Student: Briana Reid School: Swayzee

Elementary
IWU Supervisor: Alexandra Schuler Co-op Teacher: Kelley
Daily
Teaching Date: April 11, 2018 Grade Level: 6th
Grade
Lesson Title: Aztec, Inca, and Mayan Culture
 
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  be  able  to  identify  the  culture  distinctions  between  the  
Aztecs,  Incas,  and  Mayans.      
 
B.   Objective(s)—    
1.The  students  will  identify  the  different  apparel,  religion,  traditions,  and  life-­‐styles  
between  Ancient  Civilizations  such  as,  the  Aztecs,  the  Incas,  and  the  Mayans.    
2.  The  students  will  be  able  to  describe  the  different  cultures  of  Ancient  Civilization  by  
creating  a  poster  that  accurately  represents  their  different  apparel,  religion,  traditions,  and  life-­‐
styles.  
C.   Standard(s):    
NCSS:  People,  Places,  and  Environment  
         IAS:  6.1.1  Summarize  the  rise,  decline,  and  cultural  achievements  of  ancient  civilizations  in  
Europe  and  Mesoamerica.    
II.  Materials  &  Management:    
 
II.   Materials  &  Management  
A.   Materials  
i.   Puzzle  pieces  
ii.   Chrome-­‐books  
iii.   Posters  
iv.   Markers,  colored  pencils  
B.   Time:  55  minutes  
i.   Anticipatory  set:  5  minutes  
ii.   Instruction  and  independent  practice:  35  Minutes  
iii.   Closure:  15  
C.   Space:  Student  desks  
D.   Behavior:  Students  are  expected  to  pay  attention  and  interact  when  appropriate  
throughout  the  lesson.  If  a  student  is  disrupting  the  learning  of  others,  then  they  will  be  
asked  to  leave  the  class.  Students  are  expected  to  direct  their  attention  back  to  the  
educator  when  they  hear  the  dinging  of  the  classroom  desk  bell.    
E.   Technology:  Online  articles,  youtube  videos  on  the  Ancient  Civilizations,  powerpoint.    
 

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 III.   Anticipatory  Set:  “Each  of  your  groups  has  a  paper  puzzle  in  the  center.  You  are  going  to  have  
two  minutes  to  put  this  puzzle  together.  The  first  group  to  get  the  puzzle  done  gets  a  prize!  
Once  everyone  is  done  with  their  puzzle,  each  group  will  take  turns  guessing  what  their  
picture  is/what  it  means.”  The  students  will  give  their  guesses  as  to  what  the  pictures  are  
and  mean.  I  will  then  pull  up  a  powerpoint  that  has  different  slides  with  the  pictures  on  their  
puzzles  and  information  about  the  pictures.  “Take  a  look  at  the  powerpoint.  These  pictures  
are  the  original  ones  that  match  your  puzzle.”  I  will  then  explain  the  pictures  using  the  
content  on  the  slide  (this  is  minimal  information,  but  will  introduce  the  topic).  
 
IV.   Purpose:  Today  we  are  learning  about  the  apparel,  religions,  traditions,  and  life-­‐styles  of  the  
Aztecs,  Incas,  and  Mayan’s  to  further  our  understanding  of  these  Ancient  Civilizations.    
 
PLAN  FOR  INSTRUCTION    
III.  Adaptation  to  Diverse  Students-­‐-­‐  Demonstrate  your  understanding  of  the  development  and  
approaches  to  learning  unique  to  the  students  in  this  class  as  you  describe  the  specific  
instructional  opportunities  provided  in  this  lesson.  
A.   Remediation-­‐  Students  will  be  given  more  guided  instruction  on  the  instructional  sheet.    
B.   Enrichment-­‐  Students  will  be  given  other  articles  that  will  be  challenging  to  them  but  still  
have  to  same  information  as  the  others.    
C.   ELL-­‐  Students  will  be  given  manipulatives,  such  a  pictures  to  help  them  in  their  learning  of  
the  cultures.    
D.   Exceptional  Needs:  Students  with  IEP  have  a  paraprofessional  with  them  that  will  be  
informed  of  what  needs  to  be  done  during  independent  practice.  I  will  instruct  the  
paraprofessional  ahead  of  time  of  the  instruction  and  give  them  the  lesson  ahead  of  time.  
These  students  will  have  videos  with  the  same  information  as  the  articles  so  that  they  can  
listen  and  visualize  the  content.    
(ACEI  3.2)  
 
IV.  Lesson  Presentation  (Input/Output)    
•   Input:    
o   “Today,  all  of  you  will  be  doing  research  about  the  Aztecs,  Incas,  and  Mayans  and  their  
culture.  Go  ahead  and  look  at  the  instructional  sheet  on  your  desk.  Can  someone  tell  me  
what  Culture  is?  What  does  it  mean?  Looking  at  your  sheet,  what  are  some  of  the  
different  areas  of  culture?    
o   “Each  group  will  have  a  different  Civilization  to  research.  I  have  provided  articles  for  you  
all  to  look  at  and  pull  your  information  from.  As  you  gather  information,  place  all  of  it  on  
one  sheet  of  notebook  paper.  After  you  have  done  all  the  research  you  can  do  with  the  
articles,  I  want  each  group  to  create  a  poster  about  their  Civilization.  Because  we  are  
looking  at  four  different  parts  of  culture,  I  want  your  posters  separated  into  four  
sections.  Be  creative  with  this!  Make  your  posters  colorful  and  full  of  accurate  
information!  I  will  split  you  all  into  six  groups  and  then  you  can  get  started.  Each  person  
is  going  to  have  a  job,  I  have  highlighted  this  job  on  the  top  of  each  of  your  instructional  
sheets.  The  description  of  your  job  is  next  to  it,  but  if  you  have  any  questions  about  your  
job  I  am  happy  to  help.  Once  we  are  all  done  with  our  posters,  each  group  will  share  
their  findings!”    
(ACEI  2.4)  
•   Output:  Each  group  will  be  researching  their  assigned  Civilization.  The  groups  will  research  the  
culture  of  the  Civilization  and  then  create  a  poster  with  the  found  information.  After  all  groups  

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 are  done,  or  our  time  is  up  for  the  research/activity  part,  the  groups  will  present  their  findings  
to  one  another.  The  class  will  already  be  split  into  six  groups  to  make  the  groups  smaller.  Each  
group  member  will  also  have  a  job.  When  presenting,  the  two  Aztec  groups  will  each  do  two  
sections  when  explaining  their  findings  and  so  on  with  the  other  groups.    
(ACEI  3.3)  
 
V.  Check  for  understanding.  
•    The  students  will  be  working  in  groups,  so  I  will  continually  be  walking  around.  I  will  be  going  to  
each  group  and  asking  different  students  each  time  what  they  have  found  so  far.  I  will  ask  the  
following  questions:  What  is  the  religion?  Did  the  civilization  have  a  religion?  What  was  the  land  
like  where  your  civilization  lives?  How  did  they  provide  for  themselves?    I  will  talk  to  the  groups  
about  their  findings.  I  will  also  be  looking  at  their  posters  during  and  after  the  lesson.  I  will  be  
able  to  see  what  information  they  are  pulling  and  how  to  applied  that  information  to  their  
posters.    
 
VI.  Review  learning  outcomes  /  Closure  
•   The  closer  will  be  the  presentation  of  the  posters.  While  each  group  is  presenting,  each  of  
you  will  write  down  two  things  that  were  similar  to  your  civilization  and  two  things  that  
were  different.  After  each  group  has  presented,  we  will  have  a  small  class  discussion  about  
what  the  students  learned.  I  will  ask  them  if  they  learned  anything  new  and  ask  what  it  was.  
I  will  also  ask  what  information  the  students  already  knew,  what  surprised  them,  and  what  
they  now  know  about  the  Civilizations.    
 
 
PLAN  FOR  ASSESSMENT  
A.   Formative: I will walk around to each group and ask them questions about their findings. I will
make sure to ask all of the students at some point. I will also be able to assess their team work. I
will be looking for creativity, organization, and if the team followed the given instruction.
 
.
(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  
Include  additional  self-­‐answer  questions  that  specifically  address  unique  lesson  content  and  
methodology.  
Revision  Date:  August  25,  2015  
2007  ACEI  Standard