Student: Sarah Rehner School: Allen Elementary

IWU Supervisor: Lois McCracken Co-op Teacher: Miss Carder

Teaching Date:_____or IDK Grade Level: Kindergarten
Lesson Title: The Giving Tree

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Social Studies: DSS LESSON PLAN
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s): The students will understand how trees help them and their environment.
B. Objective(s): After the learning centers, students should recognize how trees and their
own lives affect the environment and their daily lives.
Standard(s):
NCSS: 3. People, Places, and Environments
IAS: K.3.7 Recommend ways that people can improve their environment at home, in
school, and in the neighborhood.
II. Materials & Management
 Materials: The Giving Tree by Shel Silverstein, brown paint, white paper, pre-cut
leaves for trees, The Giving Tree worksheet, apple treat.
 Time: 50min
i. Anticipatory set: 10min
ii. Lesson input: 5min
iii. Each learning station: 15min
iv. Closure 5min
 Space: Students will come to back carpet for anticipatory set and lesson input.
Once separated into groups they will go to their assigned tables for learning
centers.
 Behavior:
i. class dojo monster points.
ii. I will implement a tree diagram on the white board, I will have each of
their names written on a leaf. If they choose to not behave or not do their
work then I will erase part of their name. If their whole name is erased by
the end of the lesson then they will not get a treat, but the ones with their
names still on the board will get a apple flavored treat.
III. Anticipatory Set
 We are going to start by reading the book The Giving Tree by Shel Silverstein.
While I am reading I want you to be thinking about the different ways the tree
continually gives to the boy. Also think about how the boy might be hurting the
tree.
 Read the story to the class.
 Did you notice all the things the tree gave to the boy? What were some of them?
Call on a few students to answer. Trees in our lives give those things to us too and
we benefit from all of it. Now, what were some of the ways the boy might have
been hurting the tree and making it sad? Call on a few students. We need to take

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 care of our plants, especially trees, and that is what we are going to be talking
about today.
IV. Purpose: Today we are going to be learning about the environment and how we can
improve the world and make a difference in the ways we live. This will help you
understand the importance of a healthy earth.

PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students
A. Remediation: If students are struggling with coming up with ideas for the leaves or
writing activity, then I will help remind them of the story. If students finish any
activity before the rest of their group they may either color the tree picture or add
more leaves.
B. Exceptional Needs
a. I will make sure Carter fully understands the instruction and I will help him
put his hand in the paint if he feels uncomfortable.
(ACEI 3.2)

IV. Lesson Presentation (Input/Output)

 When we talk about the environment we mean everything in the world around us
that surrounds and affects all life on earth, including the air, food chains, the water
cycle, plants, animals and other humans. For us to be healthy we need to live in a
healthy environment. The small changes each one of us can make will add up to big
changes which will help make our environment healthier now and in the future.
There are so many important things that make the world around us, our
environment, better, but today we are going to be specifically talking about trees.
Can anybody tell me some of the things trees do that affect how we live? Call on one
or two students to answer. Yeah, trees are an important part of our world, as they
provide wood for building, homes for all sorts of animals, and they give us fruit and
other foods. Trees even help keep our air clean and gives us the oxygen we breathe.
We would not be able to live in our environments without the help we receive from
trees. Today we are going to be working in groups on some different activities to
learn more about the benefits of trees and how they improve our lives and our
environment. We are going to be separating you guys into two separate groups and
each group will be working on a different activity, then we will switch and you get to
do the other activity! One group is going to be working with me and the other group
will be with Miss Carder (or IWU student). Separate the students into two groups.
Groups will be:
1. Aizlynn, Naya, Layla, Ayden, Kayden, Keaton, Carter, Jesus, Kyrie,
Greg
2. Jomar, Ariah, Callie, Jaylynn, Jonalynn, Cynia, Robbie, Keylan,
Aavry
 One half of the room will be working on hand painted trees and make leaves that
provide examples of what they can give others and the environment around them. I
will have an example at the table that I have already made that illustrates what they
will have to do. (I will be at this station, giving instruction and helping where the
students need it.)

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 i. At this table you guys get to make your own trees made from your hand
prints! I have some brown paint here and you will have to place your hand in
it to create the shape of a tree. Once you place your handprint on your
paper, we are going to quickly wash our hands and come back to the table
because we have more to work on if we want to finish our trees! Make sure
the students are not getting distracted at the sink and have them quickly
come back to the table. Now, we are going to come up with different
examples of ways you can give to the environment and others around you. I
have pre-cut leaves here that you guys can write on, and I have an example
of a tree I made for you guys to look at. But first I want to hear your guys’
ideas, so, what are some ways to give to the environment? Allow time for
natural response. Then allow students to begin writing some of those down,
helping spell/sound out words when needed. Now, what are some ways that
you can give to others like the giving tree did? Again, allow time for
response and writing time. Once you have written on your leaves you can
begin gluing them around your tree branches. Give time for students to work
on this. Look how beautiful all your tree branches are! Let’s read some of
these giving ideas some of you wrote out loud. Allow a few students to share
what they wrote to the other students in their group. Great work guys, I love
all these trees and all the different ways you guys came up to give to the
environment and others, and I want you to remember how important giving
all these things are because it does make a difference in the ways we live.
 The other half of the room will be working on a worksheet that they will have to
write about some of the different ways trees help people. They can use examples
from the text or think of some of their own. (Miss Carder or another IWU students
will be with this station giving them instruction and heling where they need it.)
i. At this table you guys get to write about all the different ways that trees help
people and our environment! So, let’s talk about some of the ways trees help
us, does anyone have some ideas, maybe some examples that we read in the
story today? Call on a few students to answer. Yeah those are all really good
examples. If some of the students get stuck, remind them of what we read in
the story or what we talked about before moving to stations. Help the
students with sounding/spelling out words when needed, and allow enough
time to write down enough examples. If students finish early they can color
the picture of the tree.
(ACEI 3.3)
V.Check for understanding.
 I will continually make sure that the students are understanding the information and
how to do the activities. I will check to see that they are working well and
collaborating at the stations. I will see how they are engaging with the activities and
ask questions to ensure their understanding of the importance of trees in our
environment.

VI. Review learning outcomes / Closure

 Did we like what we learned today? Who can tell me their favorite part? Call on two
to three students. So, who can tell me the importance of trees in our environment?

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 Call on two to three students. What can we do to improve our environment and the
lives of those around us? Call on two to three students. There are so many ways to
give to our environment to make it a happier and healthier earth. I want to read a
few of the things some of you wrote down as ways to give. Read a few of the papers
to the class. You all did so well today and I hope you learned about all the fun ways
that trees and us ourselves affect our environment.

PLAN FOR ASSESSMENT

A. Formative: The students’ learning center activity sheets will show me how they were
listening to the story and can understand the information of environment and the effect
they have on the earth. I will also make sure to continually observe how they are
cooperating and collaborating throughout the lesson. The closure will also provide me
with information on how they understood and recognized the various ways to improve
the environment.

.
(ACEI 4.0)
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?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were the students given enough time to get the activities done at the learning centers?
8. Did the student collaborate well?
9. Were the students actively engaged throughout the lesson?
10. Did the students understand enough of the information to come up with their own
ideas?
Revision Date: August 25, 2015
2007 ACEI Standard

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Readiness Needs Improvement 1
Lesson objectives are
poorly written and/or have
little or no connection to
Goals learning goals or standards.
Objectives Little connection exists
Standards between objectives and
lesson activities and
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
The statement of purpose is
ambiguous or worded so
generally that the
Purpose
connection with the
content of the lesson is not
apparent.
Plan For Instruction Needs Improvement 1
Few or no instructional
opportunities are included.
Any instructional
Adaptation to Diverse opportunities are not
Students developmentally
ACEI Standard 3.2 appropriate or adapted to
diverse students.
The candidate’s lesson plan
suggests that he or she is
not familiar with the
themes, concepts, and
modes of inquiry drawn
from the academic fields of
the social studies.
The candidate does not
demonstrate understanding
of the major concepts and
Lesson Presentation
modes of inquiry from the
social studies, and does not
Social Studies
promote elementary
ACEI Standard 2.4
students’ ability to make
informed decisions as
citizens of a culturally
diverse democratic society
and interdependent world.
The lesson presentation
does not encourage
Lesson Presentation elementary students’
development of critical
ACEI Standard 3.3 thinking and problem
solving.
Little or no provision is
included to check for
student understanding or to
reteach concepts that elude
Check for Understanding
students during the initial
presentation.
Lesson closure is not
included, or is not related
Review Learning to the goals and/or content
Outcomes of the lesson.
Closure
Plan for Assessment Needs Improvement 1
Emerging Competence 2
Lesson objectives are
correlated with learning
goals and standards. The
connection between
objectives and lesson
activities and assessments
is weak or unclear.
The connection between
the anticipatory set and
lesson objectives and
content is weak or unclear.
A statement of purpose is
included in the lesson, but
has little power to motivate
students and capture their
imaginations.
Emerging Competence 2
Instructional opportunities
are provided in this lesson;
however, they are not
adapted to diverse
students.
The candidate’s lesson plan
suggests emerging
familiarity with the themes,
concepts, and modes of
inquiry drawn from the
academic fields of the social
studies.
The candidate
demonstrates limited
understanding of the major
concepts and modes of
inquiry from the social
studies, and minimally
promotes elementary
students’ ability to make
informed decisions as
citizens of a culturally
diverse democratic society
and interdependent world.
The lesson presentation
includes little provision for
students’ development of
critical thinking and
problem solving.
A guided practice section is
included in the lesson plan,
but the connection with the
lesson presentation is weak
and/or unclear.
Lesson closure is weak
and/or poorly written.
5
Emerging Competence 2
Competent 3
The lesson plan contains
objectives that connect
goals and standards with
lesson activities and
assessments.
The anticipatory set is
clear and direct and
focuses students’ attention
on the lesson.
The statement of purpose
is clearly connected to the
content of the lesson and
is presented in terms that
are easily understood by
students.
Competent 3
Instructional opportunities
are provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to diverse
students.
The candidate demon-
strates an under- standing
of the themes, concepts,
and modes of inquiry
drawn from the social
studies in his or her lesson
plan. He or she develops
experiences to help elem.
students learn about
major social studies
concepts. The candidate’s
lesson plan demonstrates
an understanding of the
major concepts and modes
of inquiry from the social
studies, and enables stu-
dents to learn about the
major themes that
integrate knowledge
across the social students
and helps them become
productive participants in
a democratic society.
The lesson presentation
includes at least one
teaching strategy that
encourages elementary
students’ development of
critical thinking and
problem solving.
The lesson plan includes a
plan and the means to
check for student
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Competent 3
Outstanding 4
The lesson plan contains clearly
stated content objectives.
Objectives are logically connected
to appropriate goals and
standards and are consistent with
lesson activities and assessments.
The anticipatory set connects the
current lesson with previous and
future learning and focuses
students’ minds and attention on
the day’s lesson.
The statement of purpose has the
power to capture the
imaginations of students and
motivate them to accomplish the
expected learning.
Outstanding 4
Specific instructional
opportunities are provided in this
lesson that demonstrate the
candidate’s understanding of how
students differ in their
development and approaches to
learning. The instructional
opportunities are adapted to
diverse students.
The candidate demonstrates in-
depth knowledge and
understanding of how the major
concepts and themes of social
studies are integrated across
academic fields in his or her
lesson plan.
The candidate’s lesson plan
demonstrates an in-depth
understanding of the social
studies and a significant ability to
help K-6 students learn the
essential concepts and become
productive participants in a
democratic society.
The lesson presentation includes
a variety of teaching strategies
that encourage elementary
students’ development of critical
thinking and problem solving.
Plans to check for student
understanding of the content are
an integral part of the lesson, and
include frequent questions and
other actively engaging forms of
formative assessment during
guided practice.
Lesson closure is clearly
correlated to the content of the
lesson and actively engages
students in summarizing the
essential elements of the lesson.
Outstanding 4