Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies/ DSSM rev.2019
Student: Katie Barnes School: Northwestern Elementary School
IWU Supervisor: Dr. Soptelean Co-op Teacher: Mrs. Maynard
Teaching Date: April 10 Grade Level: 3rd Grade
Audit Trail: Talked to Mrs. Maynard about date and standard on March 15, date set with Dr. Soptelean March 19

LESSON RATIONALE
This lesson digs deeper into the power of the government and those who hold this power. After learning about each level and their leaders,
they will demonstrate their knowledge by creating a campaign activity.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Students will be able to state a level of government, the leader of the government, and one service that level provides by
completing a campaign activity.
B. Objective: Given multiple sources about the different levels of the government, students will be able to state the level, leader, and at
least one service provided in that specific level.
C. Standards: 3.2.4: Explain that the United States has three levels of government (local, state, and national) and that each level has
special duties and responsibilities
NCSS: Standard 1: Content Knowledge – Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable
of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation.

II. Management Plan

a. Materials:
• Article
• Article questions
• Matching activity
• Campaign activity

b. Time: 25-45 minutes

c. Space
• Students will be seated at desks

d. Behavior
• Students will be expected to sit quietly and pay attention to the lesson
• They will also be expected to participate in group / partner activities
o I will provide engaging material to help support the students and ensure they are paying attention.
• I will use common management strategies that I have learned through Mrs. Maynard and that I know students are
familiar with
o Back to me in 3, 2, 1
o Give me 5, 4, 3, 2, 1
o Etc.
III. Adaptation to Individual Differences and Diverse Learners:
• For students who may be struggling with comprehending or coming up with a specific service provided by a
level of the government, I will be incorporating a matching activity that they may use to reference to come up
with leaders and/or services with a level of government.

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

IV. Anticipatory Set
• Start by asking the students to help make a list of people you would find within a school
• “I need all of your help today. I’m trying to come up with a list of people who work in a school, but I keep getting stuck. The only
one I can think of is principal. Can you all think of anymore jobs?” Allow time for students to share ideas. As they do, write their
responses on the board.
o Possible answers: teachers, substitutes, cafeteria workers, custodians, etc.
• “Thank you all so much for helping me! I can’t believe I wasn’t able to think of any of these jobs! But now that you all were able to
help me come up with a list, I have a question for you. How do all of these jobs fit together? Turn and talk with your table mates
and come up with ideas.” Allow time for students to discuss. “What were you able to come up with?” Allow time for tables to
share their thoughts.
o Guide conversation to explain how the different jobs work together to make a school successful.
• “How do you think the government is similar to this concept of everyone working together to make something successful? Turn
and talk with your table group.” Allow time for students to discuss. “What ideas were you able to come up with?” Allow time for
students to share their thoughts.
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
V. Purpose: “Today we are going to talk about the three levels of government. Just how there are different jobs within a school that allow it to
function correctly, there are also different areas of the government that all work together.”

VI. Lesson Presentation (Input/Output)

VII. “Within the government, there are three different levels. These levels include local, state, and national. Each of these levels have
different responsibilities and jobs they are in charge of, but in the end – they all come together to make our world function
effectively. Today, we are going to have the opportunity to explore each level of the government. There is a lot to each level, so
today we are just going to talk about the basics. First, we are going to read an article. As we read, there are going to be some new
words you see. Keep those in your head as we read, and we will talk about them afterwards.” Pass out materials (packet of article
and questions).
VIII. Read the article to the students. Go over the words that may be new to them (ballot, campaign, protest, etc.)
IX. “Now that we have gone through the article together, in your table groups I want you to complete the sheet that is attached. Use
the words in the box to complete the sentences on the page. Once you are done, we will go over it as a group.”
X. Allow time for students to work. Walk around, observe students, help as needed.
XI. Once students are done, get their attention and begin going over the answers (1 – 9).
XII. “Now that we have talked about the levels of government, we are going to dig in a little deeper and talk about some of their jobs
and responsibilities. I am going to pass out a baggie to each table. In the baggie, there are three cards with each level of
government. The other cards in the bag have different people and functions on them. As a table group, you must work together and
determine which cards go with what level of the government.”
XIII. Pass out material. Allow time for students to work. As they are working, grab the bigger set (so students can see) and put the
three level of government cards on the board.
XIV. Once students are finished working, get their attention and begin going over the answers. Use the bigger set of cards and place
them on the board as the discussion continues.

XV. Check for understanding. How do you know students have learned? What strategies will you implement if all students have not met
lesson outcomes? Employ one or more strategies to determine student learning.
• Matching Activity
o Walking around the classroom, observing students as they work. Also, use the time going over answers to assess the class
and see what they understand and what they seem to be struggling in.
• Campaign Activity
o “I am going to pass out a paper. On this paper, I want you to make a campaign for yourself. To do so, you will draw a picture
of yourself and then write what position you are running for (president, mayor, governor). After you write this, you need to
tell me what level of government you are running for (local, national, state) and tell me what function you will provide. You
may use functions from the matching activity or come up with one on your on.”
▪ Show students my example of the campaign
▪ Allow time for students to work
▪ Walk around, assist students as needed

VIII. Review learning outcomes / Closure – In what way will you know that all students have learned or met the objective?
• Allow time for students to share their campaigns within their table groups. Allow time for three students to share their campaigns
with the class.

PLAN FOR ASSESSMENT

• Muddiest Point / Clearest Point
o Provide a notecard for each student. On one side, have them write the muddiest part of the lesson, on the other side, have
them write the clearest part of the lesson.
▪ “On each of your desks is a notecard. On that notecard, I want you to write the muddiest part of the lesson to you.
This means something that still doesn’t make a lot of sense. Once you have written that, flip the card over, and on
that side write the clearest part of the lesson. The part of the lesson that made so much sense to you that you could
explain it to a classmate. Once you are done writing, hold your card up in the air and I will walk around and collect
them.”
• Allow time for students to work. Walk around and observe.
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?
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.
7. Was each student able to make a campaign and explain what it was for?
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
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)

IAS:

NCSS:

ISTE:

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

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 –
 Indiana Wesleyan University
Elementary Education Lesson Plan Template
Social Studies/ DSSM rev.2019
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

Additional Comments: