Michigan Grade Level Content Expectations (GLCE): Science Learning Statements: 2c/3a

E.SE.02.21- Describe the major landforms of the surface of the Earth (mountains, plains, plateaus, valleys, hills). I can describe the major landforms of the surface of the Earth. L1- Landforms are recognizable, naturally formed features on the Earth's surface. L2- Mountains are high, steep elevations of the earth's surface, higher than hills. L3- Plains are extensive tracts of level, open, land. L4- Plateaus are large, flat areas of land that are higher than the surrounding land. L5- Valleys are low areas of land between hills or mountains. L6- Hills are small elevations in the earth's surface, or a mound of land. Students can compare and contrast characteristics of each of the Earths major landforms. Students should use safety with scissors and glue.

Safety:

2h Materials:

2h Structures and Accommodations:

Crayons and markers for students Glue sticks, one for each student Individual white boards and markers, one for each pair of students Flash cards with pictures of landforms Landforms Book rubric Organization: Whole group during book read Partners for landforms flash card trivia Individual for landforms book What accommodations will you make for your special education Accommodations: Leave teacher example of landform book on the front table for those with difficult time remembering, and also for the visual learners (autism). Provide landforms written out on board. Have handout with definition/character bank for those

2d

struggling with reading and writing. This will also help those with language barriers. Have handout with rough pictures of landforms for students with autism. Learning Goals and Assessment: Objectives: Students will compare and contrast the Earths major landforms through illustrations, descriptions, and sculptures. Formative Assessment: Landforms Book Guiding Investigative Question: How are the major landforms of Earth similar and different? 2c Engage: Understanding of SLSs: Formative Assessment- Landforms Book, Tap prior knowledge: Before book read, ask students, What do you know about landforms? Whole group. Engage: Read, What is a Landform? By Rebecca Rissman Introduction: After read aloud, ask students the following questions: What is a landform? Can anyone tell me one example of a landform from this book? Can we remember all of the landforms from this book? [Write list on the white board as students recall all landforms] Has anyone ever seen these before? Which landform? When? (15 minutes) In partners, students will answer the landforms flash card trivia questions. I will hold up a flash card (large enough for students in the back of the room to see) with a picture of a landform on it, and they will, together, quickly write down which landform it is and hold it in the air. (Formative Assessment). (5 minutes) Which landform is this? Explore: Big idea/concepts: Landforms are created by movement of water or ice, earthquakes, lava, volcanoes, landslides, or plate movements. All landforms have different characteristics.

2h/3f 20m

Time:

Question: How are the major landforms of Earth similar and different? 3f/3g Time: 5m, and throughout the Explain portion Questions along the way: In their books, the question of landform characteristics will be asked. What are its characteristics? Why is this landform different from that landform? Artifact Description Landforms Book: each student will use construction paper to make a book with a title page, and a page for each of the five landforms being discussed. Each page will have a label of the landform, a picture of the landform, and a few characteristics about the landform listed on the same page. See Rubric. Explain: [Write on board: Mountain, Hill, Valley, Plateau, Plain, and Volcano] Creating landforms books- I will introduce landforms books as a way to remind us throughout the unit of each major landform. I will explain that our books may be used in a later lesson to add more characteristics to each landform as we learn more. I will show students my model of my landform book, while explaining the requirements and safety procedures: Title page: Student name, and title of, Landforms Book 5 Landforms pages. Each page: Label of landform, picture or drawing of landform, and at least two characteristics. Safety: Do not misuse scissors or glue sticks; only use them on the construction paper. [Give each student a copy of the rubric] Students will be given time to create their books. (15 minutes) As the closure, I will ask in whole group form, What are some similarities we see in some of these landforms? What are some differences we see in some of these landforms? Students should recall their characteristics of each landform they listed. (2 minutes) Have the students write an exit slip of one similar characteristic of a mountain and a hill, and also one difference of a mountain and a hill. (5 minutes)

3g Time: 15min

Evaluate:

Students will use their landforms books to evaluate if they know at least two characteristics of each major landform. I will assess the students during the white boards activity, by reading/evaluating their landforms books, and by reading their exit slips.

3g Extend: 3e Time: 5mins for exit slip, questions mostly throughout the lesson.

All formative assessments. Where have you seen these landforms in real life? Which landforms and where? How can you tell this is the correct landform? What is a similarity and a difference between a mountain and a hill?