SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards

Objectives

DETAILS
Olivia Mills
Geography
4th
40 min
Pennsylvania has rural, suburban, and urban regions
within its boundaries.
What makes Pennsylvania different from other states?

Social Studies 7.2.4.A.: Identify the physical

characteristics of places and regions.

Language Arts CC.1.2.4.I: Integrate information from

two texts on the same topic to demonstrate
understanding of that topic.

Students will correctly identify 8/10 physical features on

a PA physical map in groups of 4.

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

SUPERVISING
TEACHERS
SIGNATURE

ISTE: Collaboration and Communication: Students will

be working together to complete a project that requires
all hands on deck participation.

Students with a tactile sensitivity will be provided with

gloves to handle the various materials. They will also
be given the option to wear goggles, if that makes
them feel more comfortable.

CK

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

CK
Activating Prior Knowledge
Students will read Woods Runner by Gary Paulsen.
Even though this is a fictional story, it talks about
a young boy journeying through the
Pennsylvanian forests. This will be a good
introduction to talking about the physical features
of Pennsylvania.
Hook/Lead-In/Anticipatory Set

Big Idea Statement

Essential Questions Statement

Pennsylvania has a very diverse landscape.
Objective Statement
Students will correctly identify 8/10 physical features on
a PA physical map in groups of 4.
Transition

Key Vocabulary
Mountain, lake, river, valley, plain
PreAssessment of Students

Modeling of the Concept

I will have a 3D map already premade to show students
but without labels so that they still have to do the
labeling themselves.
Guiding the Practice
Students will be given various materials such as a
piece of cardboard (to put their 3D map on),
spaghetti noodles, Styrofoam, string, paint,
confetti, and so on. Anything can be used to make
their maps. Students will be provided with a real
map that has the mountain ranges, rivers, bodies
of water, and other various landforms labeled by
name. Students must recreate the landforms in a
3D fashion on their piece of cardboard while
labeling what type of landform they are.
Providing the Independent Practice
Students will work in their groups independently from
me as they begin to create and label their landforms.
Transition


Adaptations/Accommodations for Students with Special
Needs
For someone with tactile sensitivity: Supply the student
with gloves and possibly chemistry goggles if the
student requested it for safety.
Evaluation of
Formal Evaluation
the
Students will be graded on their final project on the
Learning/Master
correctness
y of the
Informal Evaluation
Concept
Students will be evaluated for participation during their
work time in class.
Closure
Summary & Review of the Learning

Homework/Assignments

Reading
Various craft supplies to create their maps (random
Materials
items)
Technology
Woods Runner by Gary Paulsen
Equipment
Supplies
Teacher

Self-reflection