Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Katharine Wheeler School: Allen
IWU Supervisor: Dr. Karr Co-op Teacher: Mrs. Buettner
Teaching Date: November 11th, 2019 Grade Level: Kindergarten
Audit Trail:
10/16/19 Decided on topic for lesson with help from Mrs. Buettner
10/28/19 Signed up for teaching times for both SS lessons on goggle doc
10/30/19 Talked over lesson plan ideas with Mrs. Buettner
11/5/19 Lesson sent to Dr. Karr for approval
11/6/19 Shared final lesson plan with Ms. Buettner

BIG IDEA RATIONALE

Making positive choices as adults can look like many different things. Often people who are in poverty do not have resources to dress
appropriately for winter weather. This lesson will emphasize the importance of finding resources to help my students be prepared to
experience winter weather.

LESSON RATIONALE
Often students in my class have limited resources to prepare and protect themselves from cold weather. This lesson will give my students the
background knowledge they need to make appropriate decisions about what to wear depending on the weather. My students often try to take
their coats off at recess or decide not to bring them and get cold. This lesson will help them to make deeper connections with the reasons we
make them wear coats when it is cold and how they feel when they are cold.

READINESS
 Goals/Objectives/Standard(s)
A. Goals:
a. Students will be able to talk about different kinds of weather and how we are effected by the seasons and seasonal
weather.
b. Students will be able to make decisions based on what they know about the weather to keep themselves safe.
B. Objective: After exploring how the weather has an effect on us students will be able to make decisions about how to dress for
different weather and season scenarios.
C. Standards:
a. IAS: K.3.5 Describe and give examples of seasonal weather changes and illustrate how weather affects people and the
environment.
b. NCSS 3. People, Places, and Environments: How does our environment affect us?
 Management Plan
a. Materials:
i. Seasons Anchor chart
ii. Clothes for students to try on
iii. Bag of clothes for anticipatory set
iv. Color My Coat
v. Trace season words
vi. Seasonal books
vii. Lesson PowerPoint
b. Time:
i. Anticipatory set: 3 minutes
ii. Whole group instruction: 10 minutes
iii. Zones: 15 minutes
iv. Whole group closure: 5 minutes
c. Use of Space:

i. Anticipatory set: Carpet

ii. Whole group instruction: Carpet
iii. Zones: Various places around the room
iv. Whole group closure: Seats at tables
d. Behavior
i. For students who transition well, they will earn a marshmallow when they get to the carpet. A student who is
following directions all morning will get to hand out these marshmallows. During the lesson I will have a tally system
where if the class earns 10 tallies throughout the lesson then they can earn 5 minutes of extra recess.
 Adaptation to Individual Differences and Diverse Learners—

• Brylon and Isaiah

 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
o When the opportunity presents itself to give him a job, allow him to do that task to allow him to move around the room
and regulate himself.
• Keith
oDuring whole group if Keith asks to sit at his seat to keep him from touching the students around him, allow him to choose
a seat that is set apart so that he can focus.
PLAN FOR INSTRUCTION (CAEP K-6 1.b)
 Anticipatory Set

o Have my bag of clothes packed for a vacation to a warm place (have a slide up of places I may go, a pool, the beach, a park,
etc.)
o Class, Class. I have some super exciting news! I am going on a trip soon and I need to start packing. I am going to the
Caribbean where it is warm! It feels like summer there still even though it is colder here. I wanted to show you what I packed
for my trip.
 Show students items in bag that are winter clothing items
o What do you think about my clothes I packed? Do you think they will keep me warm?
 Purpose: We are going to talk about how the weather and seasons change things we do, like the clothes we wear!
 Lesson Presentation (Input/Output)
o Whole group instruction
 We have four different seasons that we experience here in Indiana. Can anyone tell me what season we are in right
now?
 The other seasons are Winter, Spring, and Summer
 Place labels on anchor chart
 There are different things that we see in each season. During the Fall leaves from the trees fall on the ground. In the
winter we see snow. In the spring the flowers bloom, and in the summer it gets really hot.
 Place visuals on the chart
 In each season there are different things we wear for the weather. In the fall we wear long pants and jackets
because it is getting colder. What do we wear in the winter when it is really cold?
 In the spring we still wear our coats because it takes a while to warm up. It also rains a lot in the spring, what do we
need to stay dry outside in the rain?
 In the summer is it hot or cold? What can we wear to stay cool in the summer?
 I am going to show you some pictures of Ms. Wheeler when she was little. When we look at each picture we are
going to talk about the weather we see or other clues that might help us to figure out what season it is. Then we are
going to talk about the different clothes I am wearing depending on the weather.
 Show pictures and have class discussion
o Zones
 Today we have a few changes to our normal zones.
 When explaining the stations model each activity for them as I explain.
 In the reading corner I want you to look through the books in the bucket about the seasons. 4 people can
be at this station.
 At the playdough table we have pictures that you are going to draw on clothes depending on the season
shown in the picture.
 Here on the carpet you are going to use dry erase papers that you can practice writing the names of the
seasons. 4 people can be at this station.
 I will also be pulling students to work at my table.
 You are going to have 5 minutes to explore at your station. Then we are going to meet back here on the
carpet. I am going to put up a timer on the board and when it turns green we need to start cleaning up so
we can transition to our next activity.
 Call students to their stations one by one depending on who is listening and being quiet.
 After the first five minutes, call the students back to the carpet and review any station directions that may not
have been followed during the first rotation. Then dismiss them back into stations.
 After the second rotation call students back to their seats for the closure.
 Check for understanding
During zones I will be taking notes on a checklist of who is getting it and who is struggling with the concept. If there are any students who are
struggling with the concept more than others during the second rotation I will sit with them more and provide implicit instruction on the
concept they are misunderstanding.

VIII. Review learning outcomes / Closure

 I have some pictures I want you all to look at. I have some clothes here and I am going to call up a few of you to pick out clothes for
some of our friends to put on as if they were getting dressed to go out in this weather. You may not all have a turn, but I want you to
listen and watch while we work together.
o Call students up in groups of two ( 2 groups of 2 at a time) to try on clothes with corresponding backgrounds.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
o When choosing which students to call up I will think back to stations. I will try to call up students who seemed like they
understood the concept and students who need a little more help with a hands on activity to differentiate the experience
as whole for my learners.

PLAN FOR ASSESSMENT

A. Formative:. See check for understanding

B. Summative: After my second social studies lesson I will connect the two learning experiences with an activity. This activity
will allow me to see who is thinking about their environment critically and who is going through the motions.

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 my group assessment effective in achieving its purpose?
8. Were the zones effective in managing learning and behavior?