Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Sierra Wieseler

Grade Level: Kindergarten
Subject: Geography
Date:
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

• K-12.G.6 Students will understand the ways in which humans culturally adapt to, use, and modify the natural
environment and its various elements.
• K.G.6.1 Describe ways people rely on the environment to meet human needs and wants.

List the Rationale (cite theories or theorists):

• Jean Piaget – students learn things based through a constructivism learning process. The theory that
students will learn things by doing something and interacting with the environment around them to gain
more knowledge. Piaget’s theory also focuses on building a schema for students to continue adding more
knowledge and details to the knowledge that they already have built up.

• Lev Vygotsky – students use a scaffolding structure in their minds to learn new content, learn new
information, and expand their scaffold to become larger and more complex with more information.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

• Students will be able to describe what a want is.

• Students will be able to give a minimum of two examples of a want that is seen in their life.
• Students will be able to describe in their own words what a need is.
• Students will be able to give a minimum of two examples of a need that is seen I their life.
• Students will be able to explain the definition of a culture in their own words.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

• At this developmental age, students are beginning to learn what they need in their life each day and what
the ‘extra’ things in their lives are.
o What is important (needs) versus what we could live without (wants).
• Students at this age are working on learning the difference between things that are seen in their own lives.
• Students at this age are creating a base of knowledge that will help them build on the importance of
different things in their life and their culture.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

• 25 total students – 17 boys, 8 girls

• General education classroom
 • 1 student on an Individualized Education Plan (IEP) for Attention Deficit Hyperactivity Disorder (ADHD)
• 1 student on an Individualized Education Plan (IEP) for a Hearing Impairment

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

• 1 student on an Individualized Education Plan (IEP) for Attention Deficit Hyperactivity Disorder (ADHD)
o I will have a schedule posted on the white board of the steps that the class will take throughout the
lesson.
o I will keep the student engaged through hands-on learning and through gross motor movements.
• 1 student on an Individualized Education Plan (IEP) for a Hearing Impairment
o I will wear a microphone around my neck throughout the lesson.
o I will repeat/reword any responses other students give to answers being asked.

List the materials/resources you will need to teach the lesson.

• “A Ticket Around the World” by Natalie Diaz and Melissa Owens, illustrated by Kim Smith
o DRA - 40
• Needs and Wants definition anchor charts (see below)
• Needs and Wants Poster
• Crayons (student’s choice)
• Markers (student’s choice)
• Colored Pencils (student’s choice)
• Pencils (student’s choice)

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

• Assistive Technology – teacher microphone

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

• I will have a schedule posted on the white board of the steps that the class will take throughout the lesson.
• I will keep the student(s) engaged through hands-on learning and through gross motor movements.
• I will wear a microphone around my neck throughout the lesson.
• I will repeat/reword any responses other students give to answers being asked.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

• I will ask students the three following questions as a whole class:

o In your own words, what does the word want mean?
o In your own words, what does the word need mean?
 o In your own words, what does the word culture mean?
• These three questions will give me an idea of how well students understand these terms before I fully
introduce them to the class as a whole.
• When asking these questions, I will ask students at different educational levels to see the range of
knowledge on this specific content area.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

• N/A

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

• Students will sit on assigned seating areas on rug with their hands in the “cookie jar”.
o Students will sit crisscross-applesauce with their hands in their lap.
• Students will raise their hands before asking a question or giving me an answer.
• I will use proximity and walk through the classroom while the students are sitting at their desks.
• I will redirect students back to the lesson when a question becomes off topic, or a student(s) becomes
distracted or is off task.
• I will remind students of the classroom expectations as to how a person should act within the classroom.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
• I will begin by having the students sit on their assigned spots on the front classroom rug.
• I will ask students to raise their hand if they know what a want or a need is.
• I will ask 2-3 students what their thoughts on are wants and needs.
• I will then show students the “Wants and Needs” anchor charts and explain to them what is stated
on each card.
• I will then tell students that people around the world have different wants and needs based on
their culture.
• I will continue by telling students that a culture is the different ways that people live across the
world.
o I will give examples such as where we are located is different than people who live in
Antarctica, the desert, etc.
o I will be sure to create examples that are very different to allow for students to gain a better
understanding that cultures, wants, and needs vary based on the environment.
• I will then read the story A Ticket Around the World.
• (We Do)
• After the class discussion, I will go over the “Wants and Needs” anchor charts once again to
summarize what a want and a need are.
• I will then tell students that they are going to go back to their desk and create their own poster of
wants and needs.
 • I will tell students that they will draw pictures of what their wants are and what their needs are.
• I will dismiss students back to their desks by calling on students individually to walk back to their
desks.
• I will show students the poster template but will not have anything written on it. (See template)
o This will allow for students to create their own ideas and show me what they know.
o This will also be used as the post-assessment for me to see who well students understand
wants and needs.
o This will also give students the opportunity to come up with new ideas on their own and not
be stuck on the things I would have posted on mine.
• (You Do)

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
• We will have a class discussion about the different areas that were visited throughout the story.
• We will talk about how needs and wants varied based on different areas.
• We will talk as a class about the needs that we see in our area (our culture).
• We will talk as a class about the wants that we see in our area (our culture).
• (I Do)

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

• Students will independently work at their desk to create a poster of their own needs and wants.
o Students will use crayons, markers, and pencils.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

• Students will work on their posters until they have completed them. (Post Assessment)
o (See template below)
o This will allow for students to use as much time as needed for each individual student to
complete a poster that they are proud of.
o This will also give students the chance to put the extra work into this specific lesson.
o By doing this, I will also be able to see whether students are struggling of thinking of
different wants and/or needs or if they spend their time coloring.
o Giving the students the time to do this will also show me what each individual student
knows instead of having a peer, parent, guardian, etc. tell them what they should put down.
• As students finish up their posters, they will color a picture of their choice that is printed off in our
“Additional Work” bin.
• When all students are finished, we will begin our next lesson.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

• N/A

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

• Although I have not implemented this activity in a classroom, I believe that a lot of this lesson would depend
on where the students take it through the whole-class discussion. I think that allowing students to really let
their minds think about different cultures in their own ways will allow for them to stay interested while also
learning the objectives.
• I think that the book will give students a good insight and really allow for students to see the difference
across the world and how we are all very different, but still the same when it comes to our human needs.
• When talking about needs, I think it would be extremely important to think about the needs that all people
have. I think it is also crucial to think about how needs vary based on different cultures. By doing this, we can
see that each person has some of the exact same needs no matter where they live (food, water, shelter,
clothing), but that it can also vary based on their location (winter coats in Antarctica vs. breathable clothing
in the desert).
• When talking about wants, I think that it would be important for each individual student to state one want
that they have to also show students that even within our class there are many different wants that people
have. This would also allow for students to see that even though we all live in the same place, even our
wants vary and are different.