SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objectives

DETAILS
Olivia Mills
PA Geography
4th
40 min
Pennsylvania has had many different inhabitants.
Pennsylvanias early settlers have used our many
landforms to their advantage.
How have the early settlers of PA used our landforms
wisely?
How have the early settlers and future inhabitants
changed the physical aspects of PA?
How do the early settlers compare to our current
inhabitants (AKA me and you)?
8.1.4.C.
Identify a specific research topic and develop questions
relating to the research topic. (Reference RWSL Standard
1.8.3 Research)

Students will find the correct year of settlement, origin,

todays prominence, and 8-10 accurate facts on their
poster created in partners.

Formative: Students will be evaluated based on

participation in their groups via checklist and students
will be evaluated as a whole throughout their group
work in class.
Summative: The final product will be graded for
accuracy based on a checklist of everything that the
project should include. Also, students will be looking at
each others projects and have to list 2 things they
learned from each groups project and the name of the
person or group of people that group studied.
All four of the ISTE standards can be met through this
project.
1. Creativity and Innovation: Students are going to
creatively make an informational poster.
2. Communication and Collaboration: Students are
working together to create this project.
3. Research and Information Fluency: Students are
independently using books and the Internet to find the
information on their person or group of people.
4. Critical thinking, problem solving, and decision

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning

CK

Accommodation
s, Modifications

making: Students have to work together to decide what

information is important and relevant to their person or
group of people and what is not so important.
Students with Autism: They will be pre-assigned a
group of people or person or will be given fewer choices
within the list (so maybe like 2-3 choices instead of
10)

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure
Must include
adaptations &
accommodation

CK
Activating Prior Knowledge
A trip to the National Museum of the American
Indian in Washington DC will be the preset to this
project. This trip will provide information about
some of the earliest settlers/inhabitants of the
United States and give students a little insight as
to early life during some of the most uncivilized
times in the US.
Hook/Lead-In/Anticipatory Set

Big Idea Statement

Pennsylvania has had a wide rage of inhabitants.
Essential Questions Statement
In comparison to us today, how did the settlers
back then use our landforms wisely and how did
they live differently compared to us now?
Objective Statement
Students will find the correct year of settlement, origin,
todays prominence, and 8-10 accurate facts on their
poster created in partners.
Transition

Key Vocabulary
Inhabitants, landforms, physical aspects
PreAssessment of Students

Modeling of the Concept

During this time, I will give students the options for the

s for students
with special
needs

people/person they will be able to research. A whole list

of early settlers/explorers, and native groups of people
will be given for the students to choose from.
Guiding the Practice
Students will research a particular group of
settlers in early PA history. This could be Native
Americans, Explorers, whoever. They will create a
representative poster with facts and drawings
pertaining to the person, or group of people they
chose to research. The requirements include the
year of settlement, the origin of the group,
whether the group is still prominent today
(meaning descendants or the impact they left or
both), and 8-10 facts about the group of people.
Providing the Independent Practice
Students will be divided into partners and will then
choose whom they would like to do research. Once the
group of two picks their person or group of people, they
will begin research within library books, a list of
websites, and possibly research apps.
Transition

Adaptations/Accommodations for Students with Special

Needs
Students with Autism: They will be pre-assigned a group
of people or person or will be given fewer choices within
the list (so maybe like 2-3 choices instead of 10)
Evaluation of
Formal Evaluation
the
Students finished project will be graded on completion
Learning/Master
with a checklist of required components.
y of the
Informal Evaluation
Concept
Students will be assessed throughout the project on
their participation within the group.
Closure
Summary & Review of the Learning

Homework/Assignments

Reading
Materials: large pieces of poster paper & markers, paint,
Materials
and crayons.
Technology

Equipment
Supplies
Teacher

Self-reflection