SETON HILL UNIVERSITY
Lesson Plan Template
TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
DETAILS
Cassie Szmyd
Social Studies
3rd Grade
March 23, 2016- 55 minutes
Essential
Questions
PA/Common
Core/Standards
Maps are used to interpret and learn about different
places.
The United States of America is separated into five (5)
regions.
Each state has one (1) important city, known as the
states capital.
Why are maps important?
What are the 5 regions of the United States of America?
What are the 50 states and capitals?
7.1.4.A. Describe how common geographic tools are
used to organize and interpret information about
people, places, and environment.
7.1.4.B. Describe and locate places and regions as
defined by physical and human features.
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
Level 2 of DOK
Formative:
Students will be questioned as they complete main
activity.
Students will be observed as they complete the
hook/lead, the main activity, and the review.
Summative:
Students will be tested at end of states and capitals
lesson(s).
Students will be tested at the end of the unit.
Creativity and innovation
Communication and collaboration
Use of iPad to play educational games on website
ISTE Standards
for Students
Framework for
In groups, students will be able to classify and graph
the 50 states into their correct region 5 out of 5 times.
In groups, students will determine the capital of each
state 1 out of 1 times.
CK
21st Century
Learning
Accommodation
s, Modifications
http://www.learninggamesforkids.com/us-stategames/all-states/map-the-50-states-2.html
Use of technology to play video
https://www.youtube.com/watch?v=_E2CNZIlVIg
Collaborative group work
Use Systems Thinking
Access and Evaluate Information
Analyze Media
Emotional/Behavioral:
Personalized goals and strategies
Seating near teacher/friend
Placed in group with people the student works well with
Behavior contract/chart
Cue word/action so student knows he or she is
behaving inappropriately.
Learning Disability
Autism
Other Health Impairments
*Listed below in the lesson plan
SUPERVISING
TEACHERS
SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step
Procedures
RATIONALE for
the Learning
Plan
Introduction
CK
Activating Prior Knowledge
Students will be questioned and review the 5 regions of
the United States using big map on board.
Where is
If I was looking for ______, where would it be?
Students with complex instructional needs will receive
their own map of the United States to look at while being
questioned at the start of the lesson.
Hook/Lead-In/Anticipatory Set
https://www.youtube.com/watch?v=_E2CNZIlVIg
Watch the video (start at :28, end at 3:51)
Student will be assigned 2-3 states and capitals to write
down throughout the video; must have the state, capital,
and picture that was drawn.
At the end of the video, students will be called upon to
review the states and capitals. (The teacher will keep
the paused picture of all of the states and capitals at the
end of the video up on the board to remain as a visual).
The students in my classroom that have a hard time
Explicit
Instructions
following directions (Tommy, Aiden, and Emily) will be
assigned to pick 1 state and capital to write down
instead of 3. The students that have a hard time paying
attention and completing work (Andrew, Tommy, and
Nathan) would personally watch the video on an iPad
and choose 1 state and capital to write down instead of
3.
Big Idea Statement
Maps are used to interpret and learn about different
places.
The United States of America is separated into five (5)
regions.
Each state has one (1) important city, known as the
states capital.
(Students will read these aloud as a class)
Essential Questions Statement
Why are maps important?
What are the 5 regions of the United States of America?
What are the 50 states and capitals?
(Students will read these aloud as a class)
Objective Statement
In groups, students will be able to classify and graph the
50 states into their correct region 5 out of 5 times.
In groups, students will determine the capital of each
state 1 out of 1 times.
Lesson
Procedure
Transition
Students will move from their desks into groups of 6
assigned by the teacher by pulling popsicle sticks. The
groups will move around the room to each station.
Key Vocabulary
Regions- how the United States is separated
States- certain parts of the United States of America
Capitals- the most important city in every state
PreAssessment of Students
Activating prior knowledge & Hook/Lead in
Modeling of the Concept
Once the students watch the video and we review the
states and capitals, they will listen for the rules about
the stations. At each of the 6 stations, which will
represent the 5 regions of the United States and one
technology station, there will be a bigger map on the
desk and the students have to fill out their worksheet.
The students with complex instructional needs will be
split up into groups with peers that set a good example
and with peers that each student works well with.
The instructions for the assignment will be more detailed
to help each student focus on the assignment and the
worksheet will be adapted to each students needs,
possibly consisting of less problems to complete if need
be.
The first station will consist of the states in the West
region of the United States. The students will work
together as a team to remember the states and capitals
in this region.
The second station will consist of the states in the
Midwest region. The students will be given the states
and have to write the capital that matches it.
The third station will consist of the states in the
Southwest region. The students will be given the
capitals and have to write the state that matches it.
The fourth station will consist of the states in the
Southeast region. The students will be given options in
each state and they will have to pick the correct state
and capital.
The fifth station will consist of the states in the
Northeast region. The students will be given a mix of
the states and capitals and they will have to write
whatever part is missing.
The sixth station is the iPad station. The students will
play an educational game on the iPad, at this website
http://www.learninggamesforkids.com/us-stategames/all-states/map-the-50-states-2.html that deals
with the states and capitals of the Unites States.
Each group will stay at each station for 5 minutes.
If Cody has trouble with raising his hand, he will ask a
friend for help in the group. If he is still having trouble
with raising his hand, he will refer to his folder story that
is located on his desk to help him appropriately raise his
hand.
If Cody, Emily, and Shannon start to curse/cry at any
time during the group work, they will be allowed to use
the Cool Down Cubes that are in the class. The Cool
Down Cubes will help them settle down and eventually
return to their work.
If Nathan and Tommy refuse and stop completing their
work, then I will say the cue word so they know that they
behaving inappropriately. If the inappropriate behavior
continues, then they will receive a warning. If it still
continues, then a consequence will be implemented.
Guiding the Practice
The students will work with their groups to complete this
activity. The students will listen closely to all of the
directions about each station before being separated
into groups. Once the students are separated using
popsicle sticks, I will walk around with my timer to make
sure the students are staying on task and working
together and answer any questions that are asked.
Once the students complete every station and the
worksheet is complete, they will turn it in for a grade.
The students will remain in their groups to review.
Providing the Independent Practice
The video at the beginning of the lesson
Homework
Transition
Station to station until each student completed each.
At the end, the students will be assigned a spot in the
room to complete the review of the learning.
Reading
Elmo
Materials
Projector
Technology
SmartBoard
Equipment
Computer
Supplies
YouTube video
Notebook paper
Pencil
Popsicle sticks
Bigger maps of blank states on each table
Piece that go at each station
Worksheet
iPads
Whiteboards
Dry erase marker
Copy of Train of States
Homework worksheet
Evaluation of
Formal Evaluation
the
Worksheet completed during the activity
Learning/Master
Homework
y of the
Informal Evaluation
Concept
Notes taken during the movie
Summary of the learning
Closure
Summary & Review of the Learning
Students will remain split up into groups of five. They
will be provided with white boards and dry erase
markers. Students will listen as the teacher says the
state, a capitol, or both the state of capital. If the
groups of students hear a state, they must write down
its capital. If the groups of students hear a capital, they
must write down the state. If the groups of students
hear the state and capital, they must write down what
region of the United States it is located in.
Play for 10 minutes-winners get a prize.
Each student will have a chance to answer a question
during the review using the white board to keep it fair to
the whole class. If Cody, Emily, Shannon, or Andrew
start to become active or curse/cry during the wrap up
Teacher
Self-reflection
activity, I will talk to the student individually to calm
them down. If it were to happen a second time, the
student(s) will be provided with the Cool Down Cubes.
Homework/Assignments
Read Train of States
Students will complete worksheet that goes along with
book. Students will have to write each state and capital
in correct spot and then give one extra fact about each
state from the book.
Check for correctness the next day.
