Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model
Name: Candice Seawright

Date: September 22, 2014

PART I: PLANNING
The Columbian Exchange
Title of Lesson
This lesson was an original idea with suggestions from Ms.
Gloster.
Source
Social Studies
Subject Area (s)
4th Grade
Grade Level
RL.4.2-1 Summarize the cause and effect relationships of the
Columbian Exchange.

Curriculum Standards

Description and
Background Information

To begin this lesson, the teacher will get students interested in The
Columbian Exchange by presenting students with four animated
pictures on a PowerPoint slide. The slide will be titled, What if
there were no One by one, pictures of a hamburger, cup with
coffee in it, a bag of sugar and a piece of bacon will appear on the
screen. All students will participate in a classroom discussion
about what how they would feel if the world did not have these
particular foods. Students will take turns sharing their answer to
this question. Teacher will then tell students that because of the
Columbian Exchange, we are now able to enjoy these items that
they see. Next, the teacher will find out what students already
know about the Columbian Exchange through a series of questions
and class discussion. Teacher will ask students questions such as,
What does the word exchange mean? A second question the
teacher will ask students is, What explorer do you believe the
Columbian Exchange is name after? A third question the teacher
will ask students is, Based on what I (the teacher) have told you
about the items presented (pictures on Smart board), what do you
think the Columbian Exchange is all about? The fourth question
is, What do you think happened during the Columbian
Exchange? Every student will have an opportunity to tell the
teacher what he or she know or give an idea to what they believe
the answer is to the questions presented. Teacher will write down

all answers students give on anchor chart paper. This for other
students in the classroom to see what a student has suggested.
Following this, students will view a PowerPoint presentation on
The Columbian Exchange with a primary focus on the people of
the New World and the Old World. Teacher will show students
various pictures of how the people of the New World and the Old
World dressed, lived and what the Europeans and Natives believed
in. Teacher and students will look at these various pictures, side
by side, and compare and contrast the Native Americans (who
lived in the New World) and the Europeans (who lived in the Old
World). While this activity is going on, students will complete a
Venn Diagram worksheet that has been given to them by the
teacher. Teacher will model how to write and what to write in the
Venn Diagram on a projected copy of the Venn Diagram
worksheet. (This will be projected on the Smart Board). One side
of the Venn Diagram will be labeled: The New World and the
other side will be labeled: The Old World. Teacher and students
will first look at the projected picture, think about the differences
and similarities seen in the photographs, then go to the Venn
Diagram worksheet and write/ record all students responses under
the correct section. Teacher will fill in any missing information to
the projected Venn Diagram worksheet for students to transfer
onto their papers. Students are able to complete their worksheet
with the help of the teacher modeling what is to be written down
on the Smart board. Teacher and students will continue this
process until all of the pictures have been viewed and all
information have been written down. Teacher will circulate the
classroom to make sure each student is writing down the
correction information. Once this activity is completed, students
will complete an independent practice activity that focuses on the
New World and the Old World. This activity is called the Think
About It Activity. Students will be presented with a PowerPoint
slide that asks them two questions. These two questions are: 1.
How different do you think life was in the New World before
Christopher Columbus discovered it? Discuss different ways. 2.
How different do you think life was in the Old World before
Christopher Columbus took his voyage? Discuss different ways.
Students will be given about 10 minutes to write what they believe
the answer is on the note card that was given to them. Students are
to make sure they write in complete sentences as well. Once
allotted time is up, teacher will ask each student to go to the front
of the classroom and share their answers with their peers. Once
teacher has checked for understanding, teacher will conclude the
lesson by asking students to put away their Social Studies
notebooks and all other notes they may have in the open. Teacher
will go through a quick review with students about what they have

learned that day about the Columbian Exchange. Students are to

answer review questions in their own words. Teacher will ask
students questions such as:
1. What is the Columbian Exchange?
2. What continents were involved in the Columbian
Exchange?
3. What does the word exchange mean?
4. Who is the explorer that the Columbian Exchanged is
named after?
5. What are some differences we have seen today between the
Native Americans and the Europeans?
Teacher will fill in any missing information that students may
miss during closure review. Once review has been completed,
students will complete an exit slip for that specific day and lesson.
Students are to write at least three complete sentences on either
what they learned today in social studies or what they found
interesting during the social studies lesson. Once finished, students
are to raise their hand and wait for teacher to come and check their
exit slip before dismissing.

Lesson Objectives

Varying Objectives for

Individuals Needs

1. Students should be able to identify resources, goods,

diseases, and ideas that were exchanged between the New
World and Old World as part of the Columbian Exchange.
2. Students should be able to explain the impact the
Columbian Exchange had on both the New World and Old
World.
Teacher will vary objectives for students by checking for
understanding and preparing to foster to all learning styles, and
accommodate diverse students needs. Teacher will allow students
to discuss and ask questions about any parts of the lesson they
may not understand. If teacher notices that a student has already
mastered the concept, he or she will be able to move onward to
other assigned work or they will be assigned to help another
student or students who may not have mastered the concept as
quickly. These students will work in pairs or groups to complete
the assignment. If there are ESOL students in my classroom,
teacher will pair him or her with another student in the classroom
as a buddy who has mastered the concept and/or speaks that
specific students native language. This will help the student at
hand with instruction greatly. Between the classmate, and myself
we will help this student with one-on-one guidance to understand
the lesson content. If there are resource students or students with
learning disabilities in my classroom, teacher will ask for the
assistance of a resource teacher to help work with the student(s)

Statement of Purpose

Materials and Resources

one on one or with a group to help student(s) complete the

assignment. Teacher will also ask the resource teacher of
strategies that help the student(s) with completing assigned work.
Also, if there students who may need their worksheets or
classwork read orally to them, teacher and student(s) will move to
a separate table and read aloud the work that needs to be
completed, while the other students are finishing their work as
well. To foster to the different learning styles, teacher will vary
teaching strategies. If there are visual learners in the classroom,
teacher will include in lesson different pictures, charts, handouts
and displays to ensure that my students understand the content. A
whiteboard and Smartboard is very essential in a classroom for
visual learners. For auditory learners, the teacher knows that these
students prefer to be given information through listening. This
tells the teacher that he or she will need to engage in conversation
with these students about the subject matter whether it be one-onone or with a group. Auditory learners also prefer to have material
read aloud to them or lectured to them. Teacher will incorporate
direct instruction as well as lectures into the lesson to help these
students. To help Kinesthetic or Tactile learners, teacher knows
that these students prefer to have hands-on experiences. To assist
these particular students, teacher will incorporate experiments and
hands-on activities for them to complete. If there are exceptional
learners in the classroom, teacher will pair them up with another
student who may not understand the content as well. If teacher is
working one on one with these students already, the exceptional
learner(s) will be able to move forward with the assigned work
until teacher continues instruction.
The purpose of this lesson is to help students understand how
different continents began to connect with one another. Today, we
see a vast majority of people traveling abroad from one continent
to another every day. Students need to know had it not been for
various explorers actually exploring the world, we (everyone)
would not know a lot of about the other people, resources, ideas,
technology that exist today. The meats, fruits and vegetables that
students eat today, would not exist in North America if it were not
for Christopher Columbus bringing goods from Europe to the
Americas. Students will see how that Columbian Exchange really
impacted the way they live, think and eat today. If the students do
not understand the Columbian Exchange, they may not fully grasp
the world we live in today.
1. PowerPoint: This is to be used by the teacher and for the
students. While teacher is presenting the PowerPoint, students will
be writing in their Social Studies notebook all the information that
is given. This PowerPoint includes information about the
Columbian Exchange.

Anticipatory Set

2. Student Social Studies Notebook: While students are being

presented with the PowerPoint on the Columbian Exchange, they
will write all notes that teacher will tell them to write for future
notes. Students will also record their prediction activity in their
social studies notebook.
3. Notecards: Notecards will be used to complete the Independent
Activity students will be assigned. Students will receive one
notecard from the teacher. On this notecard, students will
complete their Think About It Activity (Independent Activity).
Once students have completed the Think About It Activity, they
will share with the class what they have written down and place
the notecard on the Anchor chart paper.
4. Anchor Chart Paper: The anchor chart paper will be provided
by the teacher. This will placed in the front of the classroom. Once
students have read their Think About It Activity, students will
place their notecard on the anchor chart paper.
5. Venn Diagram Worksheet: Teacher and students will
complete this worksheet together during PowerPoint presentation.
Students are to compare and contrast the Native Americans and
the Europeans.
To get students interested in The Columbian Exchange, teacher
will present students with four animated pictures on a PowerPoint
slide. The slide will be titled, What if there were no One by
one, pictures of a hamburger, cup with coffee in it, a bag of sugar
and a piece of bacon will appear on the screen. All students will
participate in a classroom discussion about what how they would
feel if the world did not have these particular foods. Students will
take turns sharing their answer to this question. Teacher will then
tell students that because of the Columbian Exchange, we are now
able to enjoy these items that they see.

Part II: IMPLEMENTATION

Pre-assessment

Teacher will find out what students already know about the
Columbian Exchange through a series of questions and class
discussion. Teacher will ask students questions such as:
1. What does the word exchange mean?
2. What explorer do you believe the Columbian Exchange is
name after?
3. Based on what I (the teacher have told you about the items
presented (pictures on Smart board), what do you think the
Columbian Exchange is all about?
4. What do you think happened during the Columbian
Exchange?
Every student will have an opportunity to tell the teacher what he

Teacher Modeling or
Demonstration

Guided Practice

or she know or give an idea to what they believe the answer is to

the questions presented. Teacher will write down all answers
students give on anchor chart paper. This for other students in the
classroom to see what a student has suggested.
Students will view a PowerPoint presentation on The Columbian
Exchange with a primary focus on the people of the New World
and the Old World. Teacher will show students various pictures of
how the people of the New World and the Old World dressed,
lived and what the Europeans and Natives believed in. Teacher and
students will look at these various pictures, side by side, and
compare and contrast the Native Americans (who lived in the New
World) and the Europeans (who lived in the Old World). While
this activity is going on, students will complete a Venn Diagram
worksheet that has been given to them by the teacher. Teacher will
model how to write and what to write in the Venn Diagram on a
projected copy of the Venn Diagram worksheet. (This will be
projected on the Smart Board). One side of the Venn Diagram will
be labeled: The New World and the other side will be labeled: The
Old World. Teacher and students will first look at the projected
picture, think about the differences and similarities seen in the
photographs, then go to the Venn Diagram worksheet and write/
record all students responses under the correct section. Teacher
will fill in any missing information to the projected Venn Diagram
worksheet for students to transfer onto their papers. Students are
able to complete their worksheet with the help of the teacher
modeling what is to be written down on the Smart board. Teacher
and students will continue this process until all of the pictures have
been viewed and all information have been written down. Teacher
will circulate the classroom to make sure each student is writing
down the correction information.
Students will complete a Venn Diagram guided practice activity.
This activity will be done with the help of the teacher. Students
will look at several pictures of the people who lived in the New
World and the Old World during the 1400s. Students are to pay
close attention to the way the people of the two worlds (different
continents) dressed, live and what they believed in (religion).
Teacher will tell students to take a few moments to look at the
various pictures (pictures will be side by side) and look for
similarities and differences. Once time is up, teacher will call on
students to discuss what they see in the pictures with the class and
the teacher. Teacher will have a projected Venn Diagram
worksheet on the Smart board for students to follow along and see
exactly what they are to be writing down on their own worksheet.
Students will complete this activity until all photographs have been
shown and Venn Diagram is complete. Once activity has been
completed, students will have a moment to reflect on what they

Check for
Understanding

Independent Practice

have written down. This will help them better understand the
differences and similarities both the New World and the Old
World had. Teacher will have a classroom discussion about all that
was written once students have had a chance to reflect.
To check for understanding for this unit, teacher will use various
strategies. One strategy will be a defining vocabulary strategy.
This is just to make sure that students have a better understanding
of all familiar and unfamiliar vocabulary given throughout the
instruction. Teacher will first present student with the vocabulary
word as well as the definition. Next, teacher will ask students to
give the definition in their own words. Therefore, teacher can see
if students understand the vocabulary accurately. This will be done
during and after PowerPoint presentation. Another strategy teacher
will use to check for understanding is the thumbs up/thumbs down
strategy. Students will be asked after every slide on the
PowerPoint, if they understand what the content is to put their
thumb up, if they do not understand to put their thumbs down and
if they almost understand to place their thumb to the side. Those
who have placed their thumbs to the side and down will be called
on to say what they do not understand and teacher will explain in a
way that the student can understand. This strategy will help the
teacher not only see who does and does not understand content but
slowing and breaking down the content for the students who do not
understand what they are being taught. A third strategy teacher
will use will be a debriefing strategy. Immediately after doing the
Venn Diagram activity, students will reflect on what they have just
written on their worksheet. This will help students better
understand the two worlds and their lifestyles. Teacher can check
for understanding by asking questions about the activity. Each
student will have a chance to answer guided questions to ensure
understanding. During the instruction, teacher will make sure to
ask questions during lecture to make sure each student is paying
attention and understanding content. Teacher will constantly walk
around and monitor the class while they are working, as well as
assisting any student who is in need of help.
Students will complete an independent practice activity that
focuses on the New World and the Old World. This activity is
called the Think About It Activity. Students will be presented
with a PowerPoint slide that asks them two questions. These two
questions are: 1. How different do you think life was in the New
World before Christopher Columbus discovered it? Discuss
different ways. 2. How different do you think life was in the Old
World before Christopher Columbus took his voyage? Discuss
different ways. Students will be given about 10 minutes to write
what they believe the answer is on the notecard that was given to
them. Students are to make sure they write in complete sentences

as well. Once allotted time is up, teacher will ask each student to
go to the front of the classroom and share their answers with their
peers.

Closure

Assessment
(Give a description and
attach to lesson plan)

Extension Activity

Teacher will conclude the lesson by asking students to put away

their Social Studies notebooks and all other notes they may have in
the open. Teacher will go through a quick review with students
about what they have learned that day about the Columbian
Exchange. Students are to answer review questions in their own
words. Teacher will ask students questions such as:
6. What is the Columbian Exchange?
7. What continents were involved in the Columbian
Exchange?
8. What does the word exchange mean?
9. Who is the explorer that the Columbian Exchanged is
named after?
10. What are some differences we have seen today between the
Native Americans and the Europeans?
Teacher will fill in any missing information that students may miss
during closure review. Once review has been completed, students
will complete an exit slip for that specific day and lesson. Students
are to write at least three complete sentences on either what they
learned today in social studies or what they found interesting
during the social studies lesson. Once finished, students are to
raise their hand and wait for teacher to come and check their exit
slip before dismissing.
The assessment for this lesson will be given to students on The
Columbian Exchange and the Explorers unit. (The Explorers unit
was taught to the class by Mrs. Gloster). Students will have a total
of fifteen questions to answer in three separate parts. Part A asks
the students to match the name of the explorer who explored the
country given and gained land for. Part B is multiple choice
questions. Students are to circle the answer to the question given.
Part 3 is a constructed response question. Students are to write a
paragraph in complete sentences to receive full credit.
Students extension activity will include a homework assignment
that will ask students to write. The topic of the assignment is: In
the space provided below, write a paragraph (4-6 completed sentences)
about how you would feel if you were a Taino Indian living in the New
World and you met Christopher Columbus for the first time. What would
you say to him? How would feel? Make sure you write in complete
sentences. Underneath, illustrate what you have written above for a
visual aspect. Have fun!

Students will write complete this homework assignment on a

worksheet that will be provided to them before dismissing class.

Technology

Connection Across the

Curriculum

Students are to bring this worksheet in with them tomorrow to

share with their peers what they have written. Homework
assignments are graded based on completion.
The Smart board, Computer and the PowerPoint Application are
the only two forms of technology used in this lesson. Students will
be able to follow through with the lesson as it is projected from the
computer to the Smart board. This will give the students a visual
aspect during instruction. PowerPoint will be used to present the
lesson and show students vocabulary, photographs and various
activities that need to be completed. The computer is just to help
the PowerPoint transfer onto the Smart board.
The Arts: Students will have a chance to illustrate their extended
activity (homework). They are to draw what they have written on
the lines above to give a visual aspect of their writing. They are
allowed to be as creative as possible during this assignment.
Students will have the opportunity to share their writing and
illustration with the rest of their peers the following day.
Health: Students have a section in the lesson where they are to
create a T chart with one side being labeled Old World and the
other New World. Students will see variety of foods on the
PowerPoint slide one by one. Students are to use the T chart to
predict where the food originated, either the Old World or the New
World. While students are looking at each food item, teacher will
ask students if they believe that item is a Whoa Food (Food that
should be consumed less; high in sugar and fat) or a Go Food
(Healthy items; low in sugar and provides energy). Students and
teacher will do this for each item presented on PowerPoint.
Physical Education: Since students will be taking a good bit of
notes and sitting for a period of time, teacher will give students a
quick exercise break during the middle of the lesson. This will
include students stretching their arms and legs for ten seconds,
jogging in place for ten seconds as well, the last ten seconds of the
break, students will be able to walk around and the classroom to
wake up from the lesson. This quick exercise is to get students
blood pumping and students energy increased. Students have a
tendency to lose focus of instruction when in the same spot for too
long. This quick break will get students attention span a little long
for teacher to finish the instruction.

PART III: REFLECTION

Strengths

Weaknesses

Suggestions for
Improvement

While teaching, the strengths of this lesson was the PowerPoint that was
presented to the students. I added various transitions and animations
that would keep the students engaged and focused throughout the
lesson. I added many pictures to the PowerPoint for visual learners to
understand the content on each slide. The PowerPoint did work in my
favor with the students. Students were to compare and contrast the
different photographs of the Europeans and Native Americans. This
kept students engaged in the lesson as well as active. Another strength
of my lesson was the Think about it Activity. Students got a chance to
critically think about the lessons topic. Students also had the chance to
share their Think About It activity with their other classmates. I
believe this was good for other students to hear what ideas their
classmate came up with. Also, I made sure to maximize every minute of
the instruction period with this lesson by over planning. The students
were constantly working from the beginning of the period, to the end of
instruction. I showed a tremendous amount of excitement about the
lessons topic. I know that if the teacher is excited about the lesson, the
students will too. I maintained a smile on my face and kept an upbeat
attitude the entire instruction period. Another strength during my lesson
was the variety of questioning and checking for understanding
strategies that were used. I wanted to make sure that students actually
understood the content being taught. I pulled popsicle sticks with that
had the students name on them. This meant that students did not know
if they were going to get called to answer any guided question I had
asked. I also used the thumbs up or down strategy throughout the
lesson. Overall, I feel as though students enjoyed the lesson and learned
a great deal from the presentation.
My classroom management skills improved greatly from teaching the
week prior, however there is always room for improvement, especially
when classroom management comes into the picture. I found that there
was just a little bit of talking and side conversations going on when I
was teaching. Even though most of the conversations were in relations
with lesson, students were off focus. Ms. Gloster told me that when I
am direct teaching, they are to be listening to make sure they fully
understanding the content.
I will work on classroom management first and foremost because I
know that an environment without classroom management cannot
prosper. Students will understand that when I am teaching, they are to
be silent and listening to the lesson. There will be plenty of time to talk
and discuss the unit at some point during the lesson, however, to make
sure students pass the unit assessment they must stay focused and
engaged.

Name: ________________________________
Date: _________________________________

Part A: Match each explorer with the country they claimed land for. Write your answer on the line
below. Some countries will be used more than once. Good Luck!
___1. Christopher Columbus

A. France

___2. John Cabot

B. Netherlands

___3. Leif Eriksson

C. Spain

___4. Henry Hudson

D. England

___5. Ferdinand Magellan

___6. Robert LaSelle
___7. Hernando De Soto

Part B: Read each question below carefully. Circle the correct letter that responds to the question.
8. In what year did Christopher Columbus take a voyage to the New World?
A. 1454

B. 1562

C. 1492

D. 1600

9. The exchange of goods, ideas, religion and technology was called

A. The Columbian Exchange

B. The American Exchange C. The World Exchange D. The Colony Exchange

10. What continents made up the New World?

A. Europe and South America

B. North American and South America

C. Africa, Europe and Asia

11. Which disease was not exchanged between the Europeans and the Native Americans?
A. Measles

B. Smallpox

C. influenza

D. Diabetes

12. What group of people had a healthier diet?

A. The Europeans B. The Native Americans

C. Both Native Americans and Europeans

D. Neither

Part C: Imagine you are Christopher Columbus. What goods, resources, and ideas would you be most
excited about to take back with you? On the lines below, you are to write a paragraph (4-6 sentences)
answering the question above. Remember to write in COMPLETE sentences.

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