Lisa OatesTLEE 342 – P2October 29, 2013

Landforms: A Concept Discovery Lesson

I. Type of Lesson: Concept Discovery (Landforms)

II. Information about the Class

Grade Level: 3rd Grade

Diversity

o Class Size: 24 students; 12 girls, 12 boys

o Ethnicity: 22 students are Caucasian, 2 students are Hispanic, and 1 student is Indian

o Reading Levels: 9 students read above-level, 8 students read at-level, and 7 students

read below-level, including 3 at the instructional level

o Exceptionalities: 6 students have an IEP, 1 of which is hearing impaired. 3 students

receive help from a reading specialist.

III. Background Knowledge

After conducting interviews with two students, I can tell that both students have a vague idea

of what a landform is. Most students should also be familiar with specific examples of

landforms, such as deserts, mountains, valleys, canyons, volcanos, islands, etc. In this lesson, I

hope that students will build off of this knowledge to solidify their understanding of landforms

and be able to write a definition of “landform” in their own words.

IV. Rationale

This year, students will be studying geographic representations. Students are learning how to

read maps and identify geographic features on a map. In this lesson, I plan on introducing

students to the concept of landforms. This lesson will provide students with a solid

understanding of landforms, which will be useful when they learn to read and interpret maps.

V. Objectives and Assessment Plans

Objective 1

District 158 Social Science Skill (Grade 3): Read a landform map, and identify different landforms located on the map (D) 17A.5

Objective: When given sets of four images, students will identify 3 out of 3 landforms.

Assessment Plan: I will formatively assess students’ progress by observing them as I circulate around the room. I will use a checklist with student names to keep track of which student may need additional support. I will also take anecdotal notes, as needed.

For my summative assessment, students will complete three sets of “4 Pics, 1 Word,” as shown in the example below. They will receive one point per completed set. The purpose of this objective and activity is to build background knowledge of examples of landforms.

4 Pics, 1 Word

Scrambled Word: Y N C N O ACorrect Answer: CANYON

Objective 2

NCSS: People, Places, and Environments Process Standard (Early Grades): Gather and interpret information from various representations of Earth, such as maps, globes, geospatial technologies, and other geographic tools to inform the study of people, places, and environments, both past and present.

Objective: During a class discussion of examples and non-examples, students will write a definition of “landform” with at least three accurate examples and non-examples.

Assessment Plan: I can informally assess students’ progress by evaluating their verbal responses to my prompts. If they are having trouble thinking of examples or non-examples, I will ask questions to help them. I will keep a checklist of which students may need extra support.

For my summative assessment, students will complete a worksheet that requires them to write a definition of “landform” and list 3 examples and 3 non-examples. (See my worksheet titled “Landform Worksheet”). They will earn points using the criteria checklist below:

Students will receive 1 point per criteria, for a total of 3 points:

1. ____Definition includes some resemblance to one or more of the following: A landform is a natural feature of the earth’s surface. A landform is a part of the land. A landform is formed from rocks, dirt, or bodies of water. A landform is a structure made from the ground, big or small. A landform is a non-living feature of the earth.

2. ____Student provides 3 examples, which may include: bay, beach, butte, canyon, cape, cave, channel, cliff, continent, cove, delta, desert, dune,

estuary, fjord, geyser, glacier, gulf, hill, island, mountain, peninsula, plain, plateau, prairie, valley, volcano, etc.

3. ____Student provides 3 non-examples, which may include: plants, houses, streets, cars, animals, highways, factories, soccer fields, parking lots,

hiking trails, trees, etc.

Objective 3

District 158 Social Science Skill (Grade 3): Read a landform map, and identify different landforms located on the map (D) 17A.5

Objective: When given paper plates, clay, paint, and a landform map, students will create a 3-D model of various landforms with at least 5 accurate landforms with labels.

Assessment Plan: As students work on their models, I will informally assess their progress by circulating around the room and helping when needed. As a summative assessment, I will use the following rubric:

Build-Your-Own Landforms Rubric

Name: ___________________________Number:_____________ Date:___________________

5 4 3 2 1

Landforms

The student has clearly modeled at least 5 landforms.

The student has clearly modeled at least 3 landforms.

The student has modeled at least 1 landform; some landforms may be incomplete or unclear.

Labels

The student has correctly labeled 5 or more landforms.

The student has correctly labeled 3 landforms.

The student has only labeled 1 landform; the labels are not correct or confusing.

Neatness

The model is neat and easy to follow. There are very few eraser marks, tears, or paint drips.

The model is somewhat neat and easy to follow. There may be some eraser marks, tears, or paint drips, but they do not affect the overall appearance.

The model is confusing or incomplete. There are eraser marks, tears, or paint drips that strongly affect the overall appearance.

Effort

The student remained on-task and used class time wisely.

The student remained somewhat on-task during class time.

The student was off-task during class time or was distracting to others.

Total Points:_____/20

VI. Materials 4 Pics, 1 Word Packet Landform Worksheet white board and markers large paper plates washable acrylic paint modeling clay landform maps paintbrushes toothpicks, tape, and paper (for labels)

VII. Grouping Techniques

For the first part of the lesson, students will work in partners or small groups when

completing the 4 Pics, 1 Word game. I would like students to combine their knowledge and help

each other when thinking of landforms.

Next, we will work as a class to think of examples and non-examples of landforms.

Students will talk with the people in their group to write a definition of “landform,” and as a

class, we will agree on a definition and record it on their worksheets.

For the last part of the lesson, students will create models of landform maps. They will

work individually on this project.

VIII. Procedures

Part 1: “4 Pics, 1 Word” Activity (10-15 minutes)

A. Start by distributing the “4 Pics, 1 Word” packets to each student. Each student should

have three different landforms in their packet.

B. Explain that the students must look at the four images on the page and try to figure out

the related concept of all four images. The answer is scrambled at the bottom of the

page. Complete an example together. Encourage them to work together if they are

stumped. NOTE: Avoid using the word “landform.”

C. Allow students to work for about 5 minutes. If they finish early, they can complete more

4 Pics, 1 Word sheets.

D. When the class is finished, invite students to share their answers. The answers should all

be examples of landforms. Divide the whiteboard into three columns. As students give

an answer, list them in the first column on the whiteboard, labeled “Examples.”

o Target answers: bay, beach, butte, canyon, cape, cave, channel, cliff, continent,

cove, delta, desert, dune, estuary, fjord, geyser, glacier, gulf, hill, island,

mountain, peninsula, plain, plateau, prairie, valley, volcano, etc.

E. When all answers have been shared, ask, “What do all of these things have in

common?” Record students’ responses in the second column on the whiteboard,

labeled “Characteristics.”

o Target answers: natural feature of the earth’s surface, part of the land, formed

from rocks and dirt, structure can be big or small, nonliving, etc.

F. Try to encourage students to discover the term “landform” on their own. If needed, use

prompting questions, such as “What word can we use to describe these pictures?”

G. When a student arrives at the term “landform,” write this across the top of the

whiteboard.

H. Say, “Now that we have examples of landforms, what are some examples of things that

are NOT landforms?” Record students’ responses in the third column on the

whiteboard, labeled “Non-Examples.”

o Target answers: plants, houses, streets, cars, animals, highways, factories, soccer

fields, parking lots, etc.

I. The final product should look like:

LandformsExamples Characteristics Non-Examples

VolcanoCaveBeachMountainValleyDesertHillIslandCliff

Non-living

Natural feature of the earth

Part of the land

Can be big or small

Made out of rocks and dirt

Part of earth’s surface

PlantsTreesStreetsCarsAnimalsHighwaysFactoriesBuildingsSoccer fields

Part 2: “Landforms Worksheet” Activity (10 minutes)A. Next, hand out the Landforms Worksheet to each student. Groups of three or four will

work together to write a definition of “landform.” Encourage them to use the listed

characteristics to help them. When they are finished, call on groups to share their

definition.

B. Write a class definition on the whiteboard: A landform is a natural, non-living feature of

earth’s surface.

C. Students should use this time to complete the Landforms Worksheet. They should write

down at least 3 examples and 3 non-examples of landforms. Circulate around the room

to ensure that students are on the right track. Using a student checklist, record students

who may be confused or struggling and try to help them.

Part 3: Landform Model Activity (30-40 minutes)

A. Have the class gather around a table so everyone can see. Explain that they will be

making models of landforms using large paper plates, clay, paint, and labels. Show the

class an example.

B. Walk them through the rubric:

o Each student should clearly model at least 5 landforms.

o Each landform must have a label.

o Students should do their best to keep the project neat and clean up any eraser

marks, tears, or paint drips.

o Encourage students to stay on task and do their best.

C. Show the class how to pick a landform, such as a mountain, and model it out of the clay.

Students can then paint the landform to make it more realistic.

D. Demonstrate how to write the name of the landform on a slip of paper, tape or glue it to

a toothpick, and stick it into the clay.

E. After the demonstration, have the class return to their seats and call on students to help

pass out the materials to each table.

F. As the children work, circulate around the room to ensure that students are on task, and

help them if they have any questions.

Part 4: Closure (5-10 minutes)

A. When the class is finished, call on students from each group to gather the materials

from each table. Ask, “Who can tell me what a landform is?” and “What are some

examples of landforms?” “What are examples of things that are not landforms?” Call on

students to share their responses.

B. If there is time remaining, play the song “Landforms” by Chris Bijuniak from

www.totally3rdgrade.com/landforms.html. As the song plays, display the lyrics and have

the students follow along and say each example of a landform as each is described.