EDUC E327 IPFW 1st Grade Lesson Plan Using Book Growing Vegetable Soup

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TE33A

Writing

EDUC E327

Indiana University Purdue University Fort Wayne

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This is for one of my education class. You will have to read a children book call "Growing Vegetable Soup by Lois Ehlert" and create a Social Studies lesson plan for 1st grade. If you can't find the book, you can watch read aloud video on Youtube. I attached the Lesson Plan template and you will follow the instruction from the template and create one. Assuming that this lesson plan is for 1st grade, please be creative and create the activity based on social studies concept! Please do not leave anything from the template. You will have to answer every steps!.There is a place where you will have to put state standards and national standards. I will provide you a link where you can find appropriate standard for the appropriate grade level and the subject. Please don't copy other people lesson plan!

Subject: Social Studies

Book: Growing Vegetable Soup by Lois Ehlert

Grade: 1st

When you create the lesson plan, assume that you already read the book to the students in previous lesson, so for this lesson plan, create an activity to illustrate social studies concept.

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[Insert your Name and Date] E327 Social Studies Methods/Family Lesson Plan 1. PLANNING Content Area Social Studies Title of Lesson Name your plan Grade level/age Choose from younger preschool, older preschool, K, 1, 2, or 3 (i.e. choose one grade level only) National Standards Write the acronym of the professional standards body, followed by the number and name of the relevant thematic standard e.g. NCSS4 Individual Development and Identity State Standards Choose either the Indiana Early Learning Foundations or the Indiana Academic Standards depending on the age of the students. Provide the correct: Foundation or Standard Title: e.g. SELF Topic/concept: e.g. Development of Self Standard number, indicator and description: (choose one standard only) e.g. SSF1.1 Build awareness, respect, and acceptance for differences in people and acknowledge connections Learning Objective (Purpose) What will the students know and be able to do as a result of this lesson? Audience & Other Adult Involvement Who will be taught the lesson? e.g. small group, whole class Who and how will anyone else be involved? e.g. teacher’s assistant, parent/caregiver Relating the Learning to Students Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning? Environment and Materials How will you set the stage for the children? Where will you set up? What materials are needed? Include a list of ALL student and teacher materials: visual aids, props, children’s literature, technology, worksheets, graphic organizers, textbooks, games etc. Connectedness to the text and to the standards How will you ensure the lesson has clear and meaningful connection to the children’s literature while supporting social studies learning goals? Content Vocabulary with age appropriate definitions List any potential new words that will need additional instruction in order to strengthen student understanding and provide child friendly definitions Sources used Use APA format. Include the children’s literature book and any other written materials – also the NCSS Standards, and Indiana Foundations (birth to 5 years) or the Indiana Academic Standards (K and older). 1 [Insert your Name and Date] E327 Social Studies Methods/Family 2. DELIVERY AND ASSESSMENT OF THE LESSON Anticipatory set: Activating prior knowledge Hook or provocation Statement of Learning Objective Sequence of Experiences How will you activate students’ prior knowledge and/or begin to engage or provoke learning for the students? • For example, this might be the first time the students’ have encountered this topic. How will you ascertain what they already know and understand and link it to their real world experience? Alternatively, this could be the 3rd lesson, in a series of five, in which case how will you draw upon what they already know and understand and link it to the new learning objectives? • How will you use a hook or provocation? Do not start with “I will ask them if they know what _____ is!” A provocation could be a welldesigned, open-ended question; or showing an image related to the lesson content to spark curiosity; or providing a unique grouping of objects and materials that are artfully displayed to pique students’ interest Statement of Learning Objective State the age appropriate, child friendly language you will use to tell the students the learning objective of the lesson and why it is relevant to the real world e.g. “Today you will learn how to … because …” List in order what you are going to SAY and DO, describing each step of the lesson. Use bullets, numbers or spaces between each step as demonstrated below. Include the four essential components (in bold typeface below): INPUT – include creative, engaging activities, investigations and materials to develop children’s understanding of content. Describe each activity and how the students will gain the knowledge or skill, as developmentally appropriate (e.g. story, video, picture, song, worksheet, game, use of technology etc.) MODELING – demonstrate or show the students examples of the expected behaviors related to the end product of their work CHECKS FOR UNDERSTANDING – describe how the students will show/indicate understanding of the concept/skill before it is practiced QUESTIONING STRATEGIES - include well-designed, open-ended questions. Use a couple of TALK MOVES to develop critical thinking. TALK MOVES include: • MOLDELING WITH THINK ALOUD: Demonstrate your own thinking “I thought, I noticed, I wonder what Aimee (another child) thinks about this. Ask her.” • ASSESSING ACCURACY: “Let’s go to the book and find out!” “Or 2 [Insert your Name and Date] E327 Social Studies Methods/Family How could we find that out?” “Candice, can you tell Marque what you found out and told me? End • ASKING FOR EVIDENCE: “How do you know?” “Why?” “Adriana, could you ask Mason how he knew that he had the right answer?” • PROBING: “Tell me more!” “What might happen if…” “Kailua, ask Timothy if he has another idea.” • CHALLENGING IDEAS: “Can you think of a way…” or “Patricia, can you ask Zinia if she can think of another way… ““What else could you…” How will you close the experience and help the children transition to the next activity? You will not close your experience by saying, “I will thank my students and tell them they did a good job.” Or “Did you like this?” Instead, you will close your experience with something that is meaningful and supports the relevant concepts. For instance, in an ELA lesson if you close a book reading session with a rhyming book, you might pick some of the rhyming words and say, “To send you off to choice time, I’m going to say a word from our book and you are going to rhyme it and then tell me where you will begin to play.” Delete the descriptions in the right column and insert your own information instead. 3
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Explanation & Answer

Attached.

[Insert your Name and Date]

E327 Social Studies Methods/Family
Lesson Plan

1. PLANNING
Content Area

Social Studies

Title of Lesson

Plants we eat

Grade level/age

Older preschool

National Standards

National Council of Social Studies: production, distribution, and
consumption (NCSS-7)

State Standards

SSF1.1 Build awareness, respect, and acceptance for differences in
people and acknowledge connections.

Learning Objective
(Purpose)

The students will recognize a variety of fruits and vegetables and how
they are grown and harvested.
The students will gain more information and abilities to choose a diet
that underpins good health.
The students will understand the role of famers in the community.

Audience & Other
Adult Involvement

The whole class will be taught the lesson during the table time plan.
The teachers, teacher’s assistant, and parent will help the students in
both formal and informal way of learning.

Relating the
Learning to
Students

The students will be able to grow fruits and vegetables in real world for
consumption or generating income.

Environment and
Materials

First, I will start the lesson at the class. I will read the book to the
students at the end of class. I will show them a video for growing
vegetables and fruits and harvesting from the farm. Introduce materials
for practical lesson such as vegetables, chopping boards child-safe
knives, cooking pot, Mixing Spoon, water for the soup, Salt, small
bowls, spoons, Chart paper, and marker pens. Make visual step by
step instructions on the chart paper for the students to follow during
the practical.

Connectedness to
the text and to the
standards

I will help the students to memorize the important information and
words in the book and ask them open ended questions relating to the
topics I want them to learn such as
• How important are the farmers in the society?
• What did we learn from growing vegetables?

Content Vocabulary
with age appropriate
definitions

Vegetables, Plant, Farming.

Sources used

1

[Insert your Name and Date]

E327 Social Studies Methods/Family

Ehlert, L. (2004). Growing vegetable soup. Houghton Mifflin Harcourt.
Indiana Early Learning Foundations (2015, August 12). The
Foundations: Complete Document. Re...


Anonymous
Excellent! Definitely coming back for more study materials.

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