Lesson Idea Name: Topographical Landforms

Grade Level/Content Area: 1st grade Social Studies

Content Standard Addressed: SS1G3: Locate major topographical features on the earth’s surface
B. Identify and describe landforms (mountains, deserts, valleys, and coasts).

ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner 1.1.a able to do by the end of this lesson:
Students articulate and set personal learning The student will know how to locate major
goals, develop strategies leveraging technology to topographical features and identify and describe
achieve them and reflect on the learning the landforms such as mountains, deserts, valleys,
process itself to improve learning outcomes. and coasts.

Facilitator 2.6.a
Foster a culture where students take ownership of
their learning goals and outcomes in
both independent and group settings.

What is the student learning goal(s) for this lesson idea? 

I will learn how to locate, identify, and describe major landforms such as mountains, deserts, valleys,
and coasts.

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☐

Creating

I will promote student learning by having the students achieve a higher level of Bloom’s Taxonomy
(evaluating) by having the students compare and contrast information of topographical landforms.
How do you plan to implement this lesson and integrate the technology? Check all that apply: 
 
☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
X Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying  the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another

Frazier, 2021
 class,  or publishing via an outside source.) 

Lesson idea implementation:

The student will begin the activity by clicking on the Landforms Padlet that the teacher created and
read about the different landforms. The students will explore the characteristics of mountains, valleys,
deserts, and coasts. Next, the student is asked to draw their favorite landform. The last thing on the
Padlet that the student is responsible to complete is the Quizizz activity. Before we start this activity, I
will access the students’ knowledge by asking if they know what a landform is. If they don’t, I will go
over a basic presentation about the 4 landforms we are going to learn about and what they look like. I
can access their learning after they complete this activity by viewing their drawing in the Padlet and
checking their accuracy in the Quizizz activity that they completed. I think a real-world connection to
promote student learning is showing them examples of the landforms that we have in Georgia and
discussing those. We could take this activity further and talk about the landforms in North America
and where they are located. I can conclude this lesson by having students research their favorite
landform and come up with a more in-depth way of presenting the landform (add what animals are
found near the landform, what kind of plants are found there, do people live near these landforms,
etc.). I will have them pair up with a classmate that also chose the same landform as them.
Managing student learning:
This tool is focused on active learning. The only passive part of this lesson is when the teacher will
explain to the students their directions and expectations. The students will be actively engaged in this
lesson and can pace the lesson however they need to. The teacher will be walking around the
classroom making sure that students are staying on task. The teacher is also available for assistance if
any students have questions or need help with the Padlet/Quizizz.
Universal Design for Learning (UDL):
This lesson represents all students by giving them the choice of how they choose to engage in the
Padlet activity. Also, on the Quizizz activity, there are many ways in which students will have to
respond to the questions (short response, drawings, multiple choice, etc.). I think that this tool
supports the Engagement component of UDL by giving the students a choice in which they engage.
This tool represents the Representation component of UDL by having many learning styles
incorporated into the Padlet & Quizizz. This tool represents the Action/Expression component by
letting students express their understanding in a way that they choose to do so.
Reflective Practice:
I think that this tool is much more engaging than traditional tools. The students are in control of how
they learn and have the freedom of responding in many ways. I look forward to seeing how the
students react to a more student led approach. I predict that the students will like this type of tool
rather than the teacher lecturing and teaching them that way.

Frazier, 2021