Observe a minimum of two social studies lessons being taught in a 1st grade level setting. After observing the lessons, create four supplemental questions that are reflective of the content taught, id

Depth of Knowledge chart

http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf

Teaching Channel Website

https://www.teachingchannel.org/video/teaching-complex-concepts

Well-Written Learning Objectives in Social Studies

Learning objectives are statements that clearly state what you expect students will be able to do as a result of the learning experience you designed for them. They are written as observable performances that reflect internal knowledge and understanding. They do not merely state what a student will know; rather, they describe what a student will be able to do as a result of having learned and practiced the application of that knowledge. A poorly written learning objective:” Students will be able to understand why explorers and settlers came to North America. “A better learning objective:” Students will be able to describe why explorers and settlers came to North America. “Well-written learning objectives reflect worthwhile, life-long skills, rather than lesson activities. A poorly written learning objective:” Students will be able to draw a picture of three early American trade routes. A better learning objective:” Students will be able to describe and locate trade routes used in North America in the 1600’s.” Well-planned learning objectives reflect a variety of cognitive processes. Bloom’s Taxonomy and Webb’s Depth of Knowledge (DOK) Chart can assist with writing learning objectives that require different levels of thinking. For example, lesson objectives that only use verbs such as “list,” “state,” or “describe” are limiting. Such lesson objectives may be listed, but should then be followed by learning objectives that will require more in-depth thinking. A simple learning objective:” Students will be able to list the states that signed the U.S. Constitution. “The above learning objective could be followed by a more in-depth learning objective:” Students will be able to compare and contrast the motivation different states and their representatives had for signing the U.S. Constitution.”

https://www.stancoe.org/sites/default/files/instructional-support-services/resources/california-state-standards/CSS_descrip_social_studies.pdf