Alyssa Halpin

ELED 3221
3/16/16
edTPA Indirect Instruction Lesson Plan Template
Land and Water
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Central Focus/Big Idea: Landforms and Water Features
Subject of this lesson: Reviewing the Characteristics of Landforms and Bodies of Water
Grade Level: 3rd Grade
NC Essential Standard(s):
3.E.2 Compare the structures of the Earths surface using models or threedimensional diagrams.
Next Generation Science Standard(s): 3-ESS2-2. Obtain and combine information to describe
climates in different regions of the world.
21st Century Skills:
Collaboration Students had to work together on the water features worksheet as a
group collaboratively and discuss their possible answers.
Critical Thinking Based on students knowledge of feature descriptions they had to
make decisions based on the evidence that was presented to them.
Academic Language Demand
Language Function: Students will be expected to describe the characteristics of varies
landforms and bodies of water.
Analyze

Argue

Categorize

Interpret

Predict

Question

Compare/contras
t
Retell

Describe

Explain

Summarize

Scientific Vocabulary: Ocean, Sea, River, Lake, Pond, Glacier, Stream, Volcanoes,
Mountains, Valleys, Canyon, Caverns, and Islands.

Instructional Objective: Students will be expected to successfully match and label their given
landforms and bodies of waters based on their characteristics and pictures.

Prior Knowledge (student): Students should be able to make connections between a

characteristic and a given picture.
Content Knowledge (teacher): The teacher will need to be familiar with the landforms and
water features that we will be discussing and have a clear. (Ocean, Sea, River, Lake, Pond,
Glacier, Stream, Volcanoes, Mountains, Valleys, Canyon, Caverns, and Islands.)
Accommodations for special needs (individual and/or small group): I would check on my
students with learning modifications more frequently through the activity and give them a longer
period of time to get work completed. I would make sure that they have a thorough
understanding of what we are working on after we start on it so that they can stay on task.
Materials and Technology requirements:
YouTube Video: (https://youtu.be/BsqKTJtK_vw)
Cutout Landform Flip Book Pieces (enough for 21 students)
(http://gingersnapstreatsforteachers.blogspot.com/2012/09/landform-flipbook.html)
Colored pencils or markers (enough for 21 students)
Glue sticks (2-3 to be class shared)
Pencil (enough for 21 students)
Water Feature Worksheet (6 worksheets)
What Am I? Question Sheet (1 sheet)
Definitions/Quiz PPT
Total Estimated Time: 90 minutes
Source of lesson: Landform flipbook
(http://gingersnapstreatsforteachers.blogspot.com/2012/09/landform-flipbook.html)
Safety considerations: Everything will be precut so that students dont have to handle scissors
during the activity.

Content and Strategies (Procedure)

Engage:
The teacher will ask the students if they can remember any of the landforms or water features
that they have previously learned about in class. (Students will be given time to respond with
their answers.) The teacher will then ask the students if they can remember a time where they
were around these landforms and water features. Have you ever been to a lake? Have you ever
climbed a mountain? (Students will be given time to respond with their answers.)
We will start the lesson off by watching a short video about landforms and water features
(https://youtu.be/BsqKTJtK_vw)
After watching the video ask the students:
What is something new that you learned about water features?
What is something new that you learned about landforms?
Explore:
Landform flipbook
The students will be given the materials to make their landform flipbook. The teacher will
display the PowerPoint on the whiteboard with the definitions of the landforms. All materials are
precut so students will not need scissors for this activity. The student will be allowed time to get
all the definitions written down into their flipbook pages and if time allows they will be given
time to color the flipbook. The teacher will walk around the classroom and help students as
needed with this activity. Students that have finished with their definitions and coloring will be
allowed to use a glue stick (with the help of a teacher) to put their flipbook together.
Some questions we can discuss as a class include:
What is a landform that you would like to learn more about and why?
Can you think of any of these landforms that might be near us or in our state?
Which landform is the highest?
Which landforms are flat? How do they differ from one another?
Explanation:
Once the students have finished making their flipbook, we will continue our discussion about
landforms and water features with further questions being asked of the students to make sure
they have an understanding of the lesson. I will ask them questions like what landform do you
think is most common in the three different regions of North Carolina? What water features do
you think are most common in the three different regions of North Carolina? What is the one
landform or water feature that youve never seen in real life that you would like to see and why?
Each table will have a discussion about their favorite landforms and water features and why.
They can also discuss which they like the least and why.

Elaborate: We will continue our discussion on landforms and water features. We will be
shifting gears to focusing on water features for this activity. Each table group (six tables) will be
given a worksheet that has pictures of six water features on it. The teacher will have the Who
Am I? question sheet and will read the questions one at a time out loud to the students. Between
each question the student will need to be given enough time to have a group discussion and
figure out which answer they want to go with. Here are the questions that the teacher will ask the
groups:

I am a large body of salt water that covers more than two thirds of the earths surface.
What am I? (Ocean)
I am large body of salt water that often connects to an Ocean; I may be partly or
completely surrounded by land. What am I? (Sea)
I am a large flowing body of water that can sometimes empty into a sea or ocean. What
am I? (River)
I am a large body of water that is surrounded by land on all sides. What am I? (Lake)
I am a small body of water that is surrounded by land on all sides. What am I? (Pond)
I am a long-lasting, slow moving river of ice on land. What am I? (Glacier)

I will ask the students the following questions:

What is a water feature that you would like to learn more about and why?
Which water feature is located near us or in our state?
If the students have any additional questions about the landforms and water features we will go
over them at this time to make sure every student has a clear and full understanding of the lesson.
Evaluate:
Summative Evaluation:
Students will be evaluated in two ways. They will first be evaluate by showing me their water
feature answers and explain how they came up with the answers that they chose to go with.
Students will also complete a fill in the blank landform and water feature quiz, where they must
pick a work to fill in the blank for the definition and write in down numbered one through five
on a blank sheet of paper.
Formative Evaluation:
While walking around the classroom I will observe the students and ask appropriate questions
throughout the lesson and activities.