DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Name: Kelsey Fletcher
Lesson #: 1

Lesson Title: 5 Themes of Geography

Grade Level/Subject: 3rd Grade

Topic: 5 Themes of Geography, 3 regions of NC

3. G.1 Understand the earth’s pattern by using the five themes of
geography: (location, place, human- environment interaction, movement
and regions.)
3. G.1.6 Compare various regions according to their characteristics.
Revised Bloom’s level of
 Understanding, because students will be looking at and
thinking/type of knowledge (1)
understanding what each themes means and what each regions
encompasses characteristically.
Behavioral Objective (2)
 After learning about the themes of geography students will be able
to write about one characteristics of each them, along with 2
characteristics of each region of NC.
Objective Rationale (1)
 Students need to know about the regions of NC because it is the
state in which they live, they also need to know how to tell
directions and the differences between the way geography can be
visualized and seen.
Prerequisite Knowledge and
 They should be able to know what the definition of each theme is
Skills (1)
and have heard of them before. Also what the regions of NC are.
Key Terms and Vocabulary
 Location
(1)
 Place
 Geography
 Human- Envrinoment Interaction
 Movement
 Regions
Content and Strategies
Instructional
Strategies
List
the
Focus/Review (prepares
 I will ask studetns what they know about the
students for the lesson) (2)
themes of georgraphy and if they can list them. instructional
strategies you
 Students will then give an example of what
will use in this
each theme have icnompass
section of the
 Students will talk about the regions of NC and
lesson.
think about what region we live in.
Today we will be learning about the 5 themes of geography, and the
Objective as stated for
characteristics of the 3 regions of NC, by the end of this lesson you should
students (helps students set
their own goals for the lesson) be able to describe each theme and the different characteristics that belong
to each region.
(1)
Teacher Input (provides the
 As we go through the power point students will List the
instructional
content to students in a
be writing down information in their little
strategies you
teacher-directed manner) (3)
books
 They will have a page for each them and a page will use in this
section of the
for the 3 regions of North Carolina.
 They will be able to draw pictures to help them lesson.
learn and understand the themes and the
NCES/CCSS Standard and
Objective (1)

Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)

Closure (provides a wrap-up
for the lesson) (1)

Evaluation (How will you
assess students’ learning so
that you can determine if they
met the objective of the
lesson?) (2)
Plans for Individual
Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
the lesson (1)
21st Century Skills (must be
in three lessons)
Global Awareness (must be in
two lessons)
Culturally Responsive
Teaching (must be in three
lessons)

regions.
As the students are writing down the
information in their little books I will walk
around and make sue they are writing wht is on
the board, along with answering any questions
that they may have.
They will also be creating their own flip book
to jot down some characteristics of the regions
of north Carolina, along with labeling where
some places may be located,

List the
instructional
strategies you
will use in this
section of the
lesson.

The students will be filling in their flip book in this section using
location and characteristics.
 Some of the things they will have written in their flip book can
be, Blue Ridge Parkway, Raleigh, Wilmington.
 Then on the insides they will use bullet points to list of some
activities, such as UNC Chapel Hill, mountains, fishing villages,
etc.,
 We will talk about what students put in their flip book, and why
they put a certain thing under each category
 We will talk about the importance of knowing location, and being
aware of what is surrounding us
Formative:
 Filling out their little books with the information from the power
point, and drawing pictures to represent what they have learned
Summative
 Filling out a flip book on the regions of North Carolina and
locating some different places or activities that can be seen in each
 For students who may struggle with this I will already have a book
cut out for them instead of writing things they can draw thins to
help them remember.
 Little books for students to keep with information in
 Flip books for storing information about the regions of North
Carolina
 Social Studies books to help gather information for their flip books
 Analytical thinking is applied in my lesson because students will
be analyzing what each theme means and what can be seen in each
region. They will be classifying places by their characteristics.