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EDN228May12LessonPlan2

Author:KellyGrimm
Datecreated:05/09/20151:01PMCDTDatemodified:05/09/20151:11PMCDT

Demographic/ContextualInformation
DateofLesson

TuesdayMay12

Grade/Level

Grade2

Howmanyminutesisthe
lesson?

35minutes

NumberofStudents

25

Subject(s)

SocialStudies

Unit/Theme

Landforms

TitleofLesson

IntroductiontoLandforms

WhereintheUnitdoesthis
Lessonoccur?

Beginningoftheunit

Structure(s)/Groupingforthe
Lesson

WholeClass
Tablegroups
Pairs(turnandtalk)
Indivdual

StudentCharacteristicsthat
NeedtobeConsidered
ListtheNeedsofStudents
withIEPs:
ListtheNeedsofStudents
with504plans:

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus

InAmericatherearemultipledifferentlandformspresentwhichcontributetothegeographicnatureofeachstate.In
Illinoiswehaveplainsandrivers.Onthecoastthereareoceansmountains,anddeserts.Knowingwhateachlandform
lookslike,helpspicturewhatthelandmightlooklikeandhowthecultureofthecitizensaredifferent.

Rationale/Context

Thislessoncomesatthebeginningoftheunitoflandscapestoallowstudentstoreceiveanoverviewofthematerial
andtheinformationthattheywilllearnastheweeksgoon.Havingthislessonasthefirstlessonoftheunitallowsfor
theopportunitytoscaffoldtheideasaboutdifferentlandformsthatarepresentaroundtheearth.

PriorKnowledgeand
Conceptions

PriorKnowledge:Earth'ssurface(knowingthereareoceansandcontinents).

PriorSkills:Cuttingapieceofpaper.

Standards

ILIllinoisLearningStandards
LearningArea:EnglishLanguageArts
Goal3:WritingWritetocommunicateforavarietyofpurposes.
Theabilitytowriteclearlyisessentialtoanypersonseffectivecommunications.Studentswithhighlevelwritingskillscan
producedocumentsthatshowplanningandorganizationandcaneffectivelyconveytheintendedmessageandmeaning.
Clearwritingiscriticaltoemploymentandproductionintodaysworld.Individualsmustbecapableofwritingforavariety
ofaudiencesindifferingstyles,includingstandardrhetoricthemes,businesslettersandreports,financialproposals,and
technicalandprofessionalcommunications.Studentsshouldbeabletousewordprocessorsandcomputerstoenhancetheir
writingproficiencyandimprovetheircareeropportunities.
Standard/AbilityC.:Communicateideasinwritingtoaccomplishavarietyofpurposes.
GradeLevel:EarlyElementary
LearningBenchmark3.C.1a:
Writeforavarietyofpurposesincludingdescription,information,explanation,persuasionandnarration.

LearningArea:SocialScience
Goal17:Geography
Theneedforgeographicliteracyhasneverbeengreaterormoreobviousthanintodaystightlyinterrelatedworld.

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Studentsmustunderstandtheworldsphysicalfeatures,howtheyblendwithsocialsystemsandhowtheyaffecteconomies,
politicsandhumaninteraction.Isolatedgeographicfactsarenotenough.Tograspgeographyanditseffectonindividuals
andsocieties,studentsmustknowthebroadconceptsofspatialpatterns,mapping,populationandphysicalsystems(land,
air,water).Thecombinationofgeographicfactsandbroadconceptsprovidesadeeperunderstandingofgeographyandits
effectsonindividualsandsocieties.
Standard/AbilityB.:AnalyzeandexplaincharacteristicsandinteractionsontheEarthsphysicalsystems.
GradeLevel:EarlyElementary
LearningBenchmark17.B.1a:
IdentifycomponentsoftheEarthsphysicalsystems.

AcademicLanguageDemands

LandformAspecialfeatureonEarth'ssurface

mountainslandformthatriseshighaboveitssurroundings.Tallerthanahill,itusuallyhassteepslopesandarounded
orsharppeak.
valleys:alowareathatusuallyliesbetweenrangesofhillsormountains.
plains:Alargeareathatisflatwithlittletrees,alotofopenspace
rivers:asmallflowofwaterthateventuallyleadsintoabiggerbodyofwater
Lakes:abodyofwaterthatissurroundedbyland.
Hills:smallareaoflandthatishigherthanthelandaroundit.
OBJECTIVE1

Studentswillbeabletodescribewhateachlandformlookslike(mountains,valleys,plains,rivers,hills,lake).

AssessmentTool/Methodfor
Objective1

Objectiveonewillbeassessedwhenthestudents'flipbooksarereviewedandwhenthestudentsposttestare
reviewed.

EvidenceofStudentLearning

Studentswillshowprogresstowardobjectiveonewhenthestudentscorrectlymatchthelandformwithitspictureonthe
landformbookletandquiz.

ExpectationsforStudent
Learning
OBJECTIVE2

Studentswillbeabletodefinethekeyvocabularywords(landform,mountains,Hills,River,Lake,Valley,andPlain).

AssessmentTool/Methodfor
Objective2

Objective2isassessedwhenstudents'flipbooksarereviewedandthestudents'posttestarereviewed.

EvidenceofStudentLearning

Studentswilldemonstrateprogresstowardobjective2whenthestudentscorrectlydefinetheselected
vocabulary(landform,mountains,valleys,rivers,plains,hills,Lake)andwritesthecorrectdefinitiondownintheirflip
book.

ExpectationsforStudent
Learning
OBJECTIVE3
AssessmentTool/Methodfor
Objective3
EvidenceofStudentLearning
ExpectationsforStudent
Learning

II.HowWillYouSupportStudentsToMeetYourObjectives?UseAStepByStepListingForYouAndYour
StudentsThatIncludes1)InstructionalMethodsYouWillUse,2)TransitionStatementYouWillMake,And3)
QuestionsYouWillAsk
Introduction

3minutes.

Question:InIllinoiswhatdoes
ourlandlooklike?(hilly,flat,
openspace)

Answerthequestions

Question:Howislandinother
statesorcountriesthatyou
havevisiteddifferentfrom
Illinois?(Thehavemountains,
hills,answersmayvary)
Wehavepreviouslylearned
aboutdifferentcountries
cultures.Notonlyarethe
culturesdifferent,countries
landscapesaredifferent.Inorder
forustodescribethelandfrom
differentcountriesandstates,
weneedtolearnthedifferent
specialfeatures(landforms).
Todaywearegoingtostarta

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newlessononlandformsand
whattheylooklike.Bytheendof
today'slessonyouwillbeableto
definewhatalandform,
mountain,valley,hill,plain,lake,
andriverisandbeabletomatch
thepictureuptothelandform.

InstructionalSequence

Numberofminutes
15minutes

Ido
DirectTeaching:
Usingtheprezi:Introductionto
Landscapes,askstudentsWhat
areLandformandwhatare
examplesofdifferent
landforms?(arefeaturesonthe
earthsandmountains,valleys,
oceans,lakes).
Clickthenextslidewhereit
introducesthedefinitionof
Landformsandreinforcethe
definitionofthewordlandscape
(afeatureontheearths
surface).
Nextintroducethewordriver.
Defineitasasmallflowofwater
thatleadsintoabiggerbodyof
waterandshowthedifferent
pictures.Showstudentsthat
riverscanalsoseparateinto
differentrivers.
IntroduceLake:
Question:Howdowedefinea
Lake?(abodyofwater
surroundedbyland)
Reinforcethedefinitionasabody
ofwatersurroundedbyland.
TurnandTalk:
Wheremightwehavegoneinto
alakebefore?(thebeachat
LakeMichigan,camp)
DirectTeaching
IntroducePlain:
Definethewordplain(aflatarea
withlittletrees)Explainthatin
Illinoiswehavealotofplains
andthatthefurtheryougofrom
thecitythemoreplainsyousee.
IntroduceHills:
Defineitasasmallareaofland
whichishigherthansurrounding
land.
SmallGroupdiscussion(table
groups:4people)What
activitiesmightyoudoonahill
duringyourtimeoutdoors?
(sledding,biking,rollerskating)
DirectTeaching:
IntroduceMountains:Alandform
thatriseshighaboveits
surroundings.Ithassteepslopes
andapointedorroundedtop.
IntroduceValley:Alowarea
foundbetweenarangesofhills
ormountains.
Explainthatrangesaremultiple
hillsormountainsthatarevery
closetogether.
Askthestudentswherethe
valleyisinthepicture.Pointto
thetopofthemountainorhillin
thepicture,themiddleofthehill

Studentsdo
Answerthequestions

Talktotheirpartner

Answerthequestion

Answerthequestion

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ormountainthenfinallythe
valleyatthebottombetweenthe
twolandforms.
15Minutes

DirectTeaching:
HandouttheLandformflipbook
tothestudents.
Modelfoldingthebookletforthe
students:Foldhamburgerstyle
sothepicturesarefacingthe
outsideandtowardsyouwhen
folded.
Havestudentsfoldtheirpapers.
Modelcuttingthepaperslits:Cut
horizontalontheblacklines
betweenthepictures.DONOT
cutonthelinethatyoufolded!
Whenitisallcuttherewillbesix
flapshangingwhenyouhold
yourpapersideways.
Directteaching:
Question:Whatisthefirst
pictureonyourflipbook?(a
lake)
Havestudentswritedownthe
wordonthelinenexttothe
picture.
Switchtheprezibacktothelake
slide.
Modelandexplaintothe
studentsthattheyaregoingto
neatlywritethedefinitiononthe
insideoftheflapthathasthe
lakeonit.Theywillwritethe
definitionontheprovidedlines.

Studentwillwritethedefinition
ontheprovidedlinesinsidethe
flap.
DirectTeaching
Question:Whatisthesecond
pictureonyourflipbook?(a
valley)
Havestudentswritedownthe
wordonthelinenexttothe
picture.
Switchtheprezibacktothe
valleyslide.
Modelandexplaintothe
studentsthattheyaregoingto
neatlywritethedefinitiononthe
insideoftheflapthathasthe
valleyonit.Theywillwritethe
definitionontheprovidedlines.

HavestudentsWritethe
definitionofValleyonthe
providedlinesinsidetheflap.
DirectTeaching:
Question:Whatisthethird
pictureonyourflipbook?
(mountains)
Havestudentswritedownthe
wordonthelinenexttothe
picture.
Switchtheprezibacktothe
mountainslide.

Foldpaperhamburgerstyle
(horizontal)

Cutonthehorizontallines
betweenpictures.

Answerthequestion

Writedowntheword

Writedefinition

Answerthequestion

Writetheworddown

Writedownthedefinition

Answerthequestion.

Writewordontheline

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Modelandexplaintothe
studentsthattheyaregoingto
neatlywritethedefinitiononthe
insideoftheflapthathasthe
mountainsonit.Theywillwrite
thedefinitionontheprovided
lines.

HavestudentsWritethe
definitiontomountainsonthe
providedlinesinsidetheflap.
DirectTeaching
Question:Whatisthefourth
pictureonyourflipbook?(hills)
Havestudentswritedownthe
wordonthelinenexttothe
picture.
Switchtheprezibacktothehills
slide.
Modelandexplaintothe
studentsthattheyaregoingto
neatlywritethedefinitiononthe
insideoftheflapthathasthe
hillsonit.Theywillwritethe
definitionontheprovidedlines.

Havestudentswritethe
definitionofhillsontheprovided
linesinsidetheflap.
DirectTeaching:
Question:Whatisthefifth
pictureonyourflipbook?(a
plain)
Havestudentswritedownthe
wordonthelinenexttothe
picture.
Switchtheprezibacktotheplain
slide.
Modelandexplaintothe
studentsthattheyaregoingto
neatlywritethedefinitiononthe
insideoftheflapthathasthe
plainonit.Theywillwritethe
definitionontheprovidedlines.

Havestudentswritethe
definitionofaplainonthe
providedlinesinsidetheflap.
DirectTeaching:
Question:Whatisthelast
pictureonyourflipbook?(a
river)
Havestudentswritedownthe
wordonthelinenexttothe
picture.
Switchtheprezibacktotheriver
slide.
Modelandexplaintothe
studentsthattheyaregoingto
neatlywritethedefinitiononthe
insideoftheflapthathasthe
riveronit.Theywillwritethe
definitionontheprovidedlines.

Writedowndefinition

Answerquestion

Writedownword

Writedowndefinition

Answerthequestion

Writedownword

Writedowndefinition

Answerquestion

Writedownword

Writedowndefinition

Havestudentswritethe
definitionofariveronthe
providedlinesinsidetheflap.
5Minutes

IndependentActivity:

WorkonQuizalone.

Studentsworkonandanswer

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thequestionstotheLandforms
quiz.

Closure

Numberofminutes
3minutes

Ido
Question:Basedoffthe
definitionsthatwelearned
todayandyourown
experienceshowarethe
landformsdifferentin
Napervillecomparetoother
placesyouhavevisited?
(answerswillvary,example
couldbeinNewHampshirethere
ismountainsandinNaperville
thereareplainsandhills)

Aswecantellbyjust
experiencingdifferentplacesnot
onlyinthecountrybutinthe
world,therearemanydifferent
landformsthatmaketheareaa
uniqueplace.Nowwhenyougo
onatripyoucantellyourfamilies
whattypeoflandformsyousee.
Theywillbeveryimpressedwith
yourknowledge.

Studentsdo
Shareandlistentothosewho
arespeaking.

Differentiation/Extension
WhatIfs

Iftimeisrunningout,Iwillcutquestionsofftheposttest.
Ifthereisextratime,Iwillplayakahootwiththestudents(seeattached)

ResourcesandMaterials
Materialsandresources:
LandformFlipbookCreatedbyMrs.DusekandMissGrimm
Attachments:
1. LandformQuiz.pdf
2. LearningAboutLandformsDifferentiatedMaterialsforGrades.pdf
Links:
1. LandformKahoot
2. PreziIntrotolandforms

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback
Assessment/Rubrics

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