SETON HILL UNIVERSITY

Lesson Plan Template

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

Earthquakes
Jenna Conner
Science
3rd grade
October 31 2016 (45 minutes)
Earthquakes can have a detrimental impact to its
surroundings
What is an earthquake?
Why do earthquakes happen?
Where are earthquakes most likely to occur?
What should you do If there is an earthquake?
Standard - 3.3.4.A5
Describe basic weather elements.
Identify weather patterns over time.
Understand the different types of earthquake waves
and the impacts they have.
Understand what to do if there is an earthquake.

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

CK

Use an exit slip where students have to list 6 different

materials that could be harmful to be around if a
earthquake would occur.
Have a Jeopardy game for students to play to see how
much knowledge they have gained from the lesson.
N/A

Place students who may need extra help in a group

with students who are helpful and encouraging.
Provide them with a list of definitions .

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan

CK

Introduction

Explicit
Instructions

Lesson
Procedure

Reading
Materials

Activating Prior Knowledge

Ask if anyone has ever been in the situation when a
earthquake was happening.
Ask students about safety precautions from other
natural disasters we have touched on.
Hook/Lead-In/Anticipatory Set
Show a clip from San Andreas has fallen.
Big Idea Statement
Earthquakes can happen very suddenly and sometimes
cannot be predicted.
Essential Questions Statement
If there is an earthquake you should move away from
any potentially harmful materials that may fall and stay
under something sturdy.
Objective Statement
Earthquakes can strike at different levels but the
procedure plan for safety should always stay the same.
Transition
Have the students stand up and quickly run and get
under their desk to practice like an earthquake is hitting.
Key Vocabulary
Tectonic plates
Faults
Richter scale
P waves
S waves
PreAssessment of Students
Use whiteboards and have the students answer true
false questions about earthquakes.
Modeling of the Concept
The students will get into groups of four and will devise
a safety procedure of what they should do if an
earthquake ever strikes and we are in the classroom/ or
outside in the playground. They will make a list of
materials that are dangerous, write out the steps they
should take to safety, and then present it to the class.
Guiding the Practice
I will guide students who need help with activity and
answer any questions about the activity.
Providing the Independent Practice
Students will each have to present one part of their
group activity to the class.
Transition
Students will clean up materials and sit at their desk so
presentations can start. During presentations we will
practice the ideas students are teaching and move
around.
Movie clip
Laptops

Technology
Paper
Equipment
Pencils
Supplies
Evaluation of
Formal Evaluation
the
Presentations
Learning/Master Informal Evaluation
y of the
Exit ticket after the lesson and presentations are over.
Concept
Closure
Summary & Review of the Learning
Students will discuss and over view what they have
learned.
Homework/Assignments
No homework

Teacher

Self-reflection