SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D

DETAILS
Miss Nicole Burrell
Social Studies
3rd Grade
Tuesday, March 31, 2015 This lesson is designed for 7
students. It will take about 15 minutes.
5.1.3.F: Identify state symbols, national symbols, and
national holidays.
7.3.3.A: Identify the human characteristics of places
and regions using the following criteria: Population,
Culture, Settlement, Economic Activities, Political
Activities

CK

Formal Evaluation
At the end of the class, the students will have to write
down one fact about California or about Florida that
they learned today. I will evaluate the exit slips at the
end of class to see if I need to reteach any information
or any misconceptions about the states tomorrow.
Informal Evaluation
During the class state reading activity, I will walk
around the room and check in on each group. I will
make sure that each group is on task and ask the
students if they have any questions.

Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

While individually reading a document about Florida or

California, all third grade students will be able to list six
facts, including population, state capital, description of
the state flag, location of the state, one event/place
that would attract people to the state, and one
interesting fact that they learned about the state, about
that state one out of one time with 100% accuracy.
(Remembering)
In pairs of two (one group of 3), all third grade students
will be able to explain the six facts (specified above in
objective #1) about Florida or California to the other
student in their group one out of one time with 100%
accuracy. (Understanding)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
What are states?

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Have you ever traveled to another state?

What are symbols?
Hook/Lead-In/Anticipatory Set
1. Show students a picture of a symbol of California on the
Elmo. The symbol is the California Grizzly Bear.
2. Ask students if they have seen this animal before and
what the animal is.
3. Ask students if they know which state has a grizzly bear
as its state animal.
4. Tell students that the California Grizzly Bear is the state
animal of California.
5. Show students a picture of symbol of Florida on the
Elmo. The symbol is the Florida Panther
6. Ask students if they have seen this animal before and
what the animal is.
7. Ask students if they know which state has a panther as
its state animal.
8. Tell students that the Florida panther is the state animal
of Florida.
9. Tell students that they will learn more about the state
animals, state flags, population and the culture of Florida
and California.
Big Idea Statement
Geography is used to explain the past, interpret the
present, and plan for the future.
Characteristics, distribution, and migration of human
populations impact culture, economic interdependence,
settlement patterns, and control of the Earths surfaces.
Essential Questions
What makes one place different from another?
How is one place different than another place?
Why do increased populations impact physical and
human systems?
Key Vocabulary
Symbols
States
Population
Culture
1. Tell students that they will be working in pairs (and one
group of 3 students) to learn about Florida and
California.
2. Show students a Florida reading sheet.
3. Tell students that once they are broken into pairs. One
student will have a reading sheet about Florida as the
one shown on the Elmo. The other student will have a
reading sheet about California.
4. Tell the students that they will have to write down the
population of the state, the location of the state, the
state capital, the description and meaning of the flag,

Transition

Transition

Materials
(reading,
technology,
equipment,
supplies, etc.)

one event or place that would make people want to visit

the state and one interesting fact they learned about the
state. (Have a list of these requirements on the Elmo
and leave on Elmo for students to look at.)
5. Have all students with brown hair stand up and stretch.
Have all students will blonde, black or red hair stand up
and stretch.
6. Pass out Florida reading sheet and fact sheet to Brad,
Kelly and Sara. Pass out California reading sheet and fact
sheet to Autumn, Meghan and Melanie. Pass out adapted
Florida reading sheet to Kaylin. (This may be changed.)
7. Have all students with brown hair sit down. Have all
students with blonde, black or red hair sit down.
8. Tell students that they will have about six minutes to
read their articles and list their specified facts down on
their papers.
9. Remind students that the specified facts they need to
write down are shown on the Elmo.
10.
Tell students that they have to finish writing down
their facts when I play the States Song from my iPad.
11.
Tell the students that after they write down their
facts, they will teach each other the facts about the
state they just read about.
12.
Tell students that they will share their interesting
facts they learned with the class.
Adaptations/Accommodations for Students with Special Needs
For a student with a learning disability, I will provide a
simple schedule of the days events for the student. The
student will receive a shorter Florida reading sheet with
simpler terms. The student will be with her peer buddy,
who has a Florida reading sheet, during the group
activity, if she would need extra help. The student will
have a highlighter to highlight the facts she has to teach
her peers. The student will orally tell her group about
the facts she learned. Her facts she will tell include what
the weather is like in Florida, some activities that people
can do in Florida, the state bird of Florida, the states
nickname, and one interesting fact she learned about
Florida. The student will orally state the exit slip to me at
the end of class. In addition, I will provide extra help as
needed.
Picture of a California Grizzly Bear
Picture of a Florida Panther
Elmo
Florida Reading Sheet
California Reading Sheet
Florida Reading Sheet for student with an intellectual
disability
List of facts needed
Fact Sheet for Students

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Schedule of activities
Exit slip
Pencil for each student
Highlighter
https://www.youtube.com/watch?v=JxHGiLYEaV8
iPad
Summary & Review of the Learning
During a class discussion, ask students to recall the two
states that we talked about today.
Pass out exit slip to students and ask them to write down
one fact that they learned about Florida or California
today.
Homework/Assignments
All third grade students will be asked to go home and tell
their parents/guardians or other family members an
interesting fact they learned about Florida and
California.