Kristen Pizzolo and Paige Ennis
Natural Resources and Landforms Unit
Lesson #1
Lesson Plan Format
School of Education
The College of New Jersey
1. Title or Topic of the Lesson and Grade Level:
● Introduction to Landforms
● 2nd grade
2. Lesson Essential Question(s):
● What is a landform?
● What properties distinguish different landforms?
3. Standards:
● 5.4.6.D.2 - Earth’s landforms are created through constructive (deposition) and
destructive (erosion) processes.
● 5.4.6.B.3 - Determine if landforms were created by processes of erosion (e.g.,
wind, water, and/or ice) based on evidence in pictures, video, and/or maps.
4.
A. Learning Objectives and Assessments: Write a sentence for each
of your desired learning outcomes. These must be written in observable terms
and be assessable. These must also correlate to the NJCCC Standards
addressed above.
B. Assessments: Describe the assessments you will use to measure student
progress towards or success in attaining the learning objectives. You may
include homework assignments.
Learning Objectives
Assessments
SWBAT identify different types of
landforms.
Students will create a landform
flipbook, in which they will label
pictures of landforms.
SWBAT identify the new vocabulary
names associated with landforms.
Students participate in a class
discussion and answer questions
regarding landforms.
5. Materials:
● Landform flip books
● Poster board with pictures of landforms
● Landform vocabulary board
● Scissors
● Crayons
● Video
● Hottest, Coldest, Highest, Deepest By: Steve Jenkins
● Landform poster
6. Pre-lesson assignments and/or prior knowledge:
● To assess prior knowledge ask: “Are there hills, or is it flat where we live? Is
there a lake, a river, or an ocean nearby? This lesson is about the earth’s land
and water.”
7. Lesson Beginning:
● Students will be seated on the carpet. Explain to students that the land on the
earth is shaped in many different ways. Each different shape, such as a hill or
mountain, is a landform. Begin asking the question “If you could see anything in
the world what would you want to see? We are going to begin by reading the
book Hottest, Coldest, Highest, Deepest. It has many facts about different
places and landforms around the world.” While reading the book, the teachers
will show pictures of the famous landforms named (Nile River, Lake Baikal,
Mount Everest, Sahara Desert, Antarctica, Atacama Desert, Angel Falls, Sangay
Ecuador volcano, Mount Rainier).
8. Instructional Plan:
● After students and teachers finish reading the book, the teachers will review the
names of landforms by using the landform poster. The poster has pictures and
definitions for all the landforms. The teachers will ask students to do “I say, you
say” with all of the different landform names and definitions.
● Then the teachers will explain the landform flipbook activity to the students. The
students will receive an outline of each landform (canyon, volcano, mountain,
valley, plane, ocean, and valley). The students must color in each of the
landforms, cut them out, and then staple them together to create the flipbook.
● After it is stapled, the students will write the name of each landform..
o Differentiation:
● The teachers will have pre-cut outlines for students who have difficulty
with fine motor skills.
● Hang the poster with landforms pictures in the front of the classroom for
students to refer back to.
● Students who finish the landform flipbook early may go to the carpet and
read a landform book individually and quietly.
o Questions:
● Think about your community. Is it flat? Is it hilly? Is there a body of water
nearby?
● If you could see anything in the world, what would you want to see?
● What is the tallest thing you have ever seen?
o Classroom Management:
● Students will be instructed to raise their hand and be seated properly
before they can share their connections or answer questions.
● Students who cannot follow instructions on the carpet when the teachers
are sharing facts and photographs of landforms will be sent back to their
seat.
● Students must stay seated in desks while working with scissors and
coloring the landform flipbooks.
o Transitions:
● Students will be asked to push in their seats and quietly come to the
carpet. On the carpet they must sit with their legs crossed and their hands
in their laps.
● After the teachers finish reading the read aloud to the students, they will
go back to their seats one row at a time.
● Students will be asked to remain in their seats while coloring. If they
forget their crayons that day they may ask to get up to go to the classroom
crayon box quickly and quietly.
● When students are waiting to get their flipbooks checked by the teachers,
they must raise their hand and remain seated until the teacher gets to their
desk.
9. Closure:
● After students have stapled their landform flipbooks may call a teacher
over to check their work and review the names of the landforms with them.
Students will then add the flipbook into a folder to save for the lesson on
day 2.
● Students may then go to the carpet and choose a landform book to look at
while other students complete their work.
● After everyone is finished and cleaned up, students will return to their
seats and review as a final class. The teacher will point to a landform on
the board and the students will respond by naming the landform.