SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards
Objective

DETAILS
Michaela Bonnett
Geography
Third Grade
3/21/2016
People live all around the world and you live in just one
very small part of that world.

Where do you live on this world?

Standard Area - 7.1: Basic Geographic Literacy

Students will pinpoint where they live with 100%

accuracy, individually.

Students will be able to show the teacher what

continent, country, state, city, and street they live on,
by drawing it.

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

CK

Framework for 21st Century Learning:

Content Knowledge and 21st Century Themes: Students
will begin to understand geography, and that is just one
theme under this part.
Information, Media, and Technology Skills: The students
will be utilizing information using technology to find and
research the different pictures that they need.
Life and Career Skills: Students are required to use
responsibility, by doing this activity by themselves.
Emotional/behavioral disorder
This student will be paired up with another student who
exhibits good behavior, in hopes that the student can
model good behavior for the other to observe.
When walking around the room I will make sure to
spend a little extra time near the student to make sure
they are staying on task while being well behaved.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for

CK

the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

This is the very first time I am introducing geography to my

classroom so I have to make sure that they know that basics of
this concept.
Activating Prior Knowledge
I will ask the students if they know where they live,
prompting them to say the items that are in their home
address. (State, city, etc.)
Hook/Lead-In/Anticipatory Set
I would get the children familiar with the United States
first. This will help them to determine what state they
live in. I can do this by reading The 50 States: Explore
the U.S.A with 50 fact-filled maps! By: Gabrielle Balkan.
Big Idea Statement
People live all around the world and you live in just one
very small part of that world.
Essential Questions Statement
Where do you live on this world?
Objective Statement
Students will pinpoint where they live with 100%
accuracy, individually.
Transition
Students will be moving from the floor to the tables. I
will be showing the students the activity on the floor and
then we will be moving to the tables to do the activity.
When the students are done with the activity we will
move back to the floor to show each other our work and
to do the closing.
Key Vocabulary
United States, World, city, state, continent,
Pennsylvania, Greensburg, address
PreAssessment of Students
By third grade the students should know their home
address. I want to dissect their address further in order
to teach them where they live exactly. I will conduct my
preassessment by asking students to write their
addresses on their individual white boards. I will walk
around the room looking at everyones answers. I
wouldnt want the students to hold their white boards up
incase a student does not know their address.
Modeling of the Concept
Before the students move from the floor to the table, I
will make sure to show them what exactly they have to
do by do the activity myself.
Students will have to research pictures and print them of
the earth, the country, the continent, and city they live
in. These pictures will be mixed in with other pictures.
Students will first take the circle that is labeled planet
and stick pictures that they find on the corresponding

circles. For the two last circles the students will draw
their street and their home. The students will also have
to label their progress along the way. There are seven
different circles that the students must complete: our
planet, our continent, our country, our state, our city,
our street, and our home.
Each circle has a hole at the top. After their circles are
completed, students will tie them together with string.
Guiding the Practice
While students are doing their activity the teacher will
walk around ready to answer any questions that
students may have. The teacher can also prompt
students with questions.
Providing the Independent Practice
This entire lesson will be conducted with as little as help
as possible. Students will only receive help when
needed. When the student is receiving help they will just
be prompted or redirected into the correct direction.
Transition
Students will be moving from the floor to the tables. I
will be showing the students the activity on the floor and
then we will be moving to the tables to do the activity.
When the students are done with the activity we will
move back to the floor to show each other our work and
to do the closing.
Reading
The 50 States: Explore the U.S.A with 50 fact-filled
Materials
maps! By: Gabrielle Balkan.
Technology
Colored paper cut into circles
Equipment
String
Supplies
Computers
Printer
Markers
Glue
Evaluation of
Formal Evaluation
the
Students will be graded on if they correctly dissect their
Learning/Master
addresses.
y of the
This assignment will be seven points, one point for each
Concept
circle.
Closure
Summary & Review of the Learning
When all of the students are done I will leave it up to any
children who want to present their activity.
Also I will present my completed activity while
explaining/reviewing it along the way
Teacher

Self-reflection