Samantha Pallitto

LESSON TOPIC: National Parks

A. What LEARNING OBJECTIVES/ MAIN IDEAS do students need to know (maximum of
3)?
SWBAT create a brochure of a National Park
SWBAT to include the location of the park, attractions, wildlife & plants in the park, and
different landforms.
B. What COMMON CORE skills will be introduced or reinforced during this lesson?
Locate information about local, state, and national communities using a variety of
traditional sources, electronic technologies, and direct observations.
C. What academic and content specific VOCABULARY is introduced in this lesson?
National Parks
D. What materials (e.g., ACTIVITY SHEET, MAP, SONG) will I present to students?
Example of National Park Brochure
Computers
Text Books/Encyclopedias
Brochure Fact Sheet
Construction Paper
Crayons
E. What activity, if any, will I use to settle students and establish a context (DO NOW)?
Students will begin the lesson by looking through a brochure of a National Park and
write down the different information they see that is given in the brochure.
F. How will I open the lesson (MOTIVATION) and capture student interest?
Start off by having students turn and talk about the different things they wrote down
after looking at the brochure.
Have a couple pairs share out the information they have written down.
Ask students if anyone has ever visited a National Park or has any prior knowledge
about National Parks. (have students discuss).
Today you are going to learn more about National Parks by researching and creating
your own brochures of a National Park. By creating a brochure you will be getting
people to want to come visit your National Park.
Before students create their own refer back to the example and point out that
brochures have a cover page, a map for the location, and different sections with
different facts.
G. What additional INDIVIDUAL/TEAM/FULL CLASS ACTIVITIES will I use to help
students discover what they need to learn (suggest three)? If these are group
activities, how will student groups be organized?

Students will work with a partner to research information on their National Park,
while researching, students will fill out a fact sheet about the location, wildlife &
plant life, attractions, and landforms of their national park.
Students will use their fact sheets to transfer information into a brochure made out
of construction paper. (Teacher will demonstrate how to fold construction paper
into brochure).
Students will add pictures and colors to each section of their brochure.

H. How will I DIFFERENTIATE INSTRUCTION with MULTIPLE ENTRY POINTS for diverse
learners?
Students can choose to color/draw their pictures for their brochures or cut and paste
pictures they find online.
Students can type their facts on the computer, print them out and glue them onto their
brochure.
Students are able to use a variety of different sources to find information on their
National Park
I. What H.O.T. (Higher Order Thinking) questions will I ask to engage students in
analysis and discussion?
Ask students why they think the information they found is important and useful for
people reading the brochures.
J. How will I ASSESS student mastery of the skills, content, and concepts taught in this
lesson?
I will assess by individually conferencing with pairs to make sure they have found all of
their facts before the brochures are being made. Brochures will also be collected and
graded.
K. How will I bring the lesson to CLOSURE (SUMMARY QUESTION)?
I will bring a lesson to a closure by asking the students what they have learned about
National Parks after doing research.
After discussion, students will hang their brochures around the room, and the class will
do a gallery walk to observe their classmates brochures.