Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards

Student: Elena Check School: Eastbrook South Elementary

IWU Supervisor: Earl Gloria Co-op Teacher: Mrs. Holt
Teaching Date: Grade Level: 6th

READINESS
I. Goal(s)/Objective(s)/Standard(s)

A. Goal– The students will be aware of the role ocean currents and winds have on Europe’s climate.

B. Objective(s) – The students will be able to state how the winds and ocean currents effect the climate
of Europe.

Condition:

Climate: weather conditions

Ocean Current: a directed movement of seawater that is seasonal

C. Standard(s) –

IAS: 6.3.6— Explain how ocean currents and winds influence climate differences on Europe and the Americas.

NCSS: People, Places, and Environments

ISTE: 2a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of
their actions in the digital world.

II. Materials & Management:

A. Materials: map, crayons, pencil

B. Time: 30 minutes
C. Space: 6th grade classroom—the students’ seats and the front of the room
D. Behavior: I will be using the ‘finger on the nose’ method. If they are talking while I am teaching, I
will put my finger on my nose and they will all follow my lead while shutting off their voices.
E. Technology: Computer—Google Classroom, projector

III. Anticipatory Set— 5 minutes

“Good morning, students. I am going to show you some pictures of people dressed a certain way on the
board and you are going to tell me what weather they are most likely dressing for and what state you
think they are in (there is no wrong answer—just make sure it is logical).”
- Show Slideshow
“As you can see, different weather causes different dressing for both men and women. This is one way that we
survive—especially since we are from Indiana, but this also happens around the globe.”
- State purpose statement.
IV. Purpose: “Today we are going to be learning about the affects wind and ocean currents has on Europe’s
climate. Watch out for the different areas this affects.”
PLAN FOR INSTRUCTION

V. Adaptation: (ACEI 3.2)

A. Remediation – I will reiterate the information I would like the students to take away from the lesson.
B. Enrichment –
a. I will ask prior knowledge questions.
b. I will use higher vocabulary while reiterating what they learned in their reading and videos.
C. ELL – N/A
D. Exceptional Needs- Students will work individually but then collaborate with their peers in their
groups, if they do not understand the material, they can be helped easily.

VI. Lesson Presentation: 10 minutes

“Today I am going to have you move around in your seats; you may sit wherever you like but you must be able
to see the screen the whole time. I am going to read to you an article from National Geographic on ocean
current and climate. After this, I will show you a video where they have a roller coaster analogy to the ocean
convey belt. This affects the climate—make sure you are paying attention, not talking to your neighbor, and
listening for reasons why Europe’s climate might be altered due to these ocean currents.”

- https://www.nationalgeographic.org/media/ocean-currents-and-climate/ (2:33)

“What do you notice about our climate from this video and article?”

“Do you think Europe has the same climate as us? Why or Why not?”

- Send the students back to their seats by table once the conversation is over

A. INPUT:

Input Modeling/Modeled Practice – 10 minutes

o The students will be given a map at the end of the lesson and they are to color in where Europe is
affected by wind and ocean currents. The students will need to establish where Europe is affect
by the wind and ocean currents.

Checking Understanding –

- While they are at their stations, I will be walking around and asking stimulating questions to make sure
that they are understanding the information by observing if they are coloring in the correct climate for
Europe.

Guided Practice –

- Before the students are left alone on their map, I will demonstrate a problem for them on the board so
they see and understand what the directions are asking of them. I will ask for them to put a thumb up or
down if they understand, if majority put a thumb down, I will provide them with another example, but if
a lot put their thumbs up, I will walk around and help those who had their thumb down.

OUTPUT: (ACEI 2.4 & ACEI 3.3)

Independent Practice –
After I do an example or a couple of examples on the board (depending on their understanding), I will let them
work on their map all by themselves. This will be due by the end of the class period.

Closure – 5 minutes

- At the end of the class period, I will walk around and have each student point to where Europe is affect
by the wind and ocean currents. I will then ask them what the Europeans wear that live there. I will do
this individually to see who understands and who still needs more help.

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative:

I will go around and ask each student to point on their map to a part of Europe that is affected by wind and/or
ocean currents. I will also have them tell me what Europeans would probably wear there. I will have a check list
with me to let me know who was able to provide me with answers and who was not.

Summative:

The students will color in their European map with color showing different climates and where ocean and wind
currents are affecting the country.

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. Could the students relate to this well? Did they stay engaged?
8. Was the assessment too vague? Too hard?