5E Lesson Plan Template

Teacher Deonica Matthews

Date November 19, 2020

Subject 3rd/Social Science

area/course/grad
e level

Materials Chromebooks, Landform Definitions

State: 2) Locate the continents on a map or globe
Standards (State
and ISTE •  Using vocabulary associated with geographical features of Earth,
Standards for including hill, plateau, valley, peninsula, island, isthmus, ice
Students) cap, and glacier

•  Locating major mountain ranges, oceans, rivers, and lakes

throughout the world (Alabama)

ISTE3. Knowledge Constructor

Students critically curate a variety of resources using digital tools to

construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.

plan and employ effective research strategies to locate information

and other resources for their intellectual or creative pursuits.

Objectives I can create a PowerPoint about landforms.

Differentiation For visual and auditory learners, videos and pictures will be
Strategies (How provided, as well as sentence starters for PowerPoint slides.
will the lesson Students who require accommodations will be paired with a peer
address the tutor, as well as provided with a PowerPoint with slides already
various learning prepared. Students will only be expected to finish sentence starters
styles of the and add photos.
students and the
needs of those
with special
needs?)

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The 5 Es

E Description

Engagemen TTW begin the lesson by watching a YouTube video on Landforms

t (https://www.youtube.com/watch?v=FN6QX43QB4g&t=175s) As the
video plays, students will write down the different landforms they are
introduced to.

Engagemen After watching the video, TSW “Turn and Talk” to their partner about
t what they learned while watching the video.
Assessment

Exploration TSW utilize their chrome books to research the different types of
landforms. Students are not allowed to use Google, but they must use
the kid friendly web browser KidRex (https://www.alarms.org/kidrex/)

Exploration TTW walk around the classroom and assess students as they work
Assessment independently on their research.

Explanation Students will create flashcards on landform vocabulary. After creating

flashcards, students will turn and talk to their partner about their favorite
landform and why it is their favorite. Pictures of the many different
landforms will be shown to students.

1. landform- a natural feature of Earth’s surface

2. Desert- large area of land that receives little or no rainfall throughout

the year

3. Mountain- the highest landform on the surface of the Earth

4. Valleys- low lying areas between mountains

5. Volcanos- type of mountain with a pool of molten rock below the

Earth’s surface

6. Plateau- flat topped highland with steep sides

7. Hills- lower than mountains, but higher than the surrounding area

8. Plain- a flat grassy landform

9. Island- a landform that is completely covered by water

10. Peninsula- a landform that is surrounded by water on three sides

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 E Description

11. Ocean- the largest body of saltwater on Earth

12. River- freshwater that flows towards the ocean, lake, or sea

Explanation Students will look at a Nearpod with their teacher and complete the
Assessment embedded quiz at the end on different landforms.
https://share.nearpod.com/doFfWRcNxbb

Elaboration Students will create individual PowerPoints about the different types of
landforms. Students are expected to have the definition of the landform
and a picture of each landform on their slides.

Evaluation A rubric will assess students on their knowledge of landforms.

References

Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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