Vanessa
Coates-Cooney
Jeremy Wyse
Project #4
Lesson plan
Unit
topic: History
Grade:
4th
Lesson
topic: Washington DC landmarks, monuments and memorials
Lesson
objectives:
Students will be able to identify the
Washington DC landmarks, monuments and memorials.
Students will be able to state facts on
individual landmarks, monuments and memorials in DC.
Instructional
techniques:
Computer work, field trip, individual work,
worksheets, brainstorming lecture, homework
Instructional
materials:
Computers, whiteboard, worksheets, field trip
materials to Washington DC (bus, snacks, permission slips and tour
guide)
Worksheets: Map and Facts Worksheet
Matching Up with the Quiz Worksheet
Assessment Worksheet
Theoretical
Perspective:
Students need to know the Washington DC
landmarks, monuments and memorials. Students need to be able to
identify and have knowledge about these monuments, memorials and
landmarks. It is important to be able to recognize and understand
why our nation has the monuments, landmarks and memorials we have.
It is important for students to understand our nation’s history
and meaning.
Procedure:
A) Introductory
activity/activator
1. Teacher
stands in front of the classroom and gives the students
instructions to each go on a computer for their DC landmarks,
monuments and memorials quiz from what they have learned in
previous lessons and classes.
2. Students
each go to an individual computer..
3. The
teacher will pass out the Matching Up with the Quiz Worksheet to
each student who are at the computers.
4. Students
will go to the online quiz and start the quiz.
5. While
taking the quiz, students will follow and fill in the Matching Up
with the Quiz Worksheet.
6. Once
students are done with the quiz and the worksheet that goes along
with it, they will log off the computer and pass in the worksheet
to the teacher.
7. The
class will then come together the following day for the
step-by-step activity
B) Step-by-step Activity
1. Students
will come together the following day for the Washington DC field
trip.
2. The
teacher will take the class attendance bedsores the bus takes off
to DC.
3. During
the bus ride students will watch movies.
4. Once
in DC the teacher will pass out the Map and Facts Worksheet to
students.
5. The
class will then go on a guided tour around DC’s memorials,
monuments and landmarks.
6. During
the tour students will fill out the Map and Facts Worksheet.
7. When
the tour is done the class will eat and get back on the bus. The
teacher will take attendance again. Then the bus is off to go back
home.
8. Once
back home to the school students will keep the Map and Facts
Worksheet until the following day for their assessment.
C) Closure:
1. Students
will come back together the following day.
2. The
teacher will be at the front of the classroom at the whiteboard
with the question written “what did you learn from our field
trip?”
3. The
teacher will ask the students this question and have each student
answer the question at least once.
4. With
each answer a student gives they will come up to the board and
write their answer to the question.
5. Once
all the students have given an answer the teacher passes out the
Assessment Worksheet to every student.
6. The
teacher then goes over the assessment requirements needed.
7. The
students then can begin on their assessment paper in class with
the time left.
D) Homework
1. Students
will complete their assessment paper. It should be the final copy
typed and printed. It should also have been proof read, edited and
revised.
2. Students
will then pass in their final copy of their assessment paper and
the Assessment Worksheet on top all stapled together.
Adaptations
for Different Learners:
1. Students
with specialized learning disabilities will be able to express
their own thoughts through their assessments. As well as having
the ability to walk around DC during the guided tour with the
class and to not be sitting during the entire lesson.
2. Students
with ADHD and ADD who have short attention spans and can’t be
still for too long will be walking around DC not just sitting and
reading the context. This will allow students to move around
instead of fidgeting in their seats all class.
3. Students
with dyslexia will be able to work with pictures as well as words
while working on the DC quiz online. Therefore, they don’t have to
work with only words which they have a problem with.
Evaluation:
A) Students
will be able to identify the Washington DC landmarks, memorials
and monuments from previous lessons as well as be able to master
them from our online DC quiz and from the guided tour on our DC
field trip. Students will be able to state facts on the individual
landmarks, memorials and monuments from our guided tour in DC.
This will be done through the Map and Facts Worksheet which they
have to fill in during the guided tour of all the monuments,
landmarks and memorials of DC. Therefore, the guided tour with the
worksheets and the online quiz will help
know if students are reaching our objectives.
B) My
concerns about this lesson are that students will not be able to
go to the field trip to Washington. This would result in the
students not being able to go on the guided tour and not having
the Map and Facts Worksheet to help them with their assessment
paper on the landmarks, memorials and monuments. This would mean
students are behind if they miss the field trip and would have to
make up the work the others students already have in a different
form. I would also be concerned that the online quiz would be down
during the time that the students need to take the quiz, which
would change the direction of the entire lesson plan since the
students start out with taking the online quiz before the rest of
the lesson and the field trip.