Detailed Lesson Plan Preparation

Elementary Education

Name: Heather Strickler, Billy Carroll, Alejandra Prieto, Shanice Gowdy

Title: Land Your Mark!

Grade: Third Grade

Concept/Topic: Geography/ Landmarks

Time Needed: Thirty Minutes

● Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.
Backward Design Approach: Where are you going with your students?

Identify Desired Results/Learning Outcome/Essential Question/Objective:

Students will be able to identify physical and political features on a US map with 70% accuracy
by the end of the lesson.

Indiana State Standards (completely write out): 3.3.1 Use labels and symbols to locate and
identify physical and political features on maps and/or globes.

Assessment Plan: To assess what the students have learned, we have created a post test to gather
information on what the students have learned on the locations and landmarks.
Meeting the student where they are:

Prior Knowledge/Connections (how will you stimulate prior knowledge?):

We will ask the students to fill out a pre-test to assess their prior knowledge of the landmarks
with their matching states

Lesson Introduction/Hook (anticipatory set):

We will conduct conversations with the students while displaying larger pictures of the
landmarks. While holding the larger photos of the landmarks we will ask if the students know
the name of the landmark, and where they think it is located.

Heart of the Lesson/Learning Plan

Lesson Development (this is step by step what you are teaching…should be like a recipe):
Step One: Pass out Pre-Test (Allow 2 minutes for students to take the test)
Step Two: Collect Pre- Test
Step Three: After Pre test is collected, ask the students for the definition of “Landmark”
Step Four: Display larger pictures of the landmarks that they previously just matched on the pre
test. Give the names of the landmarks if the students do not know them and allow them to look
at the pictures to get familiar.
Step Five: Discuss the location of the landmark
Step Six: Go through all ten of the landmarks and ask the students if they have any questions.
Step Seven: Administer the post test to the students and allow them to match the landmarks to
the states that we just discussed.
Step Eight: Collect the Post tests
Step Nine: Allow the students to designate a “Placer” for the bulletin board and have the entire
class tell the “Placer” where to Place the name OR the picture of the landmark on the coinciding
state

Guided practice (how will the students practice in the classroom to show you they are competent to
do the task on their own):
Students may use the board to show us that they are competent on the states and landmarks
within the states.
Specific Questioning : Which state has two landmarks in them? Which landmark goes with what
state? What is a landmark? What is a landmark? How is a landmark established?

New Vocabulary:
Fort Sumter- Landmark in South Carolina
Golden Gate Bridge- Landmark in California
Hoover Dam- Landmark in Nevada
Independence Hall- Landmark in Pennsylvania
Landmark- an object or feature of a landscape or town that is easily seen and recognized from a
distance, especially one that enables someone to establish their location.
Mount Rushmore- Landmark in South Dakota
St. Louis Arch- Landmark in Missouri
Statue of Liberty- Landmark in New York
The Alamo- Landmark in Texas
The Liberty Bell- Landmark in Pennsylvania
The White House- Landmark in Washington DC

Concluding the Lesson/Closure/Debriefing: In conclusion we will ask the students to provide the
locations of the landmarks and we will designate someone to gather the majority of the students
answers and place the chosen answers on the board.

Materials/Resources: Bulletin Board, Pre-Test, Post- Test, Larger displays of Landmarks.

Independent Practice (what will the students do on their own to practice the skills):
Students will
participate in matching tests that assess their knowledge and allow them to physically attach the
names to the pictures. Students can also play a game in groups seeing who can match the pieces
on the board the fastest.