Unit by Design

Brittney Williams Landform Unit Plan

Unit by Design

Designer: Brittney Williams

Title: Landforms unit

Grade: 3

Learning goals: Students will understand:

That there are multiple landforms present throughout the earth

How natural sources are provided by various landforms

How resources contribute to the culture on different landforms

Students will know:

Characteristics of various landforms such as Oceans, Mountains, Gulfs, Coasts, etc..

How climate is associated with location and landform

How to define natural resources explain which resources are provided by various

landforms

Natural disasters that occur or certain landforms

Students will be able to:

Use a map legend

Locate various landforms on a map

Create a topographic map

Use library materials to conduct research

Performance Tasks:

Students will create a Landform encyclopedia throughout the unit

Students will create topographic maps

Students will choose one landform at the end of the unit to do a project on. Elements of

the project will include:

o A research paper

o A class presentation

o A diagram of that landform

Learning activities include:

Observation of videos related to various landforms

Class discussions

Writing of informational text

Using research from the internet and other library resources , creating an encyclopedia of

landforms

World fair project at the end of the unit


Lesson Plan #1

Title: Introduction to landforms

Grade: 3rd

Time: 1hr

Objectives: By the end of the lesson the students will be able to:

Define a landform

Define natural resources

Use mapping skills to locate landforms on a map

List several types of landforms

Standards:

New York State:

Social Studies:

o SS.E.3.1B: Students draws maps and diagrams to serve as representations of

places. Physical features, and objects.

o SS.E.3.1D: students identify and compare physical, human, and cultural

characteristics of different regions

Common Core:

Social Studies:

o SS.3.GEO.1: geographic regions have unifying characteristics and can be studied

using a variety of tools

o SS.3.GEO.3: geographic features often influence where people settle and form

their lifestyle. Some factors are more suitable for settlement while others act as a

deterrent.

National Social Studies:

People, Places, & Environments

a. construct and use mental maps of locales, regions, and the world that demonstrate

understanding of relative location, direction, size, and shape;

b. Interpret, use, and distinguish various representations of the earth, such as maps,

globes, and photographs

c. Use appropriate resources , data sources, and geographic tools such as atlases, data

bases, grid systems, charts and maps to generate, manipulate and interpret

information

d. Locate and distinguish among varying landforms and geographic features, such as

mountains, plateaus, islands, and oceans

e. Observe and speculate about social and economic effects of environmental changes

and crises resulting from phenomena such as floods, storms, and drought


f. Consider existing uses and propose and evaluate alternative uses of the resources and

land in home, school, community, the region, and beyond

Culture

d. compare ways in which people from different cultures think about and deal with their

physical environment and social conditions.

Materials:

Paper white/colored

Drawing materials

Internet access

Photos of various landforms

World map

Project rubric

Chart of map landform symbols

Before the lesson:

Obtain several pictures of various landforms to display on the SMART board.

Engage:

Present the photos of the various landforms

Engage students by asking them what they see. Accept the specific answers (beach,

mountain, valley, etc….) Create a list on the board of their answers

Ask if any students know what all of these are categorized as. In no students respond

present the definition of a landform.

Explore:

Explain to student that this unit will be about studying various kind of landforms to

determine what life is like there.

Example to students that even on the same type of landform life can be very different

depending on its location.

Explain to students that throughout the unit they will be create their own encyclopedias

using the information they learn in each lesson.

The encyclopedia entries will include:

o Photo and label

o Climate

o Locations

o Resources culture

o At least one fact the student finds interesting

Instruct students to now create their encyclopedias. This will be done by stapling several

pieces of paper together to form a book (or using other techniques to create books.) The


cover of the book can be color as the students are able to decorate their book if they so

choose.

Explain:

Once students have finished creating their books explain to them that they will be doing

the first two entries together as a class so that all students will understand how it is done

for the upcoming lessons.

The first entry will be the word Landform. Have students record the word in their book.

Facilitate a discussion to have student’s discuss their understanding of what a landform

is. Present to them the definition to record in their books.

Direct students back to the rubric and ask them to determine what information still needs

to be recorded in this entry. As a class use the internet and the SMART board to obtain

their information.

Elaborate:

Once students have all completed their encyclopedias have them submit them for

assessment.

Next direct students in a game where they are to join into teams to locate landforms on a

map.

Provide students with a world map that has longitude and latitude lines.

Review with students how to locate a place using longitude and latitude.

Explain the instruction of the game:

o Each team has one map

o The teacher will display on the board a landform along with its location

coordinates.

o The first team to accurately locate it and tell what continent it is on will receive a

point.

o However all teams must still locate the landform and draw the appropriate

landform symbol in that location. (chart of landform symbols will be provided to

students)

Evaluation:

Students will be assessed based on observations of discussions in class and during the

game

After:

At the end of the lesson have each students choose from a list a landform that they would

like to study.

On a sing in sheet record the landform for each student. Explain to them that they are to

complete a research project on this land form by the end of the unit (provide a date)

The project will include:

o A 2 page research paper on their landform including the following


Name

Location

Climate

Culture

Natural resources

Natural disasters

o A presentation they will give to the class using a 3-fold poster board

o A model of their landform

Each student is to be provided a rubric for the project *attached


Lesson plan #2

Title: Coasts

Grade: 3rd

Time: 2hrs

Objectives: By the end of the lesson students should be able to:

Define and list characteristics of a coast

Understand the natural resources provided by coastlines

Identify a coast on a map

Use a map legend

Explain the climate along different coasts based on location

Describe the culture of coastlines

Standards:

New York State:

Social Studies:





Common Core:

ELA:

o ELA.W.3.2: write informative/explanatory texts to examine a topic and convey

ideas and information clearly.

o ELA.W.3.7: conduct short research projects that build knowledge about a topic

Social Studies:





deterrent.



g. construct and use mental maps of locales, regions, and the world that demonstrate


h. Interpret, use, and distinguish various representations of the earth, such as maps,



i. Use appropriate resources , data sources, and geographic tools such as atlases, data


information

j. Locate and distinguish among varying landforms and geographic features, such as


k. Observe and speculate about social and economic effects of environmental changes


l. Consider existing uses and propose and evaluate alternative uses of the resources and


Resources:

Coast line information - http://what-when-how.com/water-science/coastlines-water-

science/

Videos of different coastlines: https://www.youtube.com/watch?v=ikiKLQzCC7I

https://www.youtube.com/watch?v=HpwtMAlZzEU

Articles on coastline pollution:

http://www.education.noaa.gov/Ocean_and_Coasts/Oil_Spill.html

Materials:

Informational resources on coasts

Aquarium gravel, seashells and sand

Computers and internet access

Procedure:

Before:

The teacher will place in a container sand and seashells for the introduction of the unit.

The teacher must have reviewed to content to have a full understanding of the material

that is to be taught.

Engage:

Begin the lesson by showing the students a box of sand and asking if they know what

landform this represents.

Once the class has discovered that the target landform will be coasts, create a KWL chart

as a class then show a short video that will display examples and basic information of

coasts.

Explain to students that they will now add the word coats to their landform encyclopedia

and add any information that they gathered from the video or class discussion. They will

have 15min for this portion of the lesson.

Direct students to their rubric that explains to them all the information that is necessary in

their encyclopedia entry.

Allow them to use technology and books to obtain the necessary information.

http://what-when-how.com/water-science/coastlines-water-science/

http://what-when-how.com/water-science/coastlines-water-science/

https://www.youtube.com/watch?v=ikiKLQzCC7I

https://www.youtube.com/watch?v=HpwtMAlZzEU

http://www.education.noaa.gov/Ocean_and_Coasts/Oil_Spill.html


Explore:

Engage students by asking them if they have ever visited a beach or coastline to assess

prior knowledge. Build from this by asking students to share what things they observed

there and what the culture was like.

Direct students to create a list of what resources are provided by coastlines.

Record the students answers

As a class read materials that explain the resources provided through coastlines and have

students record the information.

Have students then present their ideas of coastline culture and how the life of those who

live on coastlines are.

Present students with videos displaying the life of people on different coastlines around

the world. Have students compare the different environments and discuss what

similarities and differences they saw.

Explain:

Provide students with information regarding the resources that are provided through

coastlines.

Facilitate discussion on how the students think ocean life contributes to the culture of

coastlines. Ask students what effects they think a decrease in ocean life may have on the

coast culture.

Present the students with several news articles related to ocean pollution around several

coastlines. Also explaining how these occurrences are effecting the environment around

them ex. Less food supply, polluted beaches, etc….

Complete the class KWL chart

Elaborate:

Students will now take the understanding they have from the lesson to write an

informational text on coastlines.

Students are to choose a coastline around the world and use the internet to gain

information on it.

Students will then imagine they are living on that coast and write a paragraph explaining

their daily life and culture.

In their writing students must include the following:

o Location

o Climate

o Description of economy

o Natural resources

o At least one connection of the ocean to their culture. Example: surfing, food,

tides, pollution, etc…


Evaluate:

Students will be assessed on their writing using the rubric provided to them.

Students will also be assessed on their landform encyclopedia entry using the rubrics they

were provided.

*Rubrics are attached

After:

Once the lesson is complete instruct students to submit their work and clean there

materials.


Lesson plan #3

Title: Mountains

Grade: 3rd

Time: 2hrs


Define and list characteristics of a Mountain

Understand the natural resources provided by mountains

Identify a mountain on a map

Describe natural disasters that can occur on mountains

List ways people contribute to disaster relief

Explain the climate along different Mountains based on location

Describe the culture of Mountains

Standards:

New York State:

Math, Science & Technology:

o MST4:E.PS2: many of the phenomenon we experience here on earth involve

interactions among components of air, water, and land.

Social Studies:



Common Core:

Social Studies:





deterrent.



m. construct and use mental maps of locales, regions, and the world that demonstrate


n. Interpret, use, and distinguish various representations of the earth, such as maps,


o. Use appropriate resources , data sources, and geographic tools such as atlases, data


information


p. Locate and distinguish among varying landforms and geographic features, such as


q. Observe and speculate about social and economic effects of environmental changes


r. Consider existing uses and propose and evaluate alternative uses of the resources and


Resources:

Mountain information - http://en.wikipedia.org/wiki/List_of_mountains

http://teacher.scholastic.com/activities/hillary/archive/toptenmt.htm

Articles on Nepal earthquake: http://teachingkidsnews.com/2015/04/26/earthquake-in-

nepal-triggers-avalanche-on-mt-everest/

Materials:

Informational resources on Mountains

A slideshow that is prepared prior to the lesson of all the vocabulary mountains that will

be discussed during the lesson


Map of Nepal

Procedure:

Before:

Prepare the slideshow presentations

Books will be collected to be used as resources for students

Collect news articles you may want to use and print enough copies for the students.

Engage:

Begin the lesson by showing the students a video on mountain ranges around the world.

Pose questions as to what students know and would like to know about mountains. Create

a class KWL chart.

Explain to students that the focus of this lesson is to take a trip around the world to visit

several mountains and compare them.

Present the class with basic information of mountains (definition, location,

categorization, and climate.) Have students use this information for the entry on

Mountains in their encyclopedias.

Explore:

Engage students by asking them if they know of any famous mountains in the United

States.

http://en.wikipedia.org/wiki/List_of_mountains

http://teacher.scholastic.com/activities/hillary/archive/toptenmt.htm

http://teachingkidsnews.com/2015/04/26/earthquake-in-nepal-triggers-avalanche-on-mt-everest/

http://teachingkidsnews.com/2015/04/26/earthquake-in-nepal-triggers-avalanche-on-mt-everest/


Present to students using the SMART board several mountains across North America.

Explain to students that in the mountainous areas in the states the culture is similar to any

other area around the country but in other regions that is not true.

Continue moving through the slideshow presenting the mountains across the world.

Present to students the different cultures and provide images that illustrate the different

ways of life among various mountain areas.

Have students discuss their observations, direct them in discussing why they think life in

the mountains can be different in one region from another.

Ask students if any of them know what the largest mountain is called. (Everest) If any

students know encourage them and ask if they know the location.

Using the slideshow that was prepared show a map of Nepal and direct students to where

the mountain is on the map.

Ask students if they have heard of anything recently happening in Nepal (disastrous

earthquake).

Explain to the students that this resulted in avalanche of the mountain. Discuss with

students other natural disasters that can and have occurred on mountains.

As a class read an article on the recent earthquake in Nepal.

Explain:

Facilitate discussion regarding the article. Have students share any points they found

interesting or important. Pose questions to the students regarding the economy in Nepal

and how that relates to the effects of this occurrence.

If not mentioned explain to students that Nepal is a low income country with minimal

medical care and as a result of the earthquake they have lost more money and buildings.

This results in them not having enough resources to help themselves.

Pose questions to students as to what can occur if the country is lacking resources needed

to sustain themselves? (they can receive help from others)

Present to students an article that tells of how different organizations and people around

the world are contributing to the relief effort in Nepal.

Elaborate:

As a class have students create a list of ways they can help those in Nepal

Suggestions:

o Fundraising efforts to donate to the disaster relief

Over the course of the unit direct students in completing that fundraiser and choosing an

organization to donate through.

Evaluate:


Students will take part in an end of the lesson quiz.*form attached


were provided.

*Rubrics are attached

After:


materials.


Lesson plan #4

Title: Valleys

Grade: 3rd

Time: 2hrs


Define and list characteristics of a Valley

Understand the natural resources provided by valleys

Use informational text to record information and present it to a group

Describe the culture of valleys

Standards:

New York State:

Social Studies:





Common Core:

ELA:

o ELA.W.3.2: write informative/explanatory texts to examine a topic and convey

ideas and information clearly.

o ELA.W.3.7: conduct short research projects that build knowledge about a topic

Social Studies:





deterrent.



s. construct and use mental maps of locales, regions, and the world that demonstrate


t. Interpret, use, and distinguish various representations of the earth, such as maps,


u. Use appropriate resources , data sources, and geographic tools such as atlases, data


information


v. Locate and distinguish among varying landforms and geographic features, such as


w. Observe and speculate about social and economic effects of environmental changes


x. Consider existing uses and propose and evaluate alternative uses of the resources and


Resources:

Valley information – http://science.nationalgeographic.com/science/earth/surface-of-the-

earth/valleys-article/

o http://kern.audubon.org/nature.htm

o http://en.wikipedia.org/wiki/Valley

Materials:

Informational resources on valleys

List of famous valleys around the world


Clay

Large chart paper

Drawing materials

Procedure:

Before:

The teacher will place in a container sand and seashells for the introduction of the unit.

Books will be collected to be used as resources for students

The teacher must have reviewed to content to have a full understanding of the material

that is to be taught.

Engage:

Begin the lesson by assessing student’s prior knowledge. Ask students if they have any

previous knowledge of valleys by creating a class KWL chart

Using the SMART board present to the students several images of valleys while explain

to them the definition of a valley.

Explain to the students that they each while work in groups and research a specific valley

and record the information on a large chart paper. The students will then work in their

groups to create a diagram of their specific valley using clay

Explore:

Split the students into small groups of 4 and provide each member one of the group roles

http://science.nationalgeographic.com/science/earth/surface-of-the-earth/valleys-article/

http://science.nationalgeographic.com/science/earth/surface-of-the-earth/valleys-article/

http://kern.audubon.org/nature.htm

http://en.wikipedia.org/wiki/Valley


o Facilitator

o Recorder

o Reporter

o Materials manager

Provide each group with the materials they will need in order to complete the activity

o Clay

o Computer

o Chart paper

o Rubric *attached

As students are working survey the room making observations of how the students are

working and the discussions that are taking place.

Engage with students and have them share their findings and ideas

Explain:

Invite students to present the research and models to the class and explain their findings.

Elaborate on the idea that there are several kinds of valleys that can differ from their

formation, resources, climate, altitude, etc…

Direct students to add Valley to their encyclopedias using their rubrics to be sure to

include all the required information.

Elaborate:

Instruct students to go home and research a news article on the valley they chose to share

with the class the next day.

Evaluate:

Students will be assessed on their presentations

Student will be assessed by observations made while students were working in groups


were provided.

After:


materials.


Lesson #5 (summative assessment)

Title: Landform world fair

Grade: 3rd


Use their understanding of content to present research to a group

Use informational text such as the internet to research and record data

Use research data to write informational text

Use art forms to display information

Standards:

Materials:

3-fold poster boards

Tables to display students presentations

Engage:

Explain to students that we are creating a world fair and everyone will travel around the

room to different locations to observe different landforms

Instruct students to set up their presentations around one of the tables in the room.

Provide each student a handout they will use throughout the activity

Explain:

Explain to students that we will take turns presenting their projects to the class.

Each student will have a worksheet where they are to record information they learned

from each presentation, as well as one complement and one suggestion they have for the

presenter.

The suggestions will be collected and placed on one sheet for each students so that they

will all have a sheet of suggestions as feedback from their peers. (Names are not to be

included.)

Explore:

Create an order in which the students will present.

Travel around with the students as they give presentations and make observations for

assessment.

Elaborate:

Once all the presentations are complete have students submit the suggestions and

comments they made during the presentations.


As a class discuss the content that was addressed through the unit. Have students share

what they believe went well and what things they were glad they learned.

Evaluate:

Student’s projects will be assessed using the rubric provided

Students will also be assessed using observations made of their presentations and

discussions.

After the Lesson:

Combine all the student comment from each student onto their own sheet to be given to

them as feedback.

Provide each student feedback on their project

Reflection on the implementation of the unit


Landform Project Rubric

The research paper

includes the following:

points Student score

Name and examples of

landform

1

Locations 1

Climate 1

Culture 1

Natural disasters 1

Appropriate grammar

and spelling

2

Organization 2

Presentation includes:

Poster board 1

Organization 1

At least 4 points of

information

1

Model accurately

represents the

landform

2


Encyclopedia Entry rubric

Entry Includes the following elements:

3 2 0-1

Photo and label of landform

At least 3 characteristic of this landform (location, climate, resources, culture, formation, etc…)

Neat

Comments: Score:


Mountain Lesson Quiz

Name:

Define Mountain:

What is one mountain located in the United States?

What is the largest mountain in the world?

What is the map symbol for mountain?

Give one characteristic of mountain environments.


Coastline Writing Activity Rubric

Writing includes the following: 2 points each

Location

Climate

Economy

Natural resources

Connection between ocean and

culture

Comments: Score:

Unit by Design

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