LESSON IDENTIFICATION AND LEARNING GOALS

Lesson Design & Analysis Part 1

Name(s):

Dayna Denoyer

Lesson Topic and Grade Level: Second Grade Landforms/processes that shape the earth
Performance Expectation:
o 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an
area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]
o LESSON FOCUS: This lesson will focus on having to students create diagrams the map
out the different types of landforms.

Sources Used:
Play-Doh recipe:
Website URL: http://www.instructables.com/id/How-to-Make-Playdough-Play-doh/

Driving Question for Lesson:

What are the characteristics of different landforms?
How can we recreate landforms?

Unpacking the Disciplinary Core Ideas and Related Practices for your Performance Expectation:

CONTENT
Develop a model to represent the
shapes and kinds of land and bodies of
water in an area.
(2-ESS2-2)

Students know the name

and definition of each
landform from prior days
in the unit (already
covered by mentor
teacher)
Recognize and identify
lakes, mountains..
Be able to define and
understand the different
types of landforms and
bodies of water (ex:
mountains, lakes, rivers)
Where these landforms
and bodies of water are
located
Know the key differences
between the different
types of water
Identify and describe the
different types of

PRACTICES
Developing and Using Models in K2
builds on prior experiences and
progresses to include using and
developing models (i.e., diagram,
drawing, physical replica, diorama,
dramatization, or storyboard) that
represent concrete events or design
solutions.
-

Develop a model to represent

patterns in the natural world.
(2-ESS2-2)

Ask questions about the

different types of
landforms and how we
draw them on a
map/identify them on a
map/real life
Developing and using
models
Analyzing and
interpreting data
Draw their own ideas of
landforms on the map
Create Mountains, rivers,
lakes, valleys, plains, etc.
on a diagram
See that they use the
correct colors of play-doh
on the map to create
landforms
Use set of pictures and
vocabulary of landforms,

ASSESSMENT
1) In a paragraph, explain your
assessment for the lesson. How will
the students show you they
understand what was taught? (The
assessment will need to be in written
format to collect and analyze data.)

Students will use their use

what they have learned
throughout the lesson to
label the different types of
landforms. Students will be
checked by the instructor to
make sure the students
include the characteristics
that distinguish the
landforms. Students will
answer a worksheet that
requires them to match the
landform vocabulary to a
picture of the landform.

landforms on a map

test if students can follow

the key and create the
landforms with correct
colors and shapes

Experiences, Patterns & Explanations:

Construct an EPE chart designed to support students developing understanding of your learning goals. What Experiences could
you provide your students that would lead them to recognize Patterns that will help them to develop Explanations related to
your GLCEs/learning goals? This is how you will engage your students in a process of inquiry during your lesson. Refer back to the
Gunckel EPE paper you read for guidance. In addition, several examples of EPE tables have been posted on our course website for
your reference.

Experiences
Opportunities to collect observations or
data about the world; may involve inclass activities as well as recollection of
students shared experiences.

Patterns
Relationships and generalizations across
experiences that clarify and represent
what happened or how it happened.

Explanations
Grade-level appropriate statements which
generalize beyond specific
objects/experiences described in the
patterns to answer questions about how
or why phenomena occur in the natural
world

Brainstorm the different

types of landforms and
words that they associate
with their characteristics
Create with play-doh the
different types of landforms
Identify the different types
of landforms on their playdoh plates (ocean, mountain,
valley, etc)
Compare and contrast the
difference we see in the
different types of landforms
that the students have
created
Have students then match a
picture of the landform to
the vocab word on a piece of
paper

Bodies of water differ in size,

shape and location. (ex: lake is
larger than a pond, ocean is the
largest body of water, river are
long narrow and typically
surrounded by land)
Landforms on land differ in
size, shape and location. (Ex:
mountains are bigger than
hills)

Landforms shape the land around

them as well as are shaped by the
land itself. This is caused by
where the landforms are located
on Earth
**some of the landforms have an
effect in each other (ex: valley
exits between two mountains
without the mountains it would be
a plain instead of a valley)

Lesson Identification and Learning Goals Assignment Scoring Guide

Unpacking the Disciplinary Core Ideas and Related Practices (4 points)
A grade-level appropriate NGSS performance expectation has been clearly identified, including the text as well as
the alpha-numeric code. All requested bibliographical information about curriculum resources has been provided.
The unpacked/explained Disciplinary Core Ideas related to the content are scientifically accurate, specific and
clear, and are developmentally appropriate.

Practices include a clear description of what students could do during the lesson, and include a clear connection to
the content or knowledge to be learned. The unpacked practices describe what students need to be able to do to
meet these learning goals.
The Assessment Rationale clearly explains how the lesson will be assessed and expectations for the students
expressed.

Driving Question (1 point)

Driving question directly addresses the Performance Expectation and has a real world application and context. When
answered, the driving question demonstrates a deep understanding of the NGSS Performance Expectation.
EPE Table (5 points)
At least three Experiences are identified that contain clear patterns students can observe and record numerical data
and/or observations for. Experiences are developmentally appropriate and connected to the students everyday lives
and experiences.
At least two Patterns are identified that are directly observable from the Experiences.
Patterns generalize across multiple Experiences.
Only one Explanation is identified that is scientifically accurate and developmentally appropriate, The Explanation
explains how or why the Patterns the students observed in the Experiences occur.
Overall, the Experiences Patterns and Explanations will lead students to develop the knowledge and practices from
your PE that you identified in your unpacking chart.