Baker College Teacher Prep Lesson Plan Form
Lesson # 5 Designer Name: Jaime Jones
Unit: Geography
CCSS, Content Related State
Standards (NGSS or C3
framework), and Michigan
College and Career Readiness
(CCR)
Resources and Materials:
(can be attached)
Big Idea and Essential
Question(s):
Frame big ideas as the understanding
statements. Topical or over-arching
questions will lead students to explore
and understand the enduring knowledge
and skills.
Objectives:
What students will know and be able to
do stated in student-friendly language
(use Bloom’s and DOK levels for higher
level thinking objectives)
Instruction: Sequence of
Activities:
Provide an overview of the flow of the
lesson. Indicate what instructional
strategies will be applied in this lesson.
Should also include (a) estimates of
pacing/timing, (b) inclusive activities,
(c) the wrap-up activities, such as
summary and reflection, and (d)
technology integration
Lesson Title: Treasure Hunt Grade/Period: 3rd
3- G1.0.1 Use cardinal directions (north, south, east, west) to
describe the relative locations of significant places in the immediate
environment.
Four different set of directions (South team, North team, West team,
East team)
Labels throughout the classroom
Treasure
Big Idea: Direction words like north, south, east, and west are used
to describe the relative location and absolute of places.
ESSENTIAL QUESTIONS
-Why is knowing about absolute location important?
-Why is knowing about relative location important?
-Why would knowing cardinal directions be useful?
-What are examples of absolute location? Relative location?
I can: use the knowledge of following directions to find my
way to a specific location.
I can: utilize my knowledge that I have gained in the past
four days to find the treasure
I can: work as a team to find the hidden treasure.
Anticipatory Set (5 minutes): 
-Students will be asked how can we incorporate what we learned
this week into a big activity?
-What are some topics we learned about this week?
-The teacher will number the students into groups by assigning
each student with several 1-4. Group number one will start at east,
group number two will be at west. Group three will be in the north
area. Group four will be in the south area.
-What do you think we are doing today?
-Have the students look around the classroom.
-There are labels across the classroom of objects.
Objective and Purpose:
-Students will utilize their knowledge gained the past four days to
find their treasure.
-Students will work as a team to find their treasure.
Baker College Teacher Prep Lesson Plan Form

Input/teaching: (0 mins)
No teaching required today. No new information is provided.

Modeling: (8 minutes)
-Today is scavenger hunt day. The class will be using the
knowledge they gained in the past four days to find the treasure.
-Each group's treasures are in different areas. So, you cannot ask
other groups for help.
-The teacher will explain what to do.
-Student hands out one envelope to each group
-Students will open their envelope, once it’s time, and read what’s
one the card.
-Students will then do what the card says.
-Remember, these cards are filled with directions that reflect what
we learned in the past few days.
-Once you discover the location of your treasure, go to the teacher
and tell her where you think it is.
- If the teacher gives you thumbs up, that means you are right.
Thumbs down means you need to retrace your steps. 

Check for understanding: (1 minute)

-Students are asked to raise their hands if they have any questions.
-Students will be asked to nod if they understand what to do.

Guided Practice: (3 minutes)

-We utilize this time to go over expectations and remind ourselves
of the rules in the classroom.
- inside voices
- no running
- no fighting

Independent practice: (30 minutes)

-Ready, set, go
-Students will complete the scavenger hunt in their groups
(inclusive activity)
-They will tell the teacher where they think their treasure is. 
-They will sit and enjoy their treasure once they are finished till
others are finished. 
*If finished early, students can draw, work on unfinished work, or
read silently

Closure: (1 minute)
-Students will be provided with scrap paper to complete two roses
and one thorn.
-Students will write down two things they enjoyed about today's
 Baker College Teacher Prep Lesson Plan Form

activity.
-Students will write down one thing they disliked.

Assessment: Formative:
Describe both formative and summative -Students will be provided with scrap paper to complete two roses
assessments that you will use to assess and one thorn.
student understanding with important -Students will write down two things they enjoyed about today's
details, such as how will you grade – activity.
quiz, test, project, paper, presentation, -Students will write down one thing they disliked.
demonstration, etc.. Formative and
summative assessment tools should be
attached to this lesson plan.
Summative:

See the end of the unit

Accommodation and Accommodations will be followed according to the IEP’s that

Differentiation:: Describe who will
need additional or different support
during this lesson and how you will
support them. Create at least one
differentiation plan among five lessons.
students have in the classroom. Students of special needs will be
mixed in groups of other students. Students should include all
students in their group. Additional assistance may be needed for
students to read instructions if necessary. The differentiation lesson
plan is in lesson plan four.

Required: The rationale for instructional decision (A half page to one page)
1. Illustrate why your chosen instructional strategies are the best choices to:(a) provide the
opportunities to explore the essential questions, (b) achieve the learning objectives, and
(c) prepare students for college and career readiness.
2. Explain why the chosen formative and summative assessment tools are the best choices to align
with the essential questions and learning objectives.

Consider the following areas as you plan:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?

Anticipatory Set: What will you do to grab the student’s attention at the start of the lesson?

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
 Baker College Teacher Prep Lesson Plan Form

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented?

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught?