Teacher: Isaura Espinoza Date: 10/21/16 District: N/A School: UNT

Subject Area: Earth Science Grade Level: 3rd Unit Title: Landforms Lesson Title: Landforms
Relevant TEKS
3.7B Investigate rapid changes in Earths surface such as volcanic eruptions, earthquakes, and landslides.
3.7C Identify and compare different landforms, including mountains, hills, valleys, and plains.
Science Content (Big Ideas: Definitions, Facts, Process/Integrated Skills, Explanations, etc.)
Landforms- a natural feature of the earth's surface.
Volcanoes- having a crater or vent through which lava, rock fragments, hot vapor, and gas are being or have been erupted from the earth's crust.
Mountains- a large natural elevation of the earth's surface rising abruptly from the surrounding level; a large steep hill.
Hills- a naturally raised area of land, not as high or craggy as a mountain.
Valleys- a low area of land between hills or mountains, typically with a river or stream flowing through it.
Plains- a large area of flat land with few trees.
Earthquakes- a sudden and violent shaking of the ground, sometimes causing great destruction, as a result of movements within the earth's crust or volcanic
action.
Landslides- the sliding down of a mass of earth or rock from a mountain or cliff.
Rapid Changes- occurring within a short time; happening speedily.

Learning Objective(s):
Students will use their prior knowledge and the new knowledge they have learned to create a visual presentation and write a research paper over a
landform of their choice using the rubric as their guide.
Given scientific texts students will create different types of landforms using play dough
Given scientific texts students will be able to compare the different landforms with at least two facts per landform.
Students will be able to define content vocabulary words by creating a foldable.
Relevant ELPS - Language Objective(s):
Reading
o C.1A Use prior knowledge and experiences to understand meanings in English.
Speaking and Writing
o C.1B Monitor oral and written language production and employ self-corrective techniques or other resources.
Listening
o C.1F Use accessible language and learn new and essential language in the process
Relevant TX CCRS:
Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical,
graphical, pictorial, symbolic, and kinesthetic.
Use essential vocabulary of the discipline being studied.
Assessments:
Diagnostic Assessment/s: Students going up to the board to create a bubble map of what landforms are and what type of landforms there are.
Formative Assessments: Orally assessing the students throughout the explore and explain section of the lesson. (Focus Question: What is a landform?, How do
landforms differ from each other?, How key features define each landform?, What similarities do landforms have from each other?)
Summative Assessment: Landform project (rubric attached at the end of the lesson)

5E Teaching Model:
Engage Have the video Learning about Landforms ready for the children to watch. Throughout the lesson
When the video is done, write landforms on the board and circle it. students will follow the
Then ask students Does anyone know what landforms are? What type of landforms do you guys know safety procedures
about or have seen?. previously established.
Have students brainstorm their answers.
Then have students come up to the board and write their responses to the questions. (Creating a bubble map)
Once everyone has written down at least one answer on the board, have the students talk about their
responses with their partner thats next to them.
Ask the students Has anyone ever seen any of these type of landforms in person?
Allow the students to think and then choose some students to share their stories with the whole class.
Explore DAY 1
o Have the students split up into groups of 2-3.
o Then give each group a good amount of play dough in a variety of colors.
o Give each group one index card; the index cards will have variety of different landforms (one
landform per index card).
o Tell the students that they will be given about 15-20 minutes to use the different landform books and
the IPads to research the landform and create the landform before they have to switch.
o Have students switch until they have created all the landforms.
DAY 2
o Once they are done tell them that they will have 15-20 minutes to create a land of their own that
incorporates some of the landforms that they had just researched and created.
o Then tell them to get ready to share with the class the land that they have created.
(During this process walk around and answer any questions that the students might have. Also ask each
group this question, what are some key features of the landform you are creating?(Expected answers-
Mountans: Have high peaks, Hills: more rounded, Valleys: between two mountains/usually have a river
running through it, Plains: very level lands, Volcanoes: Spew out lava. )
Explain The students will share their land that they have created with the class; once everyone is done they will go
back to their seats.
Hand the students the vocabulary foldable.
Have the students cut out the foldable as well as the flaps.
They will then write in the landform and the definition as you go through the landforms PowerPoint
(http://prezi.com/tkwmvztxle5z/?utm_campaign=share&utm_medium=copy&rc=ex0share).
 Tell the students that they have to include at least one key feature of each landform in their foldable that will
help them remember the landform.
Go through each landform asking the student what key feature they chose for that landform? (Key
features will vary since student can pick different ones) Have one or two student share.
When you are going through the PowerPoint make sure that you go over how the landforms are created, for
example Mountains are created when the tectonic plates pushed against each other. (You can also show this
motion by using your hands.)
Then show the students the Landform YouTube video https://www.youtube.com/watch?v=X_lZH2E6GHQ
Once the PowerPoint and video is finish talk to the students about rapid changes.
Ask them Does anyone know what a rapid change is? (Rapid change is a change that happens fast) wait for
a response and then give them the definition of what a rapid change is.
Give the students some examples of the different types of rapid change (i.e. volcanic eruptions, landslides,
earthquakes etc.)
Hand out the questions sheet (What is an earthquake? What is a landslide? What is a volcanic eruption?
How do these rapid changes affect the earth?) so that they can look over while they watch the video
Have them watch the video https://www.youtube.com/watch?v=mtHPMAinr4o
Then check if the students understood the video by going over and discussing the questions on the question
sheet that you had given them before the video.
Elaborate Students will be provided with a handout.
Students will choose a landform of their choice.
They will then have to research their landform and answer the following questions. (Which landform did you
choose? What is the definition of your landform? What are the physical features of your landform? Where is
your landform typically found? What type of plants (if any) are found in your landform? What type of
animals (if any) are found living in your landform? What is the weather like in your landform? Can people
live/survive in your landform? Would you want to live in/on your landform? Why or why not? How is this
landform different from the rest?)
They will write a research paper that includes the answers to the questioned asked.
They will also have to create some type of visual representation (i.e. PowerPoint, poster, clay model, etc) of
the landform they have chosen.
There will then be a sign up sheet, where they will need to choose which date they would like to present their
information/visual.
Evaluate Bubble map
Oral Questioning throughout lesson
Landform project rubric (attached at the end of this lesson plan)
Language Modification(s):
Students will be given vocabulary words they can use during their writing.
Students will be given specific cites they can do their research on.
 Diversity and Equity (Accommodations, Modifications, Adaptations)
Allotting more time if needed.
Having students create one landform instead of more than one.
Working one on one with the teacher.
For GT students: Have the students research a place in the world that contains the type of landform they have chosen for their project and have them
answer these questions to include in their essay. (Where is this place? Does this landform affect the way people live? Does it affect how they
communicate?). Also have them include other information they found interesting.
Materials and Resources:
Science Journals
Ipad
Various Landform books (Whatever is available in your library or online)
Play dough
Preprinted vocabulary sheets
Computer and Projector
Index cards with different landforms written on them
Preprinted project outline
Technology:
For Teachers: Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative
processes.

For Students: Process data and report results

PowerPoint if the students choose it for their visual representation part of their project.
YouTube Video: Landforms Rap / Lessons With Lisa (https://www.youtube.com/watch?v=X_lZH2E6GHQ)
YouTube Video: Learning about Landforms (https://www.youtube.com/watch?v=KWTDmg8OI_Y)
YouTube Video: Fast and Slow Changes to Earth's Surface (https://www.youtube.com/watch?v=mtHPMAinr4o)
Landform PowerPoint http://prezi.com/tkwmvztxle5z/?utm_campaign=share&utm_medium=copy&rc=ex0share
 Rapid Changes Video Question Sheet

1. What is an earthquake?

2. What is a landslide?

3. What is a volcanic eruption?

4. How do these rapid changes affect the earth?

 Landforms Project

Goal: Create a visual representation of a landform of your choice. Then, present a well-researched report about that landform
to your class.

Skills to Achieve: Students will be able to define different landforms and their unique traits. Students will also gain research
skills.

Part One: Visual Representation

You will need to create a visual representation of the landform of your choice. You can create a 3-D model, a powerpoint, or
whatever else you think could work for your landform. Make sure you are super detailed with your landform and include all the
key features that make your landform special.

Part Three: Research & Report

Write a one-page research report about your landform. You must use at least two of the following resources; library books,
encyclopedias, the Internet, etc. but you must include the Resources page listing all of the resources used. (Some reliable
search engines are: www.kidsclick.org, www.kids.yahoo.com, www.awesomelibrary.org)

Be sure to answer the following questions in your report:

1) Describing my landform
a. What is the definition of my landform?
b. Are there other landforms that look like mine?
c. If so, what are some unique characteristics that make my landform different?
d. How is this landform different from the rest?
2) Life on my landform
a. What kinds of creatures live on/in my landform?
b. What kinds of vegetation and plants grow on/in my landform?
c. What is the weather usually like on my landform?
d. Can people live and survive on/in my landform?
3) Personal Connection
a. What are some specific examples of my landform found in the world? (An example of an ocean would be the
Pacific Ocean)
b. Would I want to live on my landform?
c. Why or why not?

Part Four: Presentation

Present your landform project in 10-15 minutes by presenting your report to the rest of the class.
 Landforms Project
Grading Rubric

Landform Creation

Possibl Earned
Skill Accomplished e Points
Points
Shows evidence of plants vegetation. 10
Shows evidence of climate and weather. 10
Shows evidence of wildlife/life. 10
Overall display of artistic creativity 10
Total 40

Research & Report

Possibl
Earned
Skill Accomplished e
Points
Points
Students report answers all eleven questions. 20
Students report demonstrates correct use of grammar,
5
spelling, and punctuation.
Students report shows clarity of thought, sentence flow, and
5
organization.
Student included the Resource page which shows the use of at
10
least 2 different types of resources.
Total 40

Presentation

Possibl
Earned
Skill Accomplished e
Points
Points
Students presentation was between 10-15 minutes. 5
Student spoke with a strong, clear voice. 10
Student made regular eye contact with the audience. 5
Total 20
 TOTAL
GRADE = ________ / 100