Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student: Payton Blair School: Northview Elementary
IWU Supervisor: Mrs. Gardner Co-op Teacher: Mrs. Atkins
Teaching Date: I was supposed to teach this lesson on April 15 th Grade Level: 3rd

LESSON RATIONALE

This will be the second to last lesson taught in our Market Day unit. In preparation for this lesson, students have learned the
vocabulary necessary, been put into groups, brainstormed product ideas, developed a business plan, bought materials, and
built their products. The purpose of this lesson is for students to present their products to the class in a “commercial” type of
way. The groups have been given time in class to prepare their commercials and were given a list of questions I might ask
them during their presentation. Just like the people do in Shark Tank, they will present their products and try to persuade
their peers to buy it in the market day that will happen the next day. I will be able to hear my student’s thought processes and
ask them specific questions during their presentations.

READINESS

I.Goals/Objectives/Standard(s)
A. Goal: Students will identify the steps and important aspects a producer should take into consideration when creating a product.
B. Objective:
 During their commercial presentations, students will describe their product and explain how it will appeal to their fellow
classmates.
 Students will identify how they determined the price of their product and the sacrifices that were made to purchase product
materials.
 After listening to each other’s presentations, students will explain what details a producer should take into consideration
when creating a product for their consumers.
 Students will identify ways they had to depend on each other to make create their products and presentation.
C. Standards:
IAS: 3.4.6 Explain that buyers and sellers interact to determine the prices of goods and services in markets.

IAS: 3.4.7 Illustrate how people compare benefits and costs when making choices and decisions as consumers
and producers. Example: When a family is deciding whether to buy a car, they have to compare the benefit of
having personal transportation with the cost of buying and maintaining the car.

NCSS: Production, Distribution, and Consumption

II. Management Plan

a. Materials: Shark Tank video clip https://www.youtube.com/watch?v=i7jX9SR0bfw, each group will need the products
they’ve made and any props they need for their presentation, product review sheets

b. Time: 45 minutes (each presentation can take up to 5 minutes)

c. Space: Each group will present at the front of the classroom standing in front of their peers. Everyone else in the class will
be sitting at their desks.
d. Behavior: While groups are presenting, students will be sitting at their desks without talking. They will give their peers
their full attention while also filling out their product review cards while each group is presenting. Every student is
expected to have a speaking part during the presentation and answer at least one question asked by the teacher after the
presentation is over.

III. Adaptation to Individual Differences and Diverse Learners—Students are able to verbally explain their products and their thought
processes when the teacher asks them question instead of explaining themselves in writing. This makes the project goals and
objectives attainable for majority of students. Students are given creative freedom in how they want to present their products to the
class as long as it is school appropriate and addresses every part of the assignment. This will allow students to express themselves in
whatever way they learn best. When filling out their product review sheets, students who struggle with writing will be allowed to type
out their answers. Any students with a hearing impairment will be placed at the front of the room in order to hear all of their peers
during the presentations.

PLAN FOR INSTRUCTION

 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
IV. Anticipatory Set

“Before we begin our commercial day presentations, I have a short video clip to show you. *Shows video* This young boy did exactly
what you all did. He came up with an idea and created a product he thinks people will want to buy. What did you all like about his
lemonade stand idea?” *Let’s a few students respond*

V.Purpose: “Today we are all going to learn about each other’s products and see how producers listen to their consumers in order to give
their buyers what they want. It’s important to know how producers and consumers work together to help make products because
what we buy impacts the world around us in big ways. This project helps us to see the thought process bigger companies might
have when they create the products we buy in stores every day.”

VI.Lesson Presentation (Input/Output)

.
“In just a minute I am going to call the first group up to the front of the room to start our commercial day. When your group number is
called, you will all bring your product up to the front of the classroom along with any props you need for your commercial. If you need a
minute to set everything up that is fine. If any of you have written out a script for what you’re going to say feel free to use that but I
encourage you all to make eye contact with your audience because that is how the best products will sell! You will have 5 minutes to
present your product, when there is one minute left I will hold up a finger to let you know. Every person in the group should have a
speaking part during the presentation and I will be asking each of you a question about your product making process after you’ve
presented your commercial. These are all things we went over when you were creating your commercials but I am just telling you again
as a reminder. When you are not presenting, you are to be in your seat and silent while you listen to your peers present their work.
After each commercial is over, you will have 2 minutes to fill out your product review sheet. You are to write one thing you liked and
one area of improvement for each group’s product. You will then circle how likely you would be to buy each product, 1 being highly
unlikely and 5 very likely. Only I will see these so feel free to be honest but also remember to be kind to your classmates because
everyone has worked very hard on their products. Does anyone have questions before we begin?” *Answer any student questions then
call group 1 up to the front of the room*

I will listen to each group’s commercial presentation and have a clip board to write comments and check off that each group has met the
requirements in their presentation. These requirements include but are not limited to: product name and description, why their peers
should buy their product (persuasiveness), demonstration of how to use the product, materials used, cost to make product/how much they
are selling product for, and how each group member contributed to the making of the product/presentation. After each presentation, I will
ask each student in the group a question about their product. These questions could include things like: Was it difficult to choose which
products to buy to make your product with the budget you were given? Did you have to make any changes to your product once you started
constructing it? What made this process difficult? What things about your consumers did you consider when brainstorming ideas for your
product? What would you do to make sure people continue to buy your product?

*After the last group finishes presenting* “You all did a wonderful job and I can tell you put a lot of time and effort into creating these
products. I was able to see how you took your peers into consideration and thought about things they like and would want to buy. This
is exactly what real producers do in the real world!”

VII. Check for understanding.

 I will be able to see how well students understood the project by how they present their product and the information they
include. Requiring each student to have a speaking part and answer questions at the end shows me what they know and lets
them express themselves clearly. I’ll be taking notes during every presentation and be able to write down what each group did
well and what parts of the project each group had a hard time understanding.

 Having students fill out the product review sheet shows me how well they were paying attention to their peers. It also helps
me see how they critique products and lets them act out what consumers do in the real world when they rate products.

 This project lets me see how many of my students understand the concept of producers and consumers working together to
create a product because they are having to take on both of these roles.

 For the last part of the lesson, they will write a few sentences about why it’s important for producers and consumers to work
together. I will look at these and see which students understand the concept and which students need further explanation.

VIII. Review learning outcomes / Closure – “To close out today’s lesson, I want each of you to answer the question on the board. The
question says, what type of things should a producer take into consideration when creating a product? Get out a piece of paper and
answer the question in a few sentences and turn it into the tray when you’re done”
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
PLAN FOR ASSESSMENT

 Students will be assessed during their commercial presentations by me taking notes and making sure they have included all of the
essential information.

 After each presentation, students will be asked specific questions that relate to the objectives in order to make sure they
understand the concept of the lesson.

 Students will be assessed on the project review sheets to make sure they were paying attention to the presentations and to see how
they critique each product.

 During the closure, students will write a few sentences explaining what type of things a producer should take into consideration
when creating a product. This will assess their main takeaways from the lesson and cover one of the major topics that has been
discussed throughout the entire unit.

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. Were all students prepared to present their products? If not, what could I have done to ensure they were prepared?
8. Were all students able to speak during the presentation and answer questions with little difficulty?
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.

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

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