Lesson Plan Format: Science
This should be written so ANY teacher could follow it and use it to teach this lesson successfully {2-3
pages, not counting attachments}. You may be asked to revise your plan. Lesson plans are due to your
instructor (GTA) with your teacher’s signature a few days BEFORE teaching.
Name: Holly Johnson
Lesson Title: Landforms (Mountains and Valleys)
Date: 9-26-2012
Grade Level: 2nd
Alabama State Standards for Science
(7.) Identify geological features as mountains, valleys, plains, deserts, lakes, rivers, and oceans.
National Science Education Standards
1. Earth and Space Science
Scientific & Engineering Practices
1. Developing and using models. Students draw a diagram of mountains and valleys. They
will also create a model mountain range to use for comparing and contrasting mountains
and valleys.
Learning Objective(s)
1. Students will be able to compare and contrast mountains and valleys
2. Students will be able to identify mountains on a physical map
3. Students will be able to create a labeled diagram with mountains and valleys
Materials & Safety
Brainpop video (computer), physical maps (10), blank sheets of paper (20), pencils
(20),mountain book (1), globe, mountain and valley pictures on PowerPoint, flipbook (20),
markers, crayons, colored pencils, Smart Board.
Scientific Concepts
A mountain is a large landform that stretches above the surrounding land in a limited area usually in
the form of a peak. A mountain is generally steeper than a hill. A valley is a low point, or depression
between two hills or mountains. A very deep valley may be called a canyon or gorge. A mountain
range is a group of mountains that are geologically related. Tall mountains reach into the colder
layers of the atmosphere. The tops of the mountains are generally very cold. Sometimes covered in
snow and ice, the mountain peaks are only homes to tundral plants and animals. Valleys are generally
milder depending on the depth. Some valleys such as Death Valley are very hot and dry.
Procedure & Time-- Opening (10 min)
Begin Lesson by showing BrainPop video on landforms. (4 min)
http://www.brainpopjr.com/science/land/landforms/ Review previously learned
landforms such as oceans, peninsulas, rivers, and lakes by showing the vocabulary cards and
asking for student examples of each. Ask where each of these can be found and review the
differences. (3 min) Next, tell the students thtat you are going to draw a mystery picture on
the board. Draw the shape of a mountain. Ask anyone if they have an idea about what
landform this could be. Draw another mountain beside the first one and point to the valley in
between. Repeat the question to the students. After the class has brainstormed about the
mystery picture, reveal that the topic of today is represented by the picture on the board.
Tell them that they will be learning two new landforms today, mountains and valleys. (3
min)

Activity (10-12 min)
Ask students if they have ever traveled to mountains before. Allow them to share what they
may know about the mountains (2 min). Explain that we are going to learn a lot of new
things about mountains and valleys. Assign student partners and pass out physical maps to
partner groups (2 min). Allow them to investigate the maps and the landforms that the maps
show (2min). Ask them to find the mountains. (If students do not know how to find
mountains, review how to correctly use a map key). (2-4 min) The mountains are a different
color on the maps. Pass out blank sheets of paper. Allow students to draw mountains on the
paper (2 min).Have every one point to the low point between the mountains. Explain that
these low points are called valleys.

New Learning (20-22min)
Read book on mountains (4 min). Ask students what they found to be interesting about the
information in the book. Discuss new vocabulary words (mountain, mountain range, and
valleys) (3 min). Point out the mountain ranges on a globe. Ask if anyone can see valleys on
the texture globe. Begin to discuss the climate of mountains and Valleys. High mountains
have a harsh climate. It is often very cold and covered with snow. Though the climate is
harsh, mountains can support plant and animal life. Next explain the climate in valleys. It is
often grassy with different types of plant life. The valleys are also home to many animals (5
min). Show pictures of the largest mountain in the world (Mt Everest). Give reference for
explaining the height of the mountain. Discuss popular mountain ranges in America and
Alabama while showing pictures (6 min)(see attached info sheet). Have students point out
the valleys in the picture that you show of the mountains. Next, show pictures of popular
valleys (death valley, Grand Canyon) (4min).

Extension (18 min)
Pass out student flipbooks that were made for an earlier lesson on landforms. Have students
continue in their flipbook by drawing a picture of a mountain range. Label and color the
mountains and the valleys. Have students define new vocabulary terms in their own words.
Next pass out construction paper to students. Explain that they are going to create a
mountain range with crumpled up paper. (see attached for instructions). Next, students will
create a Venn diagram to compare and contrast mountains and valleys. Finally, students will
write two new things that they learned today. All of this will be done inside of the flip book.

Closing (5 min)
Call upon students to share their flip book. Discuss diagrams, vocabulary words, comparing
and contrasting, and new learning statements. After a couple of students have shared asks if
anyone else has something else to share.
Evaluation --- [See attached rubric for flip book]
Modification for inclusion or gifted student(s) No inclusion students
Related Literature
Lesson Source (e.g., Project Wild, STC, FOSS, GEMS, Internet web address; Picture-Perfect Science, other, etc.)
Supervising Teacher’s Signature: ___________________________________________
Date: _____________________
NOTE: Be sure to attach all detailed procedures, worksheets for activities (if applicable), evaluation
piece(s), and content information that go with this lesson – and likely came from the lesson source.
CTEE 4030/4040 Field Placement Manual: August 2012