SETON HILL UNIVERSITY

Lesson Plan 1
TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
ISTE Standards
for Students
Framework for
21st Century

DETAILS
Miss Sydney Geyer
Social Studies
Fourth Grade
Tuesday, February 2, 2016
The Midwests economy starts with the land. The land
provides energy sources, such as coal, oil and natural
gas, as well as metals, such as iron and copper.

What is the Midwests economy like?

What are the natural resources in the Midwest?
How does the geography of the Midwest affect the
economy of the Midwest?

6.1.4.B.
Recognize the difference between basic needs and
wants.
Explain the role of producers in making goods and
providing services.
6.2.4.G.
Explain the three basic questions all economic systems
must answer. What to produce? How? For whom?
6.4.4.A.
List and explain factors that promote specialization and
division of labor.
6.5.4.B.
Identify the requirements for different careers and
occupations.
Identify natural recourses found in the Midwest.
Show the importance of iron to the economy of the
Midwest.
Identify important Midwestern farm products.
Describe how the Midwestern economy has changed
over time.

Formative Assessment: students actively participate in

large group discussion

Critical thinking, problem solving and decision making.

CK

Learning
Accommodation
s, Modifications

Student with vision impairment uses large text

workbook and textbook.
Multi-level questions are asked during large group text
discussion and I am conscientious of who I call on to
answer providing adequate challenge for the various
levels of learners.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-byStep Procedures

RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Large group discussion renaming all of the states in the
Midwest region and readdressing the geography that we
learned in Lesson 1: Geography of the Midwest
Hook/Lead-In/Anticipatory Set
Large group discussion on the Midwest and singing of
the Midwest States song

Explicit
Instructions

Big Idea Statement

The Midwests economy starts with the land, The land
provides energy sources, such as coal, oil and natural
gas, as well as metals, such as iron and copper.
Essential Questions Statement
What is the Midwests economy like?
What are the natural resources in the Midwest?
How does the geography of the Midwest affect the
economy of the Midwest?
Objective Statement
Identify natural recourses found in the Midwest.
Show the importance of iron to the economy of the
Midwest.
Identify important Midwestern farm products.
Describe how the Midwestern economy has changed
over time.
Transition


Key

Lesson
Procedure

Use of a timer to move throughout the lesson

Vocabulary
Iron
Ore
Open-Pit Mining
Agribusiness
Mass Production
Assembly Line

PreAssessment of Students
Question and answering (probing) of the previous lesson
(Midwest Geography) as Midwest Economy will build
upon this content.
Modeling of the Concept
Reading from the text to understand the content of
Midwest economy
Guiding the Practice
Asking probing questions to allow students to analyze
the text and think deeper about the content.
Providing the Independent Practice
Students are giving probing questions to think
independently about the text.
Transition
Use of a timer to move throughout the lesson

Reading
Our Country and Its Regions textbook
Materials
Technology
Equipment
Supplies
Evaluation of
Formal Evaluation
the
Formal evaluation on this lesson will be administered on
Learning/Master
Friday
y of the
Concept
Informal Evaluation
Observation for active student participation during large
group text discussion
Closure

Summary & Review of the Learning

Debrief text content with verbal student summaries.
Homework/Assignments


Teacher
Self-reflection

Completion of 2 pages front and back in text-aligned

weekly packet.