Gwynedd Mercy University

School of Business and Education

Name: Christina Cashley Grade/Level 4th

Topic: History: Stone Age

PA Core or Academic Standard(s): (1 point)

 8.4: World History
 9.1.5. GRADE 5

Big Idea(s): (1 point)

 Demonstrate the lifestyle of how the lifestyle of the people in the stone age laid
out the foundation for civilization.

Essential Questions: (1 point)

 What are the three main parts of the Stone Age?
 What were the mens’ roles in the Stone Age?
 What were the women and childrens’ roles in the Stone Age?

Objective/Performance Expectation: What will students know and be able to do as a

result of this lesson? (1 point)
The students will be able to identify how hunter-gathers lived in Stone age Britain and
explore how stone age people survived against common threats.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction). (2 points)

This is a 4th grade classroom with 18 students enrolled. Ten of the students
are girls and there are eight boys. One of my students has a hearing loss
which requires me to wear an FM system. An FM system is a small
microphone that you wear while instructing and the sounds transmit to the
students hearing aid. Another one of my students is non-verbal. We do
have a classroom aide for assistance, but the student does decently well on
their own. The child uses an IPad to help communicate with us. The
student is able to write out their answers and the IPad will speak out loud
for them. It also has a catalog of pictures for the student to use to
communicate their needs. We do promote the student to text out their
questions, needs, or answers instead of using the pictures as much as
possible.

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 2. List the specific standard and expectations as outlined in the PA
Core/Academic Standards (SAS). (1 point)
 8.4.4.A
Differentiate common characteristics of the social, political,
cultural, and economic groups in world history
 9.1. Production, Performance and Exhibition of Dance, Music,
Theatre and Visual Arts

3. Explain the psychological principles/theories you used in constructing this

lesson and explain how it is manifested in the lesson. (2 points)
This lesson plan follows the theorist Vygotsky. He believed that children learned best by
hands on experiences. The students will start the lesson by going on a scavenger hunt and
later in groups creating their own baskets to gather necessities like the stone age people.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time. (1 point)

When entering the classroom the students hang their coats and bags up in the closet and
get their journals from the bin to answer one of the daily questions that I have provided
them (the questions are stapled in the front of their journals, the students pick a new
question for each day of school). Once the students are finished answering their daily
question, they return their journals to the bin and sit down and read silently till class
begins.

5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior. (1 point)

On the first day of school we sat in a “Town Meeting” and created our classroom rules.
During our meeting the students decided to create a classroom goal of 50 good deads by
the end of the month. If we reached our goal we would have a special day on that Friday.
We have a jar that we fill with stones with a small white board with the number of good
deads next to it. If the students break the rules or are having a bad listening day I will take
five stones out of the jar and change the number on the board. The students are able to
earn those stones back, but they need to work extra hard for the rest of the day. If we met
our goal before the end of the month we can restart and try to meet our goal for a second
time.

6. Identify what you will do to establish expectations for student

achievement. (1 point)

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III. INSTRUCTION:

List Materials Needed

 Handouts (Gather Challenge worksheets, Threats or Assets, Scavanger Hunt)

 Pencil
 Red pencil
 Green pencil
 Green paper
 Scissors
 Glue
 Power Point
 White boards
 Expo markers
 Scavenger hunt materials (in bag labeled)
 IPads

7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?

At the start of the lesson I will provide the students with a scavenger hunt. Within the
scavenger hunt the students will be looking for the different food, clothes, and tools that
the stone aged people used. I will also have different posters posted around the room for
the students to look at.

8. Prior Knowledge Activities/Strategies: (1 point)

How will you activate prior knowledge, build background, or review
previous lessons?

I will create a KWL chart about the stone age era at the start of the lesson. We will also
start a class compare and contrast diagram to compare our lives to the stone age peoples’
lives.

9. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson) (3 points)
Day 1:
 After our introduction activity, Stone Age Scavenger Hunt, I will have the
students meet me on the rug to discuss what they have found on the scavenger
hunt. I will do a brief introduction about a stone age person. We will start to fill
out our KWL chart and compare and contrast diagram. For the KWL chart the
students will tell me what they know and what they want to know about the stone
age period. We will fill in the learned section at the end of the lesson. Our

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 compare and contrast diagram will be about how stone age people lived compared
to how we live today.
 When we are finished filling out our charts I will send the students back to their
seats. We will go over the powerpoint presentation that I have put together and
the students will take notes in their notebook while participating in discussions.
The first part of the powerpoint talks about the three different parts of the stone
age period. Before going over in detail the differences in the three different parts
of the stone age I will do a check point. I will ask the students to match the name
of the stone age to its right description on their whiteboards. I will read one of the
descriptions and the students will write A for Paleolithic, B for Mesolithic, and C
for Neolithic. When we are done with the checkpoint I will go over in more detail
the difference between the three time periods in the stone age.
 Next we will talk about who the hunter-gathers are and what role they played in
the stone ages. While talking about the roles of the hunter-gathers we will discus
their survival skills. I will hand out a paper where the students are to circle the
threats in red and the assests in green. Before going over the answers I will allow
the students to have a discussion about their answers. After discussing the proper
answers we will do our last check point for the day: I will ask the students to
name me three assists to the peoples’ survival and three threats to the stone aged
people.
 When we are finished with our slide show I will call the students back to the rug
and inform them of our stone aged project. The students will be split into 4
groups, two groups of 5 and two groups of 4. The students goal is to create a
basket out of construction paper and be able to fill the basket with as many “stone
age” objects as possible. The group that can carry the most wins the challenge.
The students will spend the rest of the class time coming up with a plan in their
groups and writing it down on their observation papers. When they return to class
the next day we will start our construction.

Day 2:
 I will have the students start the class by sitting in their groups. We will do a quck
check point to see what they remember from class yesterday. After we do our
checkpoint I will give the students a half hour to construct their baskets. Once the
half hour is up the students will walk around the room and collect objects that
they would need in the stone ages. One student will be in charge of writing the
amount of items they have collected in their baskets. If the basket breaks or
becomes completely full, the group will come sit on the rug and wait for the other
groups. The winners will win bonus points on their next chapter test.
 After our activity, each group will get a chance to explain how they constructed
their baskets and explain if they would of done something different to make their
baskets bigger or more sturdier.
 When we are finished out discussions about our hunter-gathers challenge, I will
lead the group in completing our KWL chart and the compare contrast diagram.
We will have a final group discussion about what we learned before heading back
to our seats.

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  Once back in our seats we will do our final assessment, a Kahoot. The students
will pull their IPads out and log into the Kahoot that I created about the stone
ages. This final activity will give me a more general idea of where the class stands
as a whole about the subject.

10. Level of Learning/Assessment Evidence (1 point)

How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s
Taxonomy)? Identify what informal and/or formal assessments you will
use to monitor student learning. Also identify if this will be formative or
summative.

Throughout the lesson I will create informal assessments by creating checkpoints during
the powerpoint. I will be asking the students questions and they will write their responses
on personal whiteboards. During this time I will take mental notes on who is grasping the
information and who needs more time. At the end of the day I will have the students sign
onto a Kahoot that I created through their IPads. This will give me a better idea of how
the class in whole retained the information. This lesson would be considered a formative
assessment.

11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow? (2 points)

To summarize this lesson we will finish filling out our KWL chart and our compare and
contrast diagram. While we are filling out the charts I will do one final check point with
our white boards. At the very end of our discussion I will inform the students that we will
be talking about Ancient Rome in our next class.