Amy Zimmermann

590G Lesson Plan 1

Unit essential question: What are the names and physical characteristics of different landforms?
Lesson question: Can I identify volcanoes, hills, mountains, rivers, plateaus, lakes, plains, and valleys by their
pictures?
Common Core or other appropriate standard:
NYS Elementary Science: The Physical Setting
3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size,
shape, mass or weight, temperature, texture, flexibility, reflectiveness of light.
CCSS.ELA-LITERACY.L.1.5.B

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a
large cat with stripes). A plain is a landform that is large and flat.
Lesson objective:

Assessment:

Students 1,2,3,4,5: Will identify the landforms

listed in the Lesson Question by name.

Students will be assessed on ability to match

the name of a landform to its corresponding
picture.
picture-word portion:
Student will have obtained mastery if
8/8 names are matched correctly to
their pictures
Student performance will be considered
satisfactory if 5-7/8 names are matched
correctly to their pictures
Student performance will be considered
unsatisfactory if less than 5 names are
matched correctly to their pictures

Students 1,2,3,4: Will match the landforms

listed in the Lesson Question to their
appropriate definitions.

Students will be assessed on ability to match

the definition of a specific landform to its
picture or name.
definition portion:
Student will have obtained mastery if
8/8 definitions are matched correctly
Student performance will be considered
satisfactory if 5-7/8 definition are
matched correctly
Student performance will be considered
unsatisfactory if less than 5 definitions
are matched correctly

Student 6: will identify the first letter of each

Student will have obtained mastery if

of the landforms listed in the Lesson Question.

8/8 letters are matched correctly

Student performance will be considered
satisfactory if 5-7/8 letters are matched
correctly
Student performance will be considered
unsatisfactory if less than 5 letters are
matched correctly

IEP goals addressed:

Student 1 will match various objects with minimal assistance
Student 4 will eliminate putting his head down and falling asleep during classroom activities
Student 5 will improve fine motor control and visual motor control and accuracy for greater success and
independence in academic and related tasks
Opening:
I will pass back the landform pictures the students drew. I will pull up a definition on the smartboard. I will
read the definition aloud and call on students to tell me which landform I am describing. I will write the name
of the landform on the board next to its definition. I will collect the sheets and hand out the assessment.
Students will identify by name first and then by definition.
Procedure:
Tiered by resource and challenge:
The resources will be tiered slightly:
Students with fine motor ability will cut their own pieces out, student without will have pre-cut pieces.
Key words will be highlighted for two of the students definitions.
Student 6 will have a different sheet entirely so she is able to match letters to the landforms.
Challenge:
Students 1-5 will identify landforms by name
Students 1-4 will match by definition
Student 6 will identify the first letter of each landform
Closure:
Ill pull up the landform pictures on the board if theres time. Which landform would you most like to visit and
why?
Materials:

assessment sheets
scissors
paste
letters