This lesson plan is for: Social Studies, English, Language arts and is suitable for Grade 2
What students will accomplish in lesson :
The students will explore different landforms on http://worldlandforms.com which will lead to a presentation on their favorite landforms.
Goals :
Social Studies – Students will develop an understand of locations of the landforms explored.
Language Arts – Structure – The students will practice the benchmarks of writing, speaking and presenting newly learned and applied information.
Application – Students will apply newly learned media resources, map understanding, computer technology and direction following.
Multidisciplinary -This encompasses science, social studies and English subjects.
Content:
To discover content, have the students read about what lanforms are on worldlandforms.com
Students will research two types of landforms and then do a presentation on the landform.
Prior Activities:
-Students should have:
-past experience with landforms in their communities.
-have misunderstanding about where landforms are located around the world.
Major learning activities:
Students will choose a landform from the website.
Research the landform on this website and other similar websites.
Students will find questions from the investigation outline located below.
Talk to the teacher about the research. Discussion always help!
Students will work on the project from the list.
Students will do their presentation. See the grading rubric below.
Materials and Resources:
Books and other familiar resources:
Encyclopedias, book collection from the public library, art and project making supplies based on student’s choices
Outside resources students can use:
Their state’s website, their parents and more.
Technology Resources:
http://worldlandforms.com
Assessment:
The questions will be graded by the rubric below
The presentation will be graded by the rubrics.
Students will evaluate how they did by using the student rubric.
The Project Rubric
The project is of their own work_____
The information is correct _____
Student chooses at least 2 landforms _____
The student shows on task behavior with research _____
The students creative ideas _____
Total __________
3=Wonderful
2=Good job
1=I tried.
The Outline for Students
Name ______________________________________
Type of Landform _____________________________
Famous names of this type of landform __________________________________________
Where is the landform located ________________________________________
List 3 facts about your landforms
What students can use for project
They can you models, newspapers, their artwork, movie, audio clips website or anything they would like to create to present this. Remember to differentiate!
The Assessment
Presentation fluency_____
Expression fluency _____
Focus _____
Outline is followed_____
Quality of work _____
Grading Points:
5/5=5 – You get it
4/5=4 – You get it but you missed an idea
3/5=3 – This is average
2/5=2 – A little more work is needed
1/5=1 – The project is attempted
Student Rubric
5 Question outline complete, 3 projects complete
4 Question outline complete, 2 projects complete
3 Question outline, 1 project complete
2 Question outline or project complete
1 Question outline and project attempted
Grade Level: 6 or 7
Time: 30-45 Minutes
Geographic Themes
Landforms
Overview
Students will begin with a warm-up card game reviewing the major landforms and definitions. The students will look at examples of these landforms from around the world. Next, the students will pair up to create three landforms on cardboard squares using goop (salt dough). Finally the students will present their landforms to the class and the teacher will read aloud a short story involving landforms.
Materials
warm-up card game with land forms and definitions *see procedure*
cardboard squares 5″ X 5″ (one square per pair of students)
paper towels
Goop (salt dough) *see procedure* either pre-colored or use markers and paint
flip chart with types of landforms or pull down wall chart with landforms and definitions.
short story about physical features.
Goals
1.Locate and describe geographic features and political divisions of the major regions of the world.
2. identify the major physical features on each continent
3. explain the relationships between location, climate, topography, and other interactions in physical geography (concepts of physical geography)
Objectives
By the end of the lesson the student will be able to:
review common landforms and definitions
recognize types of landforms throughout the world
create a model of three landforms using goop
work cooperatively with others
Procedure
Initiating Activity – Warm-up Card Game
Each student will receive an index card with a landform name on the front and a different definition on the back. All the students will stand in a circle. The student with the first card reads the definition. The person with the matching landform calls it out. That person then reads the definition on their card. This proceeds until all students have given their definition. The last definition should go on the back of the beginning person’s landform.This works well as a review tool. The teacher must make sure that the students’ answers are correct.
Strategies – Examples and Goop
The teacher will review landforms and definitions with the students using a flip book. The book has examples of the landforms from around the world.Students will form pairs with guidance from the teacher (usually the students they are sitting beside). Each pair will receive a piece of cardboard, three landforms to create (written on a sheet of paper), paper towels, and pre-bagged goop. Goop Recipe
Ingredients
2 cups table salt and 2/3 cup water (mix)
1 cup cornstarch and 2/3 cup water (mix)
Instructions
Stir the salt mixture in saucepan until it is well heated (3 or 4 minutes). Remove from the heat and add cornstarch mixture. STIR QUICKLY. If it does not thicken, return to low heat and stir until thick. It is hard to stir, but undercooking it leaves it sticky and too gooey! It should be soft, pliable mass that can be kept in a jar or baggie. It does not need refrigeration. This can be used to make 3-D models, as it dries hard. It can be colored with markers or tempra paint. Food coloring can be added while mixing to create pre-colored goop.
After handing out the materials, ask for questions, show an example of the finished product, and begin. Watch and guide the students as they work. They are usually very interested in this activity and will work with few problems. If the goop gets in the carpet, allow it to dry and then sweep it away.
Culminating Activity – Presentation and Story
Allow groups to clean up as they finish. Hands will need to be washed, either in bathroom or a handy spray bottle. Keep leftover goop in a baggie as it can last a year or two. Have each pair present their landforms to the class, explaining what they are and why they them like such.After presentations, the teacher will read a short involving physical features.
Evaluation
Completion of landform creation and presentation to the class. Landform definitions will be on eventual physical geography test.
National Standards
Geography Standard 4 Grades 5-8 Places and Regions
1. How different physical processes shape places
A. Analyze the physical characteristics of places
Resource List
Baerwald, Thomas J. and Celeste Fraser. World Geography Needham, Massachusetts: Prentice Hall, 1993. Carlson, Laurie. Kids Create! Charlotte, Vermont: Williamson Publishing Co., 1990.
de Blij, H.J. and Peter Mueller. Physical Geography of the Global Environment. New York: John Wiley and Sons, Inc., 1993.
Geography: Realms, Regions, and Concepts. 7th ed. New York: John Wiley and Sons, Inc., 1994.
Easterbrook, Donald J. Surface Processes and Landforms. New york: MacMilan Publishing Company, 1993.
Waugh, David. The Wider World. United Kingdom: Nelson, 1994.
We want pictures and location of the lanforms around the world and we need your help. Click get started button below.
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