sheet will be collected at the end of the period, as well as the exit slip question.

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?
7. Did the students have enough time to complete each station?
8. Did the real-life examples of citizens fulfilling their roles (the sit-ins, the 2000 election) help students understand that station
better?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Student: School:
IWU Supervisor: Co-op Teacher:
Teaching Date: _____or IDK Grade Level:
Audit Trail:

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.

 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
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)

NCSS:

IAS:
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

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]
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
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.

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

Additional Comments:

Note: Weebly can’t handle a file as big as this document with all the materials needed for the stations attached. Please see the
attached word document that includes all the station materials.