SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

DETAILS
Joey Alessandro
Science
3rd Grade
30-45 minutes
The watershed is a made up of everything on and
under land.

How does geography influence the boundaries of a

watershed?
What factors influence the quality of water in a
watershed?
4.2.3.A: Define the term watershed
4.2.4.A: Describe the physical characteristics of a
watershed

Students will define the term watershed.

Students will understand what determines the
boundaries of a watershed they will show this verbally
with a group discussion after the tarp activity.
Students will explain one thing that they learned about
watersheds during discussion.

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

SUPERVISING
TEACHERS
SIGNATURE

Observe students during class and group discussions,

provide feedback for the group work.
Provide feedback and guide student understanding
during the activity.
Observe and provide feedback to students during group
project of sequencing water flow through the watershed
and classifying components that influence the
watershed.
Environmental Awareness
The students will get an insight of how pollution affects
the watershed. They will see how the colored water
spreads and mixes in with water from different spray
bottles during the tarp activity.
Placing the student who has CP closest to where we are
going to have the circle would benefit him because it
will be less distance to travel to get to the circle.
Isles are clear and set up so there is more than enough
space for him to maneuver through them.

CK

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
Write what is a watershed and its features? on the
board.

Hook/Lead-In/Anticipatory Set
Ask the children if they know what a watershed is and if
so what are the features.
Ask the kids how water gets into streams or rivers.
Big Idea Statement
The watershed is made up of everything on and under
land.
Essential Questions Statement
How does water get into streams or rivers?
Objective Statement
Students will define the term watershed.
Students will understand what determines the
boundaries of a watershed.
Students will explain the role of a watershed.
Transition
Call the students by tables when going to and from
activities.
Key Vocabulary
Watershed
Headwater
Mouth of river
Ridge
Valley
Mountain
PreAssessment of Students.
Write WATERSHED on the board and let the students
come up and write something they know about
watersheds.
Modeling of the Concept
I will let the kids observe how the water acts on the tarp
when the crumpled up paper is beneath it
Guiding the Practice
I will write the word watershed on the board.
The students will have the opportunity to come up and
write anything they know about watersheds on the
board.
Get the students in a circle and have them crumple up
pieces of newspaper and throw them in the middle of

the circle.
Put the tarp over all of the paper so it forms ridges and
valleys.
The students will identify different land forms, for
example, ridges and valleys.
I use a spray bottle to model rain fall and the students
observe and discuss where the water is going.
I will give the students a few spray bottles with different
colored water in them to share and spray the tarp
themselves. Discuss more of what the water is doing.
I will then explain the definition of watershed and
explain that the model we just made has many small
watersheds within it.
Ask the kids what might happen if the water had been
polluted then discuss.
Explain to the students everything on or under land is
part of the watershed.
Ask the students why we should care about the
watershed?
Give them a worksheet that says, We should take care
of our watershed because ____________________.
Review the key ideas

Providing the Independent Practice

Worksheet that they have to fill in the blank.
Transition
I will call the students from one activity to another by
calling them by tables.
Reading
Newspaper/paper
Materials
Tarp
Technology
Spray bottles
Equipment
Food coloring
Supplies
White board

Evaluation of
Formal Evaluation
the
Worksheet that says, We should take care of our
Learning/Master
watershed because ____________________.
y of the

Concept
Informal Evaluation
Observe and discuss what they are finding out during
the activity with the spray bottle and tarp.
Discuss how pollution might affect the water and
watershed.
Closure
Summary & Review of the Learning
We will discuss what a watershed is and talk about
characteristics of a watershed.
We will also discuss what the students liked or disliked
about the lesson and activity.

Teacher
Self-reflection

Homework/Assignments
The students complete the sentence, We should take
care of our watershed because
___________________________________.