Ed 310 - Lesson 1

Lesson Plan 1: PBL Land on Earth
Megan Farwell
Teaching: October 14, 2014
Content Area: Science

Grade Level: 2nd Grade (2/3 split room)
Topic: Land on Earth
Standard: 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of
water in an area.
Thinking about the learning
Objective:
The student will be able to identify and describe the 5 major landforms of the surface of the
Earth.
The student will be able to create models of the landforms using sand.
Rationale: This lesson is a continuation of the exploration of Earths land and water. It is helping
the students gain information, so that they are able to answer the overarching guiding question of
the PBL, How can we as geologists explain Earths land and water to a public audience?
Preassessment: At the end of last week, the class took a pretest. After the tests were graded, we
looked at which questions the majority got correct, and which they didnt know. This gave us a
good idea of which standards really need to be focused on, and which can be covered more
lightly. Further, I will be observing and assisting with the kick-off lesson on Monday (the day
prior to teaching my lesson). This will give me an opportunity to observe the students
knowledge and understanding of the topic. I will take notes on my findings so that I will be able
to reflect on them after the lesson and make appropriate adjustments to my lesson as necessary.
Summative Assessment: The summative assessment will in a sense be a performance. The
teacher will go around to every students model and ask them questions about what they have
built. The teacher will listen for understanding and take notes on their findings. The models will
be kept as representations of the students work. The teacher will look for the learned
characteristics to be represented appropriately in the students labeled models. At the end of the
unit, students will take a final test.
Thinking about the lesson
Connections: The students will need to call on the information explored in the kick-off lesson the
previous day. We will start the lesson by reviewing what was covered on Monday. By doing so,
the students will begin to recall their prior knowledge and be able to make connections with the
content being learned in todays lesson. Further, they may begin to make connections with
specific landforms that they have seen in everyday life, or on a family vacation.
Introduction: I will start the lesson by reviewing the Earths Land and Water chart they made as
a class the previous day. We will review what they already know, and then move onto todays
topic, landforms. First, we will explore the definition of what a landform is, and I will explain to
them that the largest landforms/land masses on Earth are the seven continents. We will look at a
map and name all of the continents, helping them see and compare Earths land and water. Next,
I will explain that there will be 5 landforms introduced in the lesson. I will show a picture of the
landform, ask the students if they can identify it, and then give the definition. We will discuss
how the characteristics of each landform differentiate it from the others. Once all 5 landforms
have been introduced, I will teach the class a simple song to help them remember what was
learned.
Task: The students will be given a tray of sand and will be prompted to create models of the five
landforms. A list of the landforms will be posted for the students to reference. The students are to
create a minimum of two landforms in their trays, as well as appropriately label them. This will
cater to the kinesthetic learners, as well as encourage all of the students to think critically about
the characteristics of each landform they are making. During this time, the teacher will be
walking around the classroom, observing students work and asking questions/providing
guidance when necessary.
Student Thinking: During this lesson, students will have to think critically by comparing and
contrasting the different characteristics of landforms. They must make sense of the material that
was learned by creating models of the landforms in their sand trays. By having to make two or
more landforms, the students must think about placement and how they can put different
landforms together in the same tray. This activity allows students to respond in various ways and
provides opportunities for students to discuss/collaborate while they build. To make this activity
more cognitively demanding, I would ask students to think about which types of landforms could
be found in similar areas, and which would not be found together.
Formative Assessment: I will be roaming around the room, observing the students building. I
will elicit individual student thinking by asking questions such as Tell me about what you are
building, How you knew to build a ___ like that? or What do you think caused this type of
landform to form the way it did? Open ended questions will allow the students to explain their
thinking, and for me to get a better understanding of whether or not they are getting the concepts.
Accommodations: Students may struggle with handling the sand appropriately. I will address
this situation by stating clear expectations at the beginning of the activity, and then if a problem
comes up, going over and addressing the child privately. Further, students may struggle with
knowing how to build a landform. I will support these students by asking guiding questions,
suggesting they look at the pictures, and asking them to recall the characteristics of the landforms
that we learned at the beginning of the lesson. I do not believe that any specific accommodations
will need to be made for a particular student.
Closure: To close the lesson, we will come together as a whole group and again identify the 5
different landforms explored during the lesson. I will call upon students to name a landform and
describe its characteristics. Lastly, any questions the students may have will either be answered
or written down to put up on the I Wonder board.
Technology: I will use a PowerPoint presentation with the Smart Board to show pictures of the
different landforms, as well as visually represent the definitions for the students.
Logistics:
-
Directions:
o When the students get their tray of sand, they are to create a minimum of two
landforms. They need to think about the different characteristics that differentiate
one landform from another, and be sure to include them in their models.
o Sand rules Keep the sand in the trays. Do not use the sand inappropriately.
(Will ask the class what they think this means. ex: no throwing sand.)
o When time is up, listen to clean up directions closely. We will be storing the trays
in the classroom for use with the next lesson.
Materials:
o Earths Land and Water Chart
o Smart Board
o 1 tray of sand/student
o Toothpicks/paper tags
o Paper towel
Timing:
o 30 minutes
5 min introduction and review
8 min mini lesson
2 min directions and distribution
10 min building landforms
5 min clean-up and conclusion

Ed 310 - Lesson 1

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Lesson Plan 1: PBL Land on Earth

Content Area: Science

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