Lesson Plan 1 - Communities

Indiana Wesleyan University
Elementary Education Lesson Plan

Social Studies--2019
Student: Emily McDonald School: Northview Elementary School
IWU Supervisor: Dr. Karr Co-op Teacher: Mrs. Atkins
Teaching Date: March 20, 2019 Grade Level: Second Grade
Audit Trail: 2/20: Talked to Mrs. Atkins about topic, she suggested I do communities to go with Flat Stanley
and okayed the teaching date of March 20th
3/1: Began the lesson planning process
3/11: Finished lesson plan
3/12: Talked to Dr. Karr about my lesson, we decided to make some changes including me making resource
pages
3/15: Talked to Mrs. Atkins about my lesson plan and the time I would be teaching on Wednesday and finished
all of my resource pages.
LESSON RATIONALE
It is important that students understand the community in which they live in while also using that
knowledge to compare it to communities around the world to better understand the way they live is
different from the way other people live. Students will dive into the big question of “how is my
community different from other communities?”
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will understand every community has its differences.
B. Objective: While completing the comparison activity, students will be able to look at a community
from around the world with their own community and find at least one similarity and one
difference.
C. Standards:
a. IAS: 2.3.4 Compare neighborhoods in your community with those in other parts of the
world.
b. NCSS: People, places, and environments
II. Management Plan

a. Materials: Three wrapped mystery boxes, map of Gas City, map of Indiana, globe, laptop
connected the big screen tv in the room, each student needs a computer or iPad,
comparison charts, and resource pages for different communities
b. Time: 35 minutes
c. Space: Mystery boxes will be at the front of the room on a table, students will be seated at
their desks so that they can see the screen and can look at google maps along with me
d. Behavior: Students will be expected to participate in our discussion while looking at the
maps. I expect them to try their best on the activity as I know it will be more difficult for
some students but I will expect each student to have something to show for the comparison
they make between their city and a new city. For behavior management I will use the blurt
chart that is used everyday and ask them to pull blurts if they are acting out.
III. Adaptation to Individual Differences and Diverse Learners—
a. Many students in this class struggle with writing in this class so in order to help them in this
activity I will encourage students to draw pictures to compare the two communities they
look at.
b. Landon, Isham, and Caisa struggle with reading. I will let the whole class know if they need help
reading something they can ask a friend near them and I will keep a special eye on these three to
make sure they are understanding their resource pages.
c. Kaylee loves to be the first one done and I anticipate this activity to be no different. For her (and
any other early finishers) I will encourage her to try looking at another city or even encourage her
to look up any aspect she wanted to find more information on (food, historical sites, etc.)
PLAN FOR INSTRUCTION

IV. Anticipatory Set
 I will have three different mystery boxes wrapped up. “Okay friends, this morning I have three
different mystery boxes that we get to open!” In one box I will have a map of Gas City, one of
Indiana, and one with a globe in it.
 “I will ask three of you to come up, one at a time, and open one box but I am only going to call on
friends who are sitting in their seat correctly and listening well.”
 When each box is opened I will have the student show the class and tell them what it is- “So what
did you find in the box? Go ahead and show the class and we will open the next box so we can see if we
can get more clues about what we will be learning today.”
 “Now that we have all the boxes open, we know that we have a map of Gas City which is where we are
right now, a map of Indiana which is the state we live in, and a globe which shows the whole world.”
V. Purpose: “Today we are going to look at different communities in Indiana and around the world and
compare them with our own city in order to see the ways in which we might live differently or the
same as people in other cities.”
VI. Lesson Presentation (Input/Output)

 “We are going to look at Marysville, Ohio which is actually where I am from! I am going to show you
google maps just so we can look at a few things and then I am going to share with you some
information about my town.” I will zoom in on google maps and note different aspects of the
community as I move through it. I will note where I went to school, some restaurants, and where
there is a large concentration of houses. I will then show them the resource page and what kind of
information is on it. I will write down the facts we go over about Marysville on the comparison
chart in the column for Marysville.
 I will then go back to google maps and have an outline of Atlanta, Georgia simply for the visual of
how big that city is in comparison to Marysville- we will not zoom in on Atlanta. I will begin by
asking them “what do you notice about size of Marysville in comparison to the size of Atlanta?” We
will then look at the resource page for Atlanta. We will write down all the facts on the comparison
chart in the Atlanta column. I will ask them to recall facts from the resource page and then I will
write them down.
 I will remind students that they recently wrote their autobiographies and wrote what city they are
from. Some live in Gas City, some in Marion, and some in Jonesboro. I will instruct students to
“focus on the city you are from which could be Gas city, Marion, or Jonesboro and then I am going to
assign you another community from the United States or from around the World. You will compare
the two communities in the same way we just did as a class. As you get up I am going to hand you a
paper with a community you will be comparing your own community to. I will also give you a paper
for your community. These papers have a lot of information on them about foods, population,
historical landmarks and some more information that you will use to fill put your chart. Now before
we move I want to see a fist of five which means I want to know if you are understanding what you
are doing with the comparisons of two cities. If you understand it completely you will give me a 5, if
you are in between a 3, and if you have no clue what you are doing then hold up a 1. So go ahead and
put up the number.” Based on the response I get from students will depend on if I need to re
explain something to the whole class or just seek out individuals who are confused.
 “Once you get your papers, head back to your seat and begin working. I encourage you to use pictures
in your comparison chart so you do not only have to write words. With some communities you will be
looking at you may be unfamiliar with some things. You are welcome to use your computers to look
up different foods for example to see what they are and what they look like.”
VII. Check for understanding.

 I will check to make sure students are able to pull out the necessary information on both their own
community and the community I assign to them.
 However, if they are not finding information that they can use to compare the two communities, I
will talk to them to figure out what they are not understanding. Whether they are not
understanding the activity as a whole, not understanding what the resources say, or not
understanding how to compare the two communities.
 I will keep an eye out for students who may be struggling and based on the amount of students
who are struggling will tell me whether I need to reteach on an individual, small group, or whole
group basis.
VIII. Review learning outcomes / Closure
a. I will ask two or three students to share one fun fact they learned about either their own
community or another community.
PLAN FOR ASSESSMENT

Formative:
 I will collect the comparison charts they use for their two communities. This will tell me how well
each student really understood the concept of comparing a different community to their own.
 During instruction time, I will look for students to participate in conversation.
 Before I send them off I will ask for a fist of five. This means they will hold up fingers to show how
well they understand the comparison they will be making. Five means they completely understand
it and one means they have no clue what they are doing. This will let me know who is
understanding the concepts.
REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
Only three students were completely unable to complete the objective of finding one similarity and one
difference. Several of the students who completed it did not have very sufficient answers though
2. What were my strengths and weaknesses?
My strengths were the anticipatory set for sure and the instruction was pretty good. I was able to really
engage them in my anticipatory set and my instruction was solid other than the fact I did not include a
"we do" in scaffolding. I also found my fist five to be an effective strength, I just did not use it most
effectively to help my practice. My weaknesses included not having a good way to make sure students got
the papers they needed and leaving some students confused leaving me bombarded with questions.
3. How should I alter this lesson?
I need to have a better way to support the struggling students while still challenging the higher students.
I should also print each paper in a different color so that it differentiates them easily. Finally, I need to
add a we do to help students better understand the topic.
4. How would I pace it differently?
I needed to put more time in the instruction and not rush students to understanding of the topic- the
activity would have been better understood and quicker had I spent the time on the instruction.
5. Were all students actively participating? If not, why not?
No. 7 students were participating, 5 were receiving help and 2 were absolutely not engaged. I believe
they were overwhelmed by the activity and it shut them down which cause me more problems.
Therefore, I need ways to support those who are struggling.
6. What adjustments did I make to reach varied learning styles and ability levels?
I tried using the fist of five to know where each of my students were at. All in all it helped me because I
know what students I needed to focus on and give extra help to. However, it felt chaotic at first.
7. Was google maps effective enough to show a comparison between different communities?
Yes! Students very much so enjoyed Google maps and Google Earth and they were very engaged with
that. They loved looking at the map and learning about where different states were
8. Were students able to effectively complete the activity?
Almost all students completed the activity but not all of them did it effectively. Had I done a we do in my
instruction and built better vocabulary, I think students would have engaged with the comparisons at a
much better level.
My Community: Other Community: Similarities:

Population: Population:
Schools: Schools:
Food: Food:
Weather: Weather:
Differences:
Historical Sites: Historical Sites:
Other: Other:
Marysville, Ohio Resource Page

Founded in 1819
Population: 23,912 people
Number of elementary schools: Four
Food: Typical American food, a lot of restaurants including Asian and Mexican restaurants
Typical Weather: Temperatures vary from 19 degrees to 83 degrees
Historical Sites:
 Dr. David W. Henderson House
 Historic Uptown Marysville

More Fun Facts About Marysville:
 A very big Honda Factory (car company) is located here
 Chase Blackburn grew up here! He was a football player for the New York Giants.
Atlanta, Georgia Resource Page

Founded in 1847
Number of Elementary Schools: 85 elementary schools
Food: A lot of BBQ, fried chicken, biscuits, and chili dogs are common in Atlanta
Typical Weather: Temperatures vary from 35 to 89 degrees
Historical Sites:
 Martin Luther King Jr. National Historic Park
 Oakland Cemetery
Other Fun Facts About Atlanta:
 Atlanta’s airport is the world’s busiest airport
 Atlanta held the 1996 Olympics

San Diego, California Resource Page

Founded in 1769
Population: 1,407,000 (1.4 million) people
Food: Because of its location, they eat a lot of Mexican food including burritos and carne
asada. They also eat typical American food like hamburgers.
Historical Sites:
 Balboa Park
 Chinese Historic District
Other Fun Facts About San Diego:
 The San Diego Zoo is well known and is one of the few zoos in the U.S. with pandas
 San Diego has 7,000 farms- more than any other state in the U.S.
Gas City, Indiana Resource Page

Founded in 1892
Number of Elementary Schools: One elementary school
Food: Typical American food with several restaurants
Historical Sites:
 Gas City Museum
Other Fun Facts About Gas City:
 Gas City has Eugene Linn Park which is 90 acres full of hiking, biking, and swimming
opportunities
 The city is named after the abundant natural gas found here
Marion, Indiana Resource Page

Founded in 1822
Number of Elementary Schools: Four elementary schools
Food: Typical American food with many restaurants including Mexican and Asian restaurants
Historical Sites:
 Mississinewa 1812 battlefield
 Marion National Cemetery
 Marion Public Library and Museum
Other Fun Facts About Marion:
 It is one of the top cities to start a business in
 It is home to Indiana Wesleyan University

Jonesboro, Indiana Resource Page

Founded in 1837
Number of Elementary Schools: One elementary school
Food: Typical American food
Historical Sites:
 Jonesboro Historical Museum
Other Fun Facts About Jonesboro:
 It is a very diverse community

Dublin, Ireland Resource Page

Founded in 841
Food: Soda bread, shellfish, Irish stew, smoked salmon, and black and white pudding
Historical Sites:
 St. Patrick’s Cathedral
 Dalkey Castle and Heritage Centre
 Jeanie Johnston Tallship and Famine Museum
Other Fun Facts About Dublin:
 Dublin has the youngest population in all of Europe- 50% of the population is younger
than 25 years of age
 Dublin was founded by the Vikings
 33% of Ireland’s population lives in Dublin

Paris, France Resource Page

Founded in 250 BC
Number of Elementary Schools: 20 public elementary schools
Food: oysters, croissants, chocolate, crepes, escargot (snails), frog legs, macarons, baguettes,
steak frites, and cheese
Historical Sites:
 Eiffel Tower
 Army Museum/Les Invalides
 Notre Dame de Paris Cathedral
Other Fun Facts About Paris:
 The Eiffel Tower was supposed to be a temporary installation
 Paris is the “city of love”
 Paris only has one stop sign in the whole city

Yokohama, Japan Resource Page

Founded in 1859
Food: Ramen, gyunabe (beef pot dish), fried noodles, and dumplings
Historical Sites:
 Yamashita Park and Osanbashi Pier
 Yokohma Red Brick Warehouse
Other Fun Facts About Yokohama:
 Yokohama’s port was one of the first to be opened to foreign trade
 Nicknamed “Gateway to the World”
 Home of the largest “Chinatown”

Piedras Negras, Mexico Resource Page

Founded in 1850
Number of Elementary Schools: Two elementary schools
Food: Nachos, tacos, quesadillas, tostadas, soups
Historical Sites:
 Plaza de Las Tres Culturas (plaza of three cultures)
 Historic Centre
Other Fun Facts About Piedras Negras:
 The Macroplaza is a wonderful place for walks and parks for children
 Nachos were invented in Piedras Negras and now they have a Nacho Fest
Viña del Mar, Chile Resource Page

Founded in 1874
Food: Empanadas de Camarones, razor clams, avocados, pastel de choclo, churros con manjar,
and chorrillana
Historical Sites:
 Avenida Peru
 Flower Clock
 Iglesia Luterana de La Santa Cruz de Valparaiso
Other Fun Facts About Viña del Mar:
 Also known as the “Garden City”
 The Vina Festival is held here which is an international song festival

Student: Emily McDonald School: Northview Elementary School
IWU Supervisor: Dr. Karr Co-op Teacher: Mrs. Atkins
Teaching Date: March 20, 2019 Grade Level: 2nd grade
Audit Trail: 2/20: Talked to Mrs. Atkins about topic, she suggested I do communities to go with Flat Stanley and okayed the teaching
date of March 20th
3/1: Began the lesson planning process
3/11: Finished lesson plan
3/12: Talked to Dr. Karr about my lesson, we decided to make some changes including me making resource pages
3/15: Talked to Mrs. Atkins about my lesson plan and the time I would be teaching on Wednesday and finished all of my resource
pages.
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)
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] 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:

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Indiana Wesleyan University

Elementary Education Lesson Plan

II. Management Plan

PLAN FOR INSTRUCTION

VI. Lesson Presentation (Input/Output)

VII. Check for understanding.

PLAN FOR ASSESSMENT

REFLECTION AND POST-LESSON ANALYSIS

My Community: Other Community: Similarities:

Historical Sites: Historical Sites:

Marysville, Ohio Resource Page

Population: 23,912 people

Number of elementary schools: Four

Typical Weather: Temperatures vary from 19 degrees to 83 degrees

 Dr. David W. Henderson House

 Historic Uptown Marysville

 A very big Honda Factory (car company) is located here

Atlanta, Georgia Resource Page

Number of Elementary Schools: 85 elementary schools

Typical Weather: Temperatures vary from 35 to 89 degrees

 Martin Luther King Jr. National Historic Park

 Atlanta’s airport is the world’s busiest airport

 Atlanta held the 1996 Olympics

San Diego, California Resource Page

Population: 1,407,000 (1.4 million) people

Number of Elementary Schools: 113 elementary schools

asada. They also eat typical American food like hamburgers.

Typical Weather: Temperatures vary from 50 to 77 degrees

 Chinese Historic District

Other Fun Facts About San Diego:

Gas City, Indiana Resource Page

Number of Elementary Schools: One elementary school

Food: Typical American food with several restaurants

Typical Weather: Temperatures vary from 19 to 83 degrees

 Gas City Museum

Other Fun Facts About Gas City:

Marion, Indiana Resource Page

Number of Elementary Schools: Four elementary schools

Typical Weather: Temperatures vary from 19 to 83 degrees

 Mississinewa 1812 battlefield

 Marion National Cemetery

 Marion Public Library and Museum

Other Fun Facts About Marion:

 It is one of the top cities to start a business in

 It is home to Indiana Wesleyan University

Jonesboro, Indiana Resource Page

Number of Elementary Schools: One elementary school

Food: Typical American food

Typical Weather: Temperatures vary from 19 to 83 degrees

 Jonesboro Historical Museum

Other Fun Facts About Jonesboro:

 It is a very diverse community

Dublin, Ireland Resource Page

Number of Elementary Schools: 24 elementary schools

Typical Weather: Temperatures vary from 38 to 67 degrees

 St. Patrick’s Cathedral

 Dalkey Castle and Heritage Centre