Intern Name: David Rhea

Lesson Title (Subject/Topic): Atomic Bomb notes

Grade: 7th
Length of Lesson: 15-20 mins
Date Taught: April 14th
LESSON PLAN TEMPLATE
In this lesson…
Students will take notes coming from a set of Smart Notes on the Atomic Bomb
and how it affected life in Japan. The notes will also cover how the Atomic
Overview Bomb was created by the “Manhattan Project”.

USII.7 The student will demonstrate knowledge of the major causes and effects
of American involvement in World War II by
a) identifying the causes and events that led to American involvement
Standards of in the war, including the attack on Pearl Harbor;
Learning b) locating and describing the major events and turning points of the
war in Europe and the Pacific;
c) describing the impact of the war on the home front.

Essential Questions How was life affected in Japan by the Atomic Bomb?

Students will be able to…

Identify the effects of the Atomic Bomb on Life in Japan.
Objectives Describe the time and efforts on how the Atomic Bomb was created.

I Can Identify the effect of the Atomic Bomb in Japan and Describe how it
Learning Target was created.

Necessary Prior The reason for the US dropping the Atomic Bomb and the Pacific Theater
that the US was involved in.
Knowledge
Materials Smart Board
Notes

Introduction/Hook Intro question reflecting to the lesson from the day before.

Instructional 1. The teacher will present the students with a warm up question to prepare
for the main activity.
Activities & 2. After the question has been presented the teacher will move onto the
Strategies main activity and will go over the different notes on the page for
students to copy down
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 3. The teacher will go over the main points of the notes while referring to
different examples to help the kids make connects and use a deep-
thinking process to process the knowledge better.
4. Finally, the exit ticket will be presented to the kids to wrap up the lesson
from the day.

Atomic Bomb
Key Vocabulary or Manhattan Project
Concepts The Scientist names behind the Creation of the Bomb
Assessments Exit Ticket

Exit Ticket wrapping up on how the Atomic Bomb affecting people’s way of
Closure Activity life in Japan.

Accommodations None

Resources Notes Page below

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 The Atomic Bomb
- in ______________ the U.S. government began a classified research project

______________________ pro ject

- the goal of the project was to develop the _____________________ bo mb

- physicist J. Robert _______________________ wa s put in charge of the labora

______________________ , New Mexico where the bomb was being developed

- the bomb was completed and tested in ___________________

- after President Harry S ___________________ o ffered Japan a final chance to

atomic bomb was dropped on the city of __________________________

- Japan still refused to surrender and two days later a second bomb was drop

city of ______________________________

- Japan formally surrendered September _________________

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name: David Rhea
Lesson Title (Subecjt/Topc): Atomic Bomb Notes
Date of Lesson Taught: April 14th
Cooperating Teacher & School Mrs. Dobbs VB Middle
Grade: 7th
Time of Day: Noon

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

I talked to Mrs. Dobbs and she provided me with the notes to teach the class. We prepared for this note taking
activity for like a day.

2. How did the SOLs and Objectives help focus your instruction?

I had to set my focus on what the SOL needed me to do as it was all about the end of the war and how the
Atomic Bomb worked.

3. What parts of the instructional plan worked as you anticipated?

I was already comfortable in my setting with doing an activity in front of the class so being able to pull up the
activity on the smart documents page it was very easy to communicate it with the kids.

4. What, if any, adjustments needed to be made once you began?

No adjustments had to be made as the activity went as planned.

5. How well did you anticipate the materials needed?

Very well because ill I had to get together was the smart document and then talk to the kids about it.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

Effective because it kept the kids engaged and I would keep questioning them to know how engaged they
actually were.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of the
lesson? (Hint: Student learning is the key to a lesson’s success!)

It was a success because the kids knew what they were talking about even after the lesson was over.

8. How did the time spent preparing for your lesson contribute to it’s success?

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 I spent some time getting the lesson together but overall didn’t take that long but I was able to successfully
teach it.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

Nothing everything went as planned and was very good for that environment in the classroom.

10. Any last comments/reflections about your lesson?

Nada
Lesson Plan Assignment: Grade Sheet
Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives
(10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
● Written (typed) Lesson Plan: _____/50
[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)