Caitlyn Ashby

ELED 3221
3/19/2015
edTPA Indirect Instruction Lesson Plan Template
Landforms of Japan
Central focus/Big Idea: The idea of focusing on the landforms in
Japan and comparing them to the ones in Charlotte.
Subject of this lesson: Identifying land forms and how they differ
from one area to another.
Grade level: Third grade
NC Essential Standard(s):
Science:
3.E.2.2 Compare earths land features by using models, pictures,
diagrams, and maps.
Language arts:
W.3.4 With guidance and support from adults, produce writing in
which the development and organization are appropriate to task and
purpose.
Social studies
3.C.1.2 Exemplify how various groups show artistic expression
within the local and regional communities.
3.g.1.2 Compare the human and physical characteristics of
places
3.g.1.5 Summarize the elements (cultural, demographic,
economic, and geographic) that define regions (community, state,
nation and world).
3.g.1.6 Compare various regions according to their
characteristics
Math:
3.NF.A.3 Explain equivalence of fractions in special cases, and
copare fractions by reasoning about their size.
Next generation science standard:
-ESS2 2. Develop a model to representthe shapes and kinds of land
and bodies of water in an area
21st Century skills: 4th grade creativity and innovation: OUTCOME:
Students provide concrete examples of science as a way of thinking
that involves both systematic and creative processes that anyone can
apply as they ask questions,

about the solve problems, invent things, and develop ideas world
around them.
Academic Language Demand
Language Function: I chose compare/contrast because they will be comparing and
contrasting the landforms in Japan and Charlotte.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast
Retell

Describe
Summarize

Explain

Scientific Vocabulary: Haiku, Japan, origami, Mountain, Island, archipelago

Instructional Objective:

Students will be able to compare the landforms of Charlotte to the landforms found in
Japan. There will be a discussion of how the landforms effect the Japanese culture
Students will write a Haiku about japan and will then make some origami creations.

Prior knowledge: Students have been researching Japan and Japanese culture all week.
Students should have a basic understanding of the structure of Japan allowing them to
take part in a detailed discussion about the culture and how the land structures have
shaped and influenced their culture.
Content knowledge: Teacher needs to know how to instruct students on how to write a
haiku as well as lead them through the steps of making origami. The students will lead
the discussion of Japanese culture and the landforms.
Accommodations for special needs: For this lesson accommodations will include
examples and step-by-step drawn out instructions of how to do everything. Teacher will
also be helping to lead the students based discussion by asking questions to keep the flow
of discussion going.
Materials and Technology requirements:

Origami paper
PowerPoint for landforms
Examples of Haiku
Pens/ pencils
Paper- 21
Work sheet to follow along

Total estimated Time: an hour and 15 minutes total time: about 20 minutes on
PowerPoint and discussion, about 20-25 minutes on Haiku writing, and 30 minutes on
origami.
Source of lesson: Ms. Saemann gave some direction to the unit they were working on
and I came up with the lesson plan that incorporates science, social studies and writing.

Safety considerations: Safety includes be careful with paper so as not to get paper cuts.
Also precut paper so students do not have to cut them

Content and Strategies (procedure)

Engage: This lesson will open by referring to all of the Japanese
research the students have been working on all week. Talk about some
of the things they found by asking them questions about their
research. Then say that you did some research of your own. Then start
the power point about landforms/ haikus/ origami. Questions that
should be asked about research should include:

What sort of things have we found in our research about Japan?

Did anyone find anything about Japanese food or the clothing that they
wear?
What about sports or activities?

Explore: The power point will show landforms in Japan. The students
should then be asked what landforms we have here in Charlotte. Do we
have mountains in our backyard? What about oceans or seas? During
the power point the students will be directed to take out their science
notebook and write a list of landforms in both places and the
similarities and differences. This will be the basis for the peer
discussion group and for the students Haiku.
Explanation: After the first portion of the PowerPoint the students will
participate in a group discussion that will be led by the questions asked
by the teacher. The students should sit in a circle all facing inward so
that they can see each other and participate in what knowledge they
have to share. The questions will include but are not limited to the
following:

What are some of the landforms we found from Japan?

What are some of the landforms we found in Charlotte?
How do these landforms differ/ how are they the same?
How do landforms shape the culture of a society?

Elaborate: Students will then move their chairs back. On the next
slide there will be the definition and history of haiku the art of poetry
that originated from Japan. Students should be asked to show
examples of how to count syllables. There will also be a slide that gives
example of Haiku about japan. The students will then be given a
chance to write a haiku of their own about the landforms of Japan.
When teaching the Haiku talking about syllables and showing how to
clap out the syllables in a word will help students to know that a Haiku
is written with five syllables in the first line, seven in the second line,
and five in the last line. It is important to make sure that you go around
and work with each of the students asking them about their poem and
making sure the syllables are correct because this could be difficult
especially for ELL students.
The students will also be led in an origami project taught by one
of their peers. They will be making an origami crane. While the student
is demonstrating, it is important for the teacher to help the others by
also making it and showing the students how it is done. In order to
relate this to math and fractions asking questions is the easiest way.

Fold in half again, how many fraction pieces do we have now.

What fraction of the paper is being folded?
What is an equivalent fraction to that?

Evaluate: The summative assessment will be the Haiku. The

Formative assessment will come from the peer lead discussion.