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Lesson Plan Template

Name: Megan Caldwell Grade Level: 3rd
Lesson Title: Leapin’ Landmarks Lesson Length: 1 hour

Rationale for
Instruction Students need to be familiar with natural and man-made landmarks around North
A rationale is an America and the Caribbean, as well as the locations of these landmarks.
essential part of
thoughtful planning of
classroom instruction.
This is a brief written
statement of the
purpose for instruction
and the connection of
the purpose to
instruction that has
come before and will
follow.
CCSS SS.3.G.2.5- Identify natural and man-made landmarks in the United States,
(LAFS/MAFS)/Next Canada, Mexico, and the Caribbean. (Main standard being taught)
Generation Sunshine
State Standards Students must also be familiar with:
List each standard that SS.3.G.2.1- Label the countries and commonwealths in North America and in the
will be addressed during Caribbean.
the lesson. Cutting and SS.3.G.2.4- Describe the physical features of the United States, Canada, Mexico,
pasting from the website and the Caribbean.
is allowed. You must
have a minimum of 3 SC.K.N.1.2
standards that represent Make observations of the natural world and know that they are descriptors
multiple content areas collected using the five senses.
identified in this portion
of the lesson plan.

Learning Objectives The student will learn facts about landmarks all over North America and the
Modified 1/16 – Van De Mark from document created by L. Spaulding
Lesson Plan Template
What will students know Caribbean.
and be able to do at the The student will learn which state each landmark covered is in.
end of this lesson? Be The student will be able to explain the difference between a natural and man-
sure to set significant made landmark.
(related to
CCSS/LAFS/MAFS, and
NGSSS), challenging,
measurable and
appropriate learning
goals!
Student Activities & Students begin by watching the Flying Over America video to view some of the
Procedures most famous landmarks in North America and the Caribbean. Next, we will discuss
Design for Instruction some of the landmarks we have seen and talk about the names and if we have
 What best practice seen or been to any of them. We will talk about the differences between natural
strategies will be and man-made landmarks. Following our discussion, we will view a PowerPoint,
implemented? which includes a slide for each landmark we saw in the video, where it is located,
 How will you and some facts and background about the landmark. Each student will receive a
communicate student map of the United States and pictures of each landmark. We will cut out pictures
expectation? and place them in the states in which the landmarks belong.
 What products will be
developed and created
by students?
 Consider Contextual
Factors (learning
differences/learning
environment) that may
be in place in your
classroom.

Modified 1/16 – Van De Mark from document created by L. Spaulding
Lesson Plan Template
Assessment Daily Lesson Plan Assessment:
 How will student Students will be assessed on their knowledge of natural and man-made landmarks,
learning be assessed? as well as their knowledge of the locations of the landmarks. Formative
Authentic/Alternative assessments will be done using the maps of the landmarks once students have
assessments? completed them.
 Does your assessment
align with your
objectives, standards
and procedures?
 Informal assessment
(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes
Resources/Materials Flying Over America Video (YouTube)
PowerPoint with various landmarks
Worksheets of maps and landmarks
Scissors
Glue
Crayons or colored pencils
Exceptionalities ESOL: These students will be placed at the front of the room in order to get a clear
What accommodations view of each landmark and the state they belong in. Words that have difficult
or modifications do you pronunciation will be repeated several times for them. Students can work with a
make for ESOL, partner if needed, as well as use a translation dictionary.
Gifted/Talented students,
Learning/Reading Students with Learning Differences: These students will also be placed at the front
disabilities, etc. of the room and we will allow for extra time on the formative assessment. Student
can work with a partner and take the assessment home if needed.
These accommodations
and/or modifications Gifted/Talented: These students will be able to make their own landmark if finished
should be listed within early. Several paper landmarks will be available and are folded to make 3D
the procedures section landmarks. Any student may complete these for fun if time allows, if not, they will
of the lesson plan as be allowed to take one home.
well as in this section of
Modified 1/16 – Van De Mark from document created by L. Spaulding
Lesson Plan Template
the document.
Lesson Extensions We will extend on this lesson the two following days when we learn about:
SS.3.G.3.1- Describe the climate and vegetation in the United States, Canada,
Mexico, and the Caribbean.
SS.3.G.3.2- Describe the natural resources in the Unites States, Canada, Mexico,
and the Caribbean.

Modified 1/16 – Van De Mark from document created by L. Spaulding