POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 ALL SECTIONS

The following information should be included in the header of the lesson plan:
Kelsey Williams
Mrs. Amy Piner at Stuarts Draft Elementary
Second Grade
Lesson presented on March 23, 2017
Lesson plan submitted to CT on February 7, 2017

A. TITLE OF LESSON: Traveling through Ancient China

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or learning preferences? Why is this an
appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit
with what you know about child development? Cite theorists whose work supports your understanding of these aspects of the
lesson where appropriate. Use data collected during your seeing student thinking assignment to support your decisions.

To assess the students knowledge on China, I will utilize inquiry with this photo:
As the teacher, I will have them get into groups. Since they are already in groups of four at their desks, I will just have them stay with
their tables. Then I will hand out three different colored sets of sticky notes. One color will be for observations or the I see sticky
note. One color will be for their previous knowledge or the I know sticky note. And the last color will be for asking questions or
the I wonder sticky note.

By doing this, it should allow me to get an understanding of what information the students know and what information the students do
not know. This way I will know which topics to go more into depth on and which information the students already have down.

Questioning the students about the picture should be an appropriate activity for all students as long as I allow for appropriate time for
all of the students to think and produce an answer. I may have the children sit quietly for about five to ten seconds in their groups and
then have them start writing. Finally, I will have their group leader bring up their groups sticky notes to the front of the room to put
under their respective categories.

This pre assessment and lesson fits with the students current level of development according to Piaget. Since the students are about
seven and eight years of age, they have entered the concrete operational stage. This allows them to think more logically as well as
shifts their view from egocentric to a more community oriented way of thinking. They are better able to put themselves in the shoes of
others, so with a picture containing humans going about their life, they will be able to connect to these people a little better than if they
tried to a year or two ago.

C. RATIONALE: 1-Double-spaced page that justifies what you are teaching and why it is important for students to develop a deep
understanding of what is being taught. Be sure to emphasize how it contributes to students development as citizens and to their
lives beyond school. Explain why it matters in terms of its meaning to students, the value of the subject content, opportunities for
inquiry and its importance to the community and to society. The rationale should not be that the lesson fits within the state or
school curriculum.

During this lesson, the students will be given the opportunity to explore ancient China by moving to three different

stations in the room. One station will have characters from the Chinese language which students will be trying to copy to the

best of their ability. The next station will have supplies for students to create representations of inventions from ancient China.
Finally, the last station will give students the opportunity to build a Great Wall utilizing blocks provided by the classroom. This

is a pretty holistic way to introduce a country to students through one lesson.

When students are introduced to a country in the schooling system, they are given the opportunity to explore the

geographical location and history in a way that is safe and inviting. Here they are able to ask the hard questions, and they can

begin developing their own ideas on different peoples throughout history and the world. It is important, as the teacher, to be a

consistent support system for these students to begin bouncing ideas off of during their disequilibrium of thought. When they

begin developing new ideas about different people, it gives the teacher an opportunity to allow them to be more sympathetic to

the lives of others. By being more sympathetic to individuals in history and in other locations, it creates citizens that are

willing to question their own thoughts for the betterment of humanity as opposed to maintaining a more egocentric approach.

While students may not recognize their own shift of thinking from egocentric to altruistic, they will recognize their own

growth in knowledge about China. They will have the opportunity to explore some of the characteristics of China, like their

writing system, inventions, and the most famous Chinese structure, the Great Wall of China. By exploring all of these different

aspects, they will leave with a better understanding of this country and how people lived there a long time ago. Students will

additionally be given the opportunity to inquire about this country. With a safe place to inquire about other countries, students

are able to become better citizens by widening their own scope of information on others thus reducing ignorance in our own

classroom population.
 By giving time for students to individually as questions to the teacher during their exploration, I am more able to fully

step into the role of guide by giving them information they may be personally seeking out. For example, if a student asks a

very specific question about the Great Wall which I did not cover in our whole group discussion, then I will have time to go to

answer it or research the answer and provide the student with the information they are looking for.

D. RELATED VIRGINIA STANDARDS OF LEARNING (and related NATIONAL STANDARDS)

VA SOL 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the
present world in terms of architecture, inventions, the calendar, and written language.
VA SOL 2.4 The student will develop map skills by
a) locating the United States, China, and Egypt on world maps;
NCSS C3 Framework
D2.Geo.10.K-2
o Describe changes in the physical and cultural characteristics of various world regions.
D2.His.2.K-2.
o Compare life in the past to life today.
D2.His.4.K-2.
o Compare perspectives of people in the past to those of people in the present.

E. LEARNING OBJECTIVES
Understand what are the broad
generalizations the students should
begin to develop? (These can be
difficult to assess in one lesson.)
Know what are the facts, rules,
specific data the students will gain
through this lesson? (These knows
must be assessed in your lesson.)
Do what are the specific thinking
behaviors students will be able to do
or practice as a result of this lesson?
(These will also be assessed in your
lesson.)
 -Students understand the major
differences in living based on time
period and geographical location.
(D2.His.4.K-2) (D2.His.2.K-2)
(D2.Geo.10.K-2)
F. ASSESSING LEARNING:
What will your students do or say, specifically, that indicate every student has achieved your objectives? Remember
every objective must be assessed for every student!
Task:
What learning tasks have you
organized that can be used for
assessment?
Students will end class with an
exit slip. On that exit slip, theyll
have to locate China on a map,
and they will be able to say one
fact about the Great Wall of China.
Additionally, students will be
formatively assessed on the
writing system of China by writing
-Students will know at least two
inventions produced by Ancient -Find China on a map (SOL 2.4)
China. (SOL 2.1) Students will create a
-Students will know one major representation of one invention
difference in the Chinese writing from Ancient China. (SOL 2.1)
system and our writing system in -Students will create their own
the United States of America. representation of the Great Wall of
(SOL 2.1) China. (SOL 2.1)
-Students will know about the
Great Wall of China. (SOL 2.1)
-Students will know where China
is on the world map. (SOL 2.4)
Diagnostic Support:
features: What resources can you
What draw upon (or adaptations
features will can you make) to be certain
you look for in you are actually assessing
student the objectives youve set for
responses or this lesson? Some children
products from may still be developing the
the task(s)? basic skills needed to
What complete your assessment,
criteria will but it does not mean they
you use for have not learned the
assessment? objectives for your lesson.
How will you support these
 on a giant poster paper stating I will be looking students?
one difference they see between for a their ability
the Chinese writing system and to locate China Students, who may not
written English. on a world map. show their knowledge best
Also, I will be through writing, will be
They will also have a looking for what asked separately where
representation of an Ancient they retained China is on a map and what
Chinese invention to take home when they were they retained about the
with them. building the Great Wall. This way they
Great Wall. For can verbalize their thoughts,
example, I will instead of being assessed
be looking for specifically on how they
facts like the wall write.
was created to
prevent harmful If students are feeling
invaders from overwhelmed by creating
coming in. the representation of the
Ancient Chinese invention,
they will be given the option
to just draw it.

G. MATERIALS NEEDED
List all books, materials, and other resources that will be needed to teach this lesson.
Who will be responsible for securing each item?
- Picture from web (Picture of people sitting and eating around a table in Ancient China)
o "China's Age of Invention NOVA | PBS". Pbs.org. N.p., 2017. Web. 12 Mar. 2017.

- Example of Chinese character for children to try

 o Write Chinese Characters. (2014, February 12). Retrieved April 23, 2017, from
https://www.education.com/slideshow/write-chinese-characters/
- Popsicle sticks: I will provide these.
- Tissue paper: I will provide these.
- Toilet paper rolls: I will provide these.
- Glue: Each child has glue in their box, and there are extras in the classroom
- Legos and/or building blocks: Already in the classroom
- SmartBoard: Already in the classroom
- Sticky Notes: I will provide these.

Provide bibliographic references for all trade books and, if applicable, textbooks used in your lesson. Use APA style for this list
when appropriate.

H. PROCEDURE
(Use this graphic organizer if it is helpful for you. If you create your own format you must include each aspect listed below, in the
column headings). NOTE: You are not required to include 4 learning events if your lesson will not include this many! The extra
events are only included for the sake of demonstration.

Activity Element Procedures and management Students Academic, physical,

& Time (in Step-by step procedures Describe what the students will social & linguistic
minutes) including questions and main be doing as a result of your differentiation,
points visualize what you are instructions resources, and
going to say to the students. It support
might be helpful to script out How will you support ALL
what you are going to say, students by
although during the lesson you differentiating aspects of
do not need to use this language your lesson based on
verbatim. readiness and interest,
and according to
content, process, and
product? It isnt always
 necessary to include
differentiation in
logistical aspects of the
lesson such as
transitions.
Introduction To introduce Ancient China The students will look at the Students who have
to the children, I will place the picture and make observations. trouble seeing the image
picture at the beginning of the Afterwards they will turn to their will be given the option
lesson plan up on the groups and discuss what they to have a copy of the
SmartBoard. Then I will ask see, they know, and they wonder. picture in front of them.
the students to talk in their Then, they will write on sticky
desk groups about what they notes to give to the teacher to
SEE in the picture, what they put under I SEE, I KNOW, I
KNOW about the picture, and WONDER. Then, they will talk
what they WONDER about the with the teacher about the
picture. I will then give each specific topics that appear
group sticky notes to write frequently.
their I SEE I KNOW and I
WONDER. On the board, I will
have created a table to post
their notes under. I will briefly
read each sticky and decide
which topics to go over under
each category. Then, once the
children fully grasp that we
are talking about Ancient
China, I will ask the students
what they know about Ancient
China.
Then, I will begin
discussing the topics I decided
to go over. I will take time to
recognize which topics come
up often which are
appropriate for the class.
 Next, I will split the class
up into three groups and talk
to them about the different
stations they will be going to.
One station will be for
working on creating Chinese
characters.
The other station will be
for students to create Ancient
Chinese inventions.
The last station will be
where they create a Great
Wall of Miss Ws classroom
with legos.

Event 1 One group will go to the Students will work to create Students who feel like
character creating station. different Chinese characters. they need extra help
There they will be given Here they may ask about certain drawing the characters
certain characters on a piece characters. will be given a connect-
of paper which they can work the-dots representation,
on writing. As the teacher, I so they still have the
will provide any opportunity to try.
developmentally appropriate
characters that are asked for
by the students utilizing the
ipads in the classroom.
Students will be given 10
minutes to do this.
The stations will be set up
around the room. One station
will be at the front near the
SmartBoard to create the
Great Wall of Mrs. Piners
room.
 The character station will
be set up in the back corner.
There will be clear instructions
at this station. Additionally, I
will set clear expectations.
The invention station will
be set up in the other back
corner of the room. There will
be instructions set up back
there as well, and I will make
it very clear what the
expectations are.
If students do not follow
the expectations, they will be
asked to return to their desk
to work on the inventions,
characters, and Great Wall
facts by themselves.

Transition Students move to the next Students transition.

station.
Event 2 The invention station will Students will create Extra drawing paper
allow students to create representations of Ancient for students who feel
representations of the Chinese inventions. uncomfortable creating
inventions in Ancient China. their own invention.
Here they will be given the
opportunity to make a kite,
picture of a fireworks, and/or
compass.
Transition Students transition to next
station.
Event 3 Students will get the Students will contribute to
opportunity to create a small a Great Wall for the
Great Wall for the classroom classroom. There they will
 using legos. At this station, also be able to read facts
there will be fun facts about the Great Wall of China
displayed for the students as well.
about the Great Wall of China,
and they will be able to learn
the importance of structure.
Transition Students will move back to
their assigned seats.
Conclusion: At the end, I will ask the Students will participate in
students what they learned at a group discussion about
each station. Specifically Ancient China comparing it to
asking them to compare the how we live in the US today.
Ancient China to the way we
live in the United States today.

I. DIFFERENTIATION:
Write a narrative explanation of two to three paragraphs describing how you have planned to meet the needs of all students in your
classroom with varied learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
support the learning of children struggling with your objectives or those who find the content only minimally challenging? Draw
from the examples you described in the final column of the chart in the procedures section of your lesson plan.

In my classroom, there are a variety of children. There a few children who can work independently on almost
everything and have a great grasp on what is going on during lessons. However, there are a few children who may need
extra support during this lesson. These children already have some IEPs in order to help them during the day, so I will
do my best to support them in their learning process as well.

Two children have ADHD and one child has development delays. This will be important for me to remember when
transitioning stations. It may be best for me to allow these children to stay at one specific station if they feel
overwhelmed by the movement from station to station. I will also be scaffolding the groups beforehand. This way I
have more control over the groups, and they can be placed with other children that will guide the discussion and help
them learn. This way they can feel successful during this lesson.
 There are also some children who may need more to do during this lesson because they feel the information is too easy.
These children may receive more difficult characters to copy. They may also be given the option to create two or three
inventions while looking for interesting facts about these inventions on the iPads.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. Look over the choices youve made for teaching this lesson.
What extenuating circumstances (based on what you know if your students, their schedules, and the context in which you teach)
could potentially derail your otherwise excellent plan? Identify at least 4 potential problems and thoughtfully describe your plan
for addressing them when they arise? IN other words, what are your contingency plans?

1. My biggest concern about this lesson is time! I feel as though I want to spend the
entire day working on China and talking about all the differences between Ancient
China and today. However, I do not think thats a great idea for students who need
to get the extra help in math and reading. So in order to maintain proper time
management, I am going to have the students spend about ten minutes (Ill time
using a timer) at each station. They will also only receive about two minutes to
fully transition stations. Additionally, I will try and keep the checking for
background knowledge to about ten minutes as well. This way I can budget for
extra time and discussion, if need be.
2. Now my next major concern is the amount of time spent opening up the topic of
China and also checking for background knowledge. I realize this seems similar
to my first concern, but I made this a separate issue because I have never held a
discussion like the one I have planned with elementary-aged students. I am not
exactly sure how this is going to pan out or how long it will take. To make sure
that we stay timely, I will try to only address the frequent ideas that pop up from
the I see I know and I wonder chart. This way major concepts are talked
about, and students feel they are being heard all while we keep good timing.
3. The third concern I have is for the Great Wall of Mrs. Piners Classroom. I am
concerned students may take this time to throw things or goof off in a non-
productive manner. In order for me to combat this, I will monitor this station
closely and place students in groups that will prevent unproductive or harmful
interactions. Additionally, I will remind the groups at this station of the facts on
the board about the Great Wall of China, and I will have them try to build our own
 class wall based on some of the facts in front of them. For example, one fact will
be that the wall was built to prevent intruders from invading China, so I will ask
the students to build a wall to prevent intruders from coming into Ms. Piners
room.
4. Finally, my last concern is students may simply be disinterested in this topic. They
may not want to even learn that day. I will do my best to maintain a level of
enthusiasm, so the students can try and match that excitement. This way they
know I am excited for them to learn, and they may get excited for that very
reason.
 Lesson Implementation Reflection
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.
a. Unfortunately, I was unable to fully conduct the discussion at the beginning of the lesson. Students were having
trouble focusing with the sticky notes in hand, so I had to scrap the chart idea. I ended up bringing every student to
the carpet and just conducting the discussion from there. They appeared to be much more engaged, after I made that
switch. The discussion became very fluid once they made their way to the carpet.
b. Aside from that, the rest of the lesson went very smoothly, and I recognized the importance of timers and guiding
the kids to moving forward, instead of perfecting every project that they start.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who
learned? What did they learn? What evidence can you offer that your conclusions are valid?
a. Based on the exit slip that was created, every single student in the classroom, including my child with special needs,
understood and was able to show their understanding about ancient China. The exit slip was also solely based off of
the Virginia Standards of Learning, so I was happy to see a very hands-on activity help students build their
understanding for the SOLs. The specific questions I asked included, Color in China on a world map, What are
some ancient Chinese inventions? and What is one fact you learned about the Great Wall of China? Overall, I
was happy to see the impact I had on their actual learning, and I was proud of the work each student put into the
lesson.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if
you were to teach this lesson again.
a. I wish I could have given them more things to compare and contrast throughout the lesson. When children are given
the ability to compare and contrast, they are hitting higher levels of Blooms Taxonomy, and I think it would have
helped them to build their understanding even more so on ancient China. Certain things I would have them compare
is ancient China to the United States of America today. I would also link up this lesson with the ancient Egypt
lesson and allow them to make their comparisons that way as well. Comparisons like that not only allow the
students to hit higher levels of thinking, but it allows them to master the two things they compare. This would bring
some finality to the lesson, and the children would end with a better overview.
 IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?
a. This lesson was an introduction into China, and since all of my students appeared to nail the SOLs for this subject,
I would make it a point to reinforce what they already know about this topic. We would most likely go deeper into
this place and time period and give the students more time to fully explore. It would be fun to have the students take
a poll on what they want to know more about and follow up the next day on that topic. I think this would be a good
way to explore China more, because I already know they have the basics down. Now, we can transition our focus
from the standards to a more student-centered approach.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?
a. I learned these students truly love to get creative with their projects. When I put out a table of art supplies, they
appear to stay engaged and on task while still using their creativity and imagination. Another thing I learned about
these students is they are very good at taking direction, when it is written down. Underneath each crafting item, I
placed a card that said, Take up to 2 of these, or take EXACTLY four of these. Each child really abided by
these rules with the understanding that the directions were put in place so each child could show their creativity.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
a. I had the importance of classroom management reinforced during this lesson. I noticed how quickly it can become
chaotic, when you do stations throughout the classroom. However, when a teacher manages a classroom, she/he can
make or break stations. I noticed how easy it could have been to just have all of the students be quiet during the
stations or allow them to run around and yell. I recognized the need for a middle ground in this scenario, so all of
the students could enjoy themselves and still learn. I think I managed the classroom well enough for them to do
both, but I do think there is ALWAYS room for improvement, especially in classroom management. I hope to
continue to grow and learn how to better myself in this aspect of teaching.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

a. I learned that I have a pretty good talent, when it comes to responding to students, who say inappropriate things.
One of my students was on task making her ancient Chinese invention representation, and she blurted out
something about her family that seemed very inappropriate for seven and eight year olds to say or hear. Almost
instantly I said to her, I think that is an at home conversation, not a classroom conversation. She, initially, fought
me and repeated herself, so I repeated myself. After I reinforced my own words, she changed the topic and got right
back to work. Once she returned to work, I took one lap around the room, and when I made it back to her desk, I
positively reinforced her redirection. It was an exciting moment for me to feel like I successfully managed that
situation which could have been a larger issue.