KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Christopher Weiss

Date: 2/17/16

Cooperating Teacher: Mr. Joseph Dietz

Coop. Initials

Group Size: 20-23

Grade Level 6th Grade

Allotted Time: 40 minutes

Subject or Topic Social Studies: Cave Paintings at Lascaux Sections: D, S, N, B

STANDARD:
PDESAS 8.4.6.B
Identify and explain the importance of historical documents, artifacts, and sites which are
critical to world history.
I. Performance Objectives (Learning Outcomes):
The student will be able to write a six to eight sentence paragraph about their opinion
about tourism in the Lascaux caves, based upon the evidence given for or against tourism
in such an area in class.
II. Instructional Materials
Teacher:
Computer
Projector Connection
PowerPoint Presentation
Students:
Social Studies Notebook
85 copies of The Discovery of the Lascaux Paintings Passage
Pencils
crayons or colored pencils
Brown Packaging paper
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
Students will previously have had notetaking skills, as well as skills
at writing an opinion piece based on a predetermined topic.
B. Key Vocabulary
caveman- a person who lived in a cave in prehistoric times

 engravings- the art of cutting a design into wood, metal, or stone

pigments- a substance that gives color to something else.
C. Big Idea
Some of the best well-kept cave paintings are in the Lascaux Caves
in France.
Lascauxs cave paintings were found by four teenagers.
D. Content
Lascaux Cave Paintings Presentation
Lascaux Cave Picture Project
Lascaux Cave Debate Writing Assignment
IV. Implementation
A. Introduction
1. Bell-Ringer Question- Why did cavemen draw and paint
pictures inside the walls of caves?
2. Students will have five minutes to think about that question and
write down answers into their Social Studies Notebooks.
B. Development
1. The teacher will select two students to pass out The Discovery
of the Lascaux Cave Paintings.
2. The class will read through this piece, which will serve as an
introduction to the Lascaux cave paintings.
3. After the students have finished reading this piece, the teacher
will pull up the Lascaux PowerPoint presentation showing
paintings from the following parts of the Lascaux caves.
a. The Hall of Bulls
b. The Painted Gallery
c. The Cave Art Itself
d. Drawings
4. The teacher will then pass out brown packaging paper which
will serve as the cave wall where students will draw symbols
and designs based upon those discussed from the caves at
Lascaux.
5. After students have started completing their designs, they will
receive the Lascaux Cave Writing Assignment.
a. In this assignment, students will write 6-8 sentences on
whether or not they believe that tourists should be
allowed to visit the caves at Lascaux.
C. Closure
1. With five minutes left, the students will pull out their red/ green
cards from their desks.
2. The teacher will ask a series of five true or false questions about
Lascaux, and the students will answer using red for false and
green for true.
a. The Lascaux caves were discovered by five scientists.
(False)

b. The designs on the walls included animals, humans, and

abstract designs. (True)
c. The Hall of Cows is a famous section of the Lascaux
caves. (False, Hall of Bulls).
d. Lascaux has been closed to a majority of the public
since 1963. (true)
e. Cavemen included sculptures in the caves. (False)
D. Accommodations/Differentiation
Lower Level Students- These students often will have an aide with them in the classroom.
Their writing assignment will be reduced to 4-6 sentences, so that the details come out
more than their writing skills.
Advanced students- These students will have the chance to extend their writings, which
will fulfill their desire to do more.
E. Assessment/Evaluation Plan
1. Formativea. The teacher will be collect the Lascaux cave tourism
writing assignment and grading it based upon the
reasoning skills used to support their answers.
b. Students will be using the Red/Green cards to
determine students understanding of the lesson.
2. Summative- There will a test including some of this content at the end of
the unit.

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
The writing piece seemed to have worked out well for students. Of
course, the students enjoyed the cave drawings a bit more than they
enjoyed receiving a writing piece. However, I wanted to give the
students this writing piece to get a feel for how well students can
express their opinion in a persuasive answer. The cave art, which
students really enjoyed, seemed to bring the use of the concepts we
went over in class and bring them to life in a students own cave
painting.

B. Personal Reflection (Questions written before lesson is taught. Reflective

answers to question recorded after lesson is taught
Did students enjoy this lesson? Why or why not?
Students did seem to really enjoy this lesson. I believe that they did for
several reasons. First of all, I believe the students enjoy when I ask
them about things going on the screen before simply describing what
is going on. This allow students to prove their intelligence on the topic
before I just give them the answer. It also allows more than one
student to have a say in their education, as the questions vary on
content; some students who would know architectural things will know
things that the typical book smart kid would not.
Would you use this lesson again? Explain.
This lesson is one that I would use again. The students were engaged, even in material
that couldve been extremely dry. Part of that, I do believe, was due to my abilities to tell
the stories to the class instead of simply stating facts. The students also got really
engaged with learning symbols and animals that were used in the piece. Finally, the cave
art pieces that Ive seen so far were really creative, which as a fellow creative person I
thoroughly enjoyed!
VI. Resources (in APA format)
Caves. (n.d.). Retrieved February 11, 2016, from
http://teacher.scholastic.com/lessonrepro/lessonplans/theme/caves02.htm
Jacobs, H. H., Randolph, B., & LeVasseur, M. (2003). Eastern Hemisphere:
Geography, History, Culture. Needham, MA: Prentice Hall.
Lascaux Cave Paintings (c.17,000 BCE). (n.d.). Retrieved February 11, 2016, from
http://www.visual-arts-cork.com/prehistoric/lascaux-cave-paintings.htm#hallofbulls
The Discovery of the Lascaux Cave Paintings. (n.d.). Retrieved February 11, 2016,
from https://www.eduplace.com/kids/socsci/ca/books/bkf3/writing/01_lascaux.pdf