GENEVA COLLEGE

BEAVER FALLS, PA
LESSON PLAN

NAME: Megan Knight DATE: 4/14/2021

SUBJECT: Social Studies (Blocks 1,2 &3) GRADE LEVEL: 4th Grade

I. TOPIC AND GENERAL GOAL

- The Northeast Region: The students will learn about landmarks located in the Northeast
region by reading, doing a virtual eld trip, and comple ng a page in their travel brochure.

II. REFERENCE TO PA OR COMMON CORE STANDARDS

- Standard - 7.1.4.B- Describe and locate places and regions as de ned by physical and
human features.
- Standard - 7.2.4.A- Iden fy the physical characteris cs of places and regions.
- Standard - 7.3.4.A - Iden fy the human characteris cs of places and regions using the
following criteria:
• Popula on
• Culture
• Se lement
• Economic ac vi es
• Poli cal ac vi es
- Standard - CC.1.2.4.L- Read and comprehend literary non- c on and informa onal text on
grade level, reading independently and pro ciently.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT iden fy important landmarks in the Northeast region.

IV. MATERIALS
1. The Northeast Region reading packet.
2. Northeast Region slideshow (Landmarks)
3. Crayons, markers, and colored pencils
4. Highlighters
5. Northeast Region Brochure
6. Videos:
1. Washington DC h p://www.viewpure.com/sCUk4ba_xZ4?start=0&end=0
2. Hershey Chocolate Factory h p://www.viewpure.com/mjUlGpip4SE?ref=bkmk
7. Virtual Field Trip of the Statue of Liberty h ps://www.nps.gov/stli/learn/
photosmul media/virtualtour.htm
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 V. A. INTRODUCTION
- Remind the students to complete their a endance ques on on Schoology.

- Today we are going to learn about some important landmarks in the Northeast region.
- Ac vate background knowledge/experiences:
- Raise your hand if you have eaten a Hershey’s chocolate bar?
- Does anyone know where Hershey’s chocolate is made?
- The Hershey chocolate factory is a landmark in Hershey, Pennsylvania.
- Can anyone think of any other important landmarks that they have gone to in the
Northeast?

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

1. Have the students get out their Northeast Region reading packets and turn to page
5.
2. I will show page 5 of the packet and my slideshow on the Smart Board.
3. Read & Virtual Field Trip: The students will read page 5 in their Northeast Region
packets. A er we read about each landmark, I will show pictures on my slideshow
and then show a virtual eld trip video of that landmark.
- Ask for student volunteers to take turns reading each paragraph on page 5.
- Guide the students in highligh ng important words or phrases in the text.
- Go though the slideshow and show the videos for each landmark:
- Important Landmarks:
1. Scenery: Many people visit the Northeast in the fall to see the brightly colored
leaves.
2. Landmarks in Washington D.C.:
1. The White House
2. The Capital Building
3. The Supreme Court
* Video:
3. Landmarks in Philadelphia, PA:
1. Independence Hall
2. The Liberty Bell
3. Betsy Ross’s House
4. Ben Franklin’s Post O ce
4. Landmarks in Hershey, PA:
1. Hershey’s chocolate factory - the largest chocolate factory in the world.
2. Hersheypark
* Video: h p://www.viewpure.com/mjUlGpip4SE?ref=bkmk (4 minutes)
5. Landmarks in New York City, NY:
1. Empire State Building
2. Statue of Liberty
4. Virtual Field Trip of the Statue of Liberty: h ps://www.nps.gov/stli/learn/
photosmul media/virtualtour.htm
- I will go to the link above to show the virtual tour of the Statue of Liberty.

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 - I will show the students the interior of the Statue of Liberty using the interac ve
virtual tour and read each of the fun facts.
5. Brochure Page:
- Have the students get out their Northeast Region Brochures and turn to the
Landmarks page.
- Give Direc ons:
1. Look at each picture and iden fy the landmark.
2. Write the name of the landmark on the rst line.
3. Then write the loca on where the landmark is located on the second line.
4. Use your crayons or colored pencils to color in each picture.
5. When your are done, take a picture and submit it to Schoology.
- The students will iden fy the following landmarks:
1. The Liberty Bell in Philadelphia, PA.
2. The Statue of Liberty in New York City, NY.
3. The White House in Washington D.C.
- When the students have nished their brochure page, they will take a picture and
submit it to Schoology.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
- Process: I will di eren ate the process based on learning style by using a
combina on of reading, a virtual eld trip, and crea ng a brochure.

D. CLOSURE (SUMMARY)
- I will check to make sure the students have submi ed their brochure pages.
- If there is any me le at the end of class, I will have the students prac ce
iden fying the states and capitals in the Northeast Region by working on IXL’s or
playing a game of map ashcard races.
- Remind the students that they will have a test on the Northeast region on Friday.

VI. ASSESSMENT/EVALUATION
- I will assess the students’ ability to iden fy landmarks in the Northeast Region by having
them submit their brochure page where they had to color pictures of landmarks, and then
write the name and loca on of each landmark.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

- Block 1:
- I will provide addi onal assistance to the students with IEP’s.
- I will allow extended me for the students with IEP’s to complete their brochure pages.
- I will use promp ng to remind the students with ADHD to stay on task.
- I will assist the students with IEP’s with highligh ng the text.
- Block 2:
- I will provide addi onal assistance to the students with IEP’s.


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 - I will allow extended me for the students with IEP’s to complete their brochure pages.
- Hearing Impairment: I will use lots of visuals and repeat direc ons for Kelly.
- I will assist the students with IEP's with highligh ng the text.
- Block 3:

- I will provide addi onal assistance to the students with IEP’s.

- I will allow extended me for the students with IEP’s to complete their brochure pages.
- I will assist the students with IEP’s with highligh ng the text.

VIII.SELF-EVALUATION

Coopera ng Teacher Approval _________________________________________________

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 Megan Knight

Social Studies (Block 1)

4/14/2021

Self Evalua on

This lesson went really well! The students were really engaged and seemed to enjoy

learning about di erent landmarks in the Northeast region. I tried to help the students make

connec ons by asking if anyone in the class had been to any of the landmarks and having them

share their own experiences with the rest of the class. The students all ac vely par cipated by

sharing their own experiences or asking ques ons about the di erent landmarks. The students

loved the videos of Washington D.C. and Hershey, Pa, and they also seemed to really enjoy the

virtual tour of the Statue of Liberty. The students did well on the brochure page and were able

to iden fy the three landmarks (the Liberty Bell, the Statue of Liberty Bell, and the White

House). A er they were done, I had the students make their own ashcards of the states in the

Northeast region by cu ng and folding paper with a picture of the state on one side and the

name of the state on the other side. Once the students made their ashcards, I had them use

reciprocal peer tutoring by turning to a neighbor and prac cing quizzing each other using the

ashcards. The students seemed to really enjoy this ac vity, and it really helped them to

prac ce iden fying the states. I also used this as a form of forma ve assessment because I

walked around the classroom and quizzed each student individually to see how many states

they could iden fy, and wrote down their score. This was not for a grade, but rather to give me

an idea of how much more prac ce each student would need before the test.

While this lesson went really well, there are some things that I wish that I could’ve done

di erently. However, I was limited in what I could have the students do due to covid-19. For

example, my original idea for the lesson was to have the students go to sta ons for each

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 landmark. At each sta on I would have a card with a paragraph that explains facts about that

landmark and a QR code that they could scan on their iPads to explore the landmark on Google

maps or through videos. I would’ve liked to have the students work in small groups and then

switch between each of the sta ons. However, because of covid-19, the students are not

allowed to work in groups or go to sta ons within the classroom since they have to be socially

distanced at all mes. Because of this, I tried to make the lesson as fun and engaging as possible

by including a whole group virtual eld trip where the students could stay in their own seats. If I

were to teach a lesson about landmarks again in the future once covid-19 restric ons in schools

are li ed, I would like to implement more of a sta on teaching approach.

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 Megan Knight

Social Studies (Block 2)

4/14/2021

Self Evalua on

I feel like this lesson went really well with Block 2! The students were super engaged and

had a lot of background knowledge or personal experiences to share about each landmark. They

were all ac vely par cipa ng by taking turns reading, sharing their own personal experiences,

or answering ques ons. The students also had a lot of really great ques ons about the

landmarks as well. I was able to answer some ques ons based on my own knowledge, but there

were some that I did not know the answer to. I had the students look up the answers to some of

these ques ons on their iPads and share what they found with the rest of the class. This group

really loved the videos and virtual tour! When we were doing the virtual tour of the Statue of

Liberty, I tried to make it as fun and engaging as possible, so I acted like the tour guide as we

went through the each part of the statue. The students really enjoyed ge ng to pretend like

they were actually at the Statue of Liberty. I feel like the videos and virtual eld trip were really

bene cial and authen c ac vi es that helped the students who had never been to any of the

landmarks get to experience them virtually.

However, while this lesson went well, there are some things that I would like improve.

For example, I struggled with classroom management during Block 2. The students were pre y

talka ve today, especially since we were doing a fun ac vity. The students were so excited to

share their own experiences and ask ques ons that many of them started shou ng out and

trying to talk all at once. I had to remind the students that I would only call on students who

were raising their hands and wai ng quietly, and that they needed to be respec ul and listen

when their classmates are sharing. I also called on students who were following direc ons by


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 raising their hands and wai ng pa ently and quietly. I used posi ve reinforcement by praising

this behavior, which helped to decrease the amount of shou ng out from the other students. In

the future, I would like to set these expecta ons at the beginning of class before the shou ng

out begins, so that I don’t have to keep stopping class to remind the students to raise their

hands.

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 Megan Knight

Social Studies (Block 3)

4/14/2021

Self Evalua on

Again, this lesson went really well for Block 3 as well! The students were very engaged

and everyone was par cipa ng, even students who don’t usually par cipate. This group tends

to be my least engaged group because it is the end of the day and the students are ready to go

home. However, they really seemed to enjoy this lesson, especially with the videos and virtual

tour of the Statue of Liberty. This group of students didn’t have as much background knowledge

or experiences as the previous two groups regarding the subject of landmarks in the Northeast

region. Because of this, the students didn’t have as much informa on to share with the rest of

the class. Therefore, much of what I presented through the videos and virtual eld trip was new

to this group. The students really enjoyed watching the videos of Washington D.C. and Hershey.

They also really loved the virtual tour of the Statue of Liberty. They were so excited about it that

I decided to post the link on Schoology for them to explore more of the statue on their own

a er they nished their brochure page. This really mo vated a lot of the students who usually

have a di cult me comple ng their work. I really enjoyed seeing the students’ excitement

about learning about the di erent landmarks in the Northeast region! I de nitely want to

implement a similar ac vity when I teach landmarks of the Southeast region during the next

unit.

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