Name: Alice Ochoa Obs.

#: 1
Subject Area: Social Studies Date: 9/22/2022
Time Duration: 40 minutes (3:00-3:40) Grade: 1st
Lesson Title: Conflict and Resolution

Unit: Civics

Content Standard Alignment:

1 – C2.0.1 Explain fair ways to make decisions and resolve conflicts in the school community.

Lesson Objectives/Instructional Outcomes:

Students will be able to solve conflicts.

Students will be able to take a class vote.

Learning Target

I can solve conflicts.

Instructional Materials/Resources:
 Teacher Materials: MI Open Book Project, Families and Schools, Pencil/Crayon
 Student Materials: First Grade Social Studies Unit Civics Packet, Pencil/Crayon

Methods and Instructional Strategies

Anticipated Student Misconceptions:
Students may think all conflicts need to be brought to an adult’s attention.
Students may think they have multiple votes.

Concept Prerequisites:
Students need to know what a vote is.
Students need to know what conflicts are.

Introduction- Anticipatory First, I will call quiet tables to join me at the carpet. I will then start by saying Today
Set: we are going to be talking about conflict and resolution. Conflict and resolution
mean there is a problem and we need to solve it.

Instructional Activities:
 Our learning target is I can solve conflicts. By the end of today you we will be
able to better solve conflicts on your own.
 I will start reading from the open book on page 42
 On page 42 after reading, the students will pause ponder the questions:
“What if you and a friend want to play different games at recess and you
can’t agree on which one to play? What could you do? Tell an adult or
 compromise?” I will then look for a student to tell me which option to pick
and why.
 On page 43 after reading the students will pause and ponder the questions:
“What if a classmate cuts you in line? You ask them to go to the end of the
line. Your classmate pushes you and tells you to be quiet. What could you do?
Tell an adult or compromise?”
 I will then read pages 44-47.
 I will then say, “Next we are going to take our own class vote. When I call
your color row you are going to go back to your seat and take out your civics
packet from your red work folder. When you have done that put your hands
on your head."
 When they go back to their seats, I will repeat our listening ears and
watching eyes.
 I will then tell them to open their packets to the page with the graph and put
their hand on their head when they are ready.
 Now we are going to take a vote a class vote. We have an extra 10 minutes of
class later this week. As a class we need to vote for what we are going to do
during those 10 minutes. We could either do Indoor Recess, Outdoor Recess,
or play a class game.
 Now I am going to call table (#) and ask who at table X wants indoor recess,
outdoor recess, class game. When I call on your table you can only vote one
time. So, if you vote for Outdoor recess you cannot also vote for Indoor.
 For each vote we are going to fill in the corresponding box on the graph.
 Then I will ask What questions do you have?
 I will then call on table 1-5 in order.
 Once everyone has voted we will count how many votes each option have.
 I will then say (option X) won. So later this week we will have (option)
 What questions do you have about our class vote?
Wrap Up-
Synthesis/Closure:  I will ask “Why is it important that we take a class vote to decide what we are
doing?”
 I am looking for answers that relate to fair choice, majority, and everyone
got to vote.

Transition(s):
Students will transition into this lesson by putting away materials from previous lesson. I will say all set, they will
call back you bet. I will then say I can use listening ears and I can use watching eyes and they will repeat both back.
I will then call quiet tables to join me at the carpet.
At the end we are transitioning to getting ready for home, they will take out their blue folders and grab their mail.
Differentiation According to Student Needs:
If a student is having a difficult time graphing with a pencil, they may use another tool such as a crayon to graph.
For students that catch on quickly I will ask them question relating to explaining their graph in more detail.
Assessment (Formative and Summative):
I will walk around the room and look for completed work (graphs filled in correctly). At the end of the unit I will
collect the packets and review all of their work.

Personal reflection on the lesson:

 Did you feel all students were engaged?
 Did you feel all students understood how to graph a vote?
 Did you feel students are more readily prepared to solve conflicts on their own?