Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies--2018
Student: Emilee Rhoton School: Northwestern Elementary
IWU Supervisor: Amanda Hanson Co-op Teacher: Kimberly Cunningham
Teaching Date: March 15th Grade Level: 2nd

LESSON RATIONALE
Whether they realize it or not our students are constantly surrounded and participate in the producer/consumer society. This is a vital part
to understanding our economy. Thus, it is important for students to not only understand it but learn how they can participate in it as well.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal:
a. Students will understand the differences between a consumer and a producer
b. Students will gain knowledge about the state of Indiana and their role in producing and consuming.
B. Objective:
a. Students will be able to differentiate between a consumer and a producer.
b. Students will identify, through research 3 major things that Indians produces.
C. Standards:
a. NCSS: VII. Production, Distribution, & Consumption – Social studies programs should include experiences that provide for
the study of how people organize for the production, distribution, and consumption of goods and services
b. IAS: 2.4.5. Research goods and services produced in the local community and describe how people
II. Management Plan
 Materials:
 Clear cups or small Dixie cups
 Dirt
 Lima beans (or any big bean) painted white
 Styrofoam tree
 Lollypops (dum-dums)
 Tree print out
 Anchor charts
 What is a Producer?
 What is a Consumer?
 Small watering can
 Plastic spoons
 Printed and highlighted articles

 Time: 25-45 minutes

 Space
 Students seated in their normal seats
 For research students may sit anywhere in the room
o If they choose to not sit at a table then they will need a clipboard

 Behavior
 Keep students on task
 Continue to implement the same management plan that the students have been using all year.
III. Adaptation to Individual Differences and Diverse Learners—

 Learning disabilities: students with LD have a harder time comprehending the information, so I have broken up
instruction and in chunks. At first, they get all the information, then I give 2 steps at a time, then I will guide with step by
step instructions.
 Physical disabilities: Make sure room is big enough for students to freely move around the room.
 Autism: Make sure the students know the agenda of the lesson and try to avoid making changes to the lesson.
 Audio/visual impairments:
o Visual: larger fonts, preferential seating
o Audio: give the students written instructions
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
 ADHD: For students that have a difficult time focusing, provide optional seating and fidgets, as well as not giving to much
information at once.
 Highly intuitive learners: Make sure these students are highly engaged in the lesson. Maybe let them demonstrate a part
of the lesson or provide extra practice sheets for these students.
 Intellectual disabilities: Be sure to include these students and make sure they understand the concept. Provide extra
examples and materials for aids for the students.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set
 Growing a lollypop tree
 I will get up in front of the class and present my magic bean.
 “guys, so when we were looking at your seeds on Wednesday I was inspired by you guys!”
 “I decided I wanted to plant a seed myself?” “So, I started talking to my friend and she gave me everything I needed.”
 Take out all supplies
 “but she did say that this seed was a bit different than other seeds.” “she said that this on is a Magic bean.”
 “She told me that it can grow a magic tree…a lollipop tree”
 “but she said that in order for the tree to grow and be healthy and have lots of lollipops we needed to put this pixie dust on
the bean.”
 Plant bean
 Have students come up and sprinkle “pixie dust” on the bean
 Water the bean and set of off to the side.
 “Ok guys, today I have a special surprise for you guys”
 Pull out a bag of magic beans (painted lima beans)
 “Here is a bag of magic beans, these beans have the ability to grow a very special tree… a lollypop tree”
 “As you can see, everyone has a cup and a spoon on their desk.” “and each cup is filled with dirt.”
 “I will need (teacher’s helper) to pick a friend to help me pass out the magic lollypop beans”
 Pass out beans
 “Now, before you touch the dirt or the beans I want everyone to listen to the instructions, so you know what to do.”
 “you will first stake your spoon and dig a little hole.” “Next, you will place your magic bean in the hole and put the dirt back
over it.” “You will then raise your hand and we will then water the bean”
 “Ok now that we know what to do, and we all have that we need I want everyone to start with step one, you will dig a small
hole in the dirt”
 “ALL dirt MUST stay in the cup.”
 “After that you may plant your bean”
 We will plant and water all the beans.
 “I want you guys to come place your cups over on this table for the rest of the lesson and we will see what happens to them
when we are done.”
 “Now there is a fancy word for what we just did. When we were planting out lollypop beans we all became what we call
Producers.”

V. Purpose: Today, in this lesson we will examine and identify what it means to be a consumer and a producer. We will also be
researching how our state of Indiana takes part in being both a producer and a consumer.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
VI. Lesson Presentation (Input/Output)
 “We are going to learn 2 new words; the first word is producer.”
 Put up Producer anchor chart and read and describe the word producer.
 “I am sure you guys have heard this word before, like when we say movie producers, that is just another way of saying
that they created, came up with, or made the movie.”
 “Another example would be a farmer; farmers plant corn, beans, and a bunch of other stuff, so we would call them
producers.”
 “The next word is Consumer.”
 Put up the Consumer anchor chart next to the producer chart.
 Again, describe and explain the term
 “Did you guys know that we have a person in the room right now who I a consumer??”
 Let students start to guess and talk a little bit.
 “Ok ok, do you want me to tell you who it is?”
 “It is everyone in this room!” “that’s right we are all consumers!”
 “There are consumers and producers all over and you didn’t even know it.”
 “Did you guys know that even the state of Indiana is a consumer and a producer?!” “I know cool right?”
 “So now we will be doing a little investigating, to figure out what the state of Indiana consumes and produces.”
 Have the teacher’s helper pass out the “We Aer Producers” sheet
 Ok so you guys are going to do some investigating today. Using the sheet that you were just given you are going to find 3
things that we Produce here in Indiana.”
 Up here at the board I have some articles printed out and we will be using those to do our investigating.”
 “We are going to do this first one together.”
 Pulls up website and reads to students. We then draw the item being produced then answer questions I will be doing this
on the board as the students do it on the paper.
 “Now, for the next I want you guys to come partner up. I will put you guys in groups and then you will come up and grab
an article.”
 “for the rest of the time you and your partner may sit around the room, you do not have to be at your desk. But you will
need a pencil and a clipboard.”
 As students are completing the investigative process walk around checking on the groups.
 Then call groups back to their tables.

VII. Check for understanding.

 Having the students fill out the We Are Producers worksheet on their own/in groups.
 Revisit the magic beans.
 When we planted the beans were we being consumers or producers?
 Give more examples and ask students to decide if it is a consumer or a producer
 Refer back to the anchor chart.
 Stop and re-teach if at any point a student is struggling to understand.

VIII. Review learning outcomes / Closure

 “very good investigating guys!!”
 “what is a major product of Indiana?”
 Allow time for students to answer and natural conversation to occur.
 “boys and girls look over here!!!! Look at our magic beans!”
 Pull out lollypop tree
 Explain that we started off as producers when we planted the beans.
 Now allow students to take a lollypop, as soon as they take one they have become a consumer.
 Direct students to then take their worksheets and turn them in on my desk.
 And before they can eat their lollypop they have to tell me what a producer and consumer is and by eating the lollypop we
are now what???

PLAN FOR ASSESSMENT

Formative: Asking students questions during instruction and having students share their findings from their investigation.
Summative: We Are Producers worksheet

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?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies--2018
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Audit Trail/Professional Decision Making

February 22nd talked over the direction and standards for the lesson with Mrs. Cunningham
*the students will be taking a Field trip on the 18 th a Farm to table field trip so we thought it would be a good idea to introduce the concept of
producers and consumers.
February 27th talked to Mrs. Cunningham some more about the lesson
February 27th lesson date picked
March 4th lesson Idea finalized
March 10th Lesson submitted

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:
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

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

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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