Professional Documents
Culture Documents
Teacher
Date
Grade ____4th___
Miss DeGroot
Wed. Sept. 28, 2016
I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson of the unit. The unit is the geography of the United States. This lesson connect to
the unit because it helps students understand that the United States has varying types of land geography,
called landforms
Learners will be able to:
identify different types of landforms using pictures when given a list of the landforms
state the difference between an island and an archipelago
state the difference between a river and a delta
state the difference between a valley and a canyon
state the difference between a plain and plateau
work collaboratively in a group to act out assigned landforms
Standards: 4 G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
Outline assessment
activities
What barriers
might this lesson
present?
Provide Multiple
Means of Action and
Expression
Provide Multiple
Means of
Engagement
Powerpoint
Act out assigned
landforms
Provide options for
language, mathematical
expressions, and symbolsclarify & connect language
Materials
Landform Powerpoint
Preassessment half sheet
10 landforms chart
pencils/colored pencils
Component
s
Time
Motivation
(opening/
introduction/
engagement)
7min
After glancing at their answer when collecting
their paper- pick one or two students to tell the
class what they think a landform is.
After several students share tell the students
that a landform is natural features of the earths
surface.
5min
Developme
nt
(the largest
component
or main body
of the
lesson)
20mi
n
Closure
(conclusion,
culmination,
wrap-up)
15mi
n
Your reflection about the lesson, including evidence(s) of student learning and engagement, as
well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance
to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)
This lesson went fairly well. We did the lesson at the end of the day so some students moved around in
their seats quite a bit, but overall they listened well! Based on my pre assessment it seemed that my
students didnt know very much about landforms, but when I showed them pictures of each landform, many
of them could name quite a few! By the end of the lesson I realized that though they couldnt give a
definition of landform, they had a lot of knowledge about different land features.
As we worked our way through the 10 different land features, about of my students were making
connections to their own lives at some point. They wanted to share stories about times when they visited
mountains, the great plains. Etc. They were excited to describe what they saw and how some landforms
may appear similar at first, but are actually quite different. We didnt end up having time to act out the
different landforms, but we did, as a class, come up with different motions for a few of the land forms. For
example, mountain- we raised our arms over our heads and put our hands together to form the tip of a
mountain. For plain we spread our arms out flat to show that the land is very flat. I allowed students to help
come up with ways to represent other landforms and they were very creative with it. It was a short but fun
activity to end the day. If I were to teach this lesson again, and if we had more time, I would have had them
do more partner/group discussion. Then each student would be able to share their personal connections on
a more intimate level, rather than just one or two students sharing with the whole class.