Understanding by Design: Unit Development Presented by: Judi Allen October, 2015 1.
Unit by Design
Transcript of 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
Brittney Williams Landform Unit Plan
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
Brittney Williams Landform Unit Plan
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
Brittney Williams Landform Unit Plan
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
Brittney Williams Landform Unit Plan
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
Brittney Williams Landform Unit Plan
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:
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:
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:
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
g. construct and use mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size, and shape;
h. Interpret, use, and distinguish various representations of the earth, such as maps,
globes, and photographs
Brittney Williams Landform Unit Plan
i. Use appropriate resources , data sources, and geographic tools such as atlases, data
bases, grid systems, charts and maps to generate, manipulate and interpret
information
j. Locate and distinguish among varying landforms and geographic features, such as
mountains, plateaus, islands, and oceans
k. Observe and speculate about social and economic effects of environmental changes
and crises resulting from phenomena such as floods, storms, and drought
l. Consider existing uses and propose and evaluate alternative uses of the resources and
land in home, school, community, the region, and beyond
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.
Brittney Williams Landform Unit Plan
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…
Brittney Williams Landform Unit Plan
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.
Brittney Williams Landform Unit Plan
Lesson plan #3
Title: Mountains
Grade: 3rd
Time: 2hrs
Objectives: By the end of the lesson students should be able to:
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:
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
m. construct and use mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size, and shape;
n. Interpret, use, and distinguish various representations of the earth, such as maps,
globes, and photographs
o. Use appropriate resources , data sources, and geographic tools such as atlases, data
bases, grid systems, charts and maps to generate, manipulate and interpret
information
Brittney Williams Landform Unit Plan
p. Locate and distinguish among varying landforms and geographic features, such as
mountains, plateaus, islands, and oceans
q. Observe and speculate about social and economic effects of environmental changes
and crises resulting from phenomena such as floods, storms, and drought
r. Consider existing uses and propose and evaluate alternative uses of the resources and
land in home, school, community, the region, and beyond
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
Computers and internet access
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.
Brittney Williams Landform Unit Plan
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:
Brittney Williams Landform Unit Plan
Students will take part in an end of the lesson quiz.*form attached
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.
Brittney Williams Landform Unit Plan
Lesson plan #4
Title: Valleys
Grade: 3rd
Time: 2hrs
Objectives: By the end of the lesson students should be able to:
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:
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:
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:
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
s. construct and use mental maps of locales, regions, and the world that demonstrate
understanding of relative location, direction, size, and shape;
t. Interpret, use, and distinguish various representations of the earth, such as maps,
globes, and photographs
u. Use appropriate resources , data sources, and geographic tools such as atlases, data
bases, grid systems, charts and maps to generate, manipulate and interpret
information
Brittney Williams Landform Unit Plan
v. Locate and distinguish among varying landforms and geographic features, such as
mountains, plateaus, islands, and oceans
w. Observe and speculate about social and economic effects of environmental changes
and crises resulting from phenomena such as floods, storms, and drought
x. Consider existing uses and propose and evaluate alternative uses of the resources and
land in home, school, community, the region, and beyond
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
Computers and internet access
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
Brittney Williams Landform Unit Plan
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
Students will also be assessed on their landform encyclopedia entry using the rubrics they
were provided.
After:
Once the lesson is complete instruct students to submit their work and clean there
materials.
Brittney Williams Landform Unit Plan
Lesson #5 (summative assessment)
Title: Landform world fair
Grade: 3rd
Objectives: By the end of the lesson students should be able to:
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.
Brittney Williams Landform Unit Plan
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
Brittney Williams Landform Unit Plan
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
Brittney Williams Landform Unit Plan
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:
Brittney Williams Landform Unit Plan
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.
Brittney Williams Landform Unit Plan
Coastline Writing Activity Rubric
Writing includes the following: 2 points each
Location
Climate
Economy
Natural resources
Connection between ocean and
culture
Comments: Score: