Teacher Name: Vanessa Nava (Word Processed By)
Thematic Unit Theme/Title/Grade Level: Land Formations “Under Our Feet” Grade K
Wiki space address: http://ucfgrklandformationssp09.wikispaces.com/
Daily Lesson Plan Day/Title: Day 1: Basic Land Formations-Review
Learning Objectives
NCSS Themes/
Sunshine State Standards
The student will…
 Define basic landforms, including hills, forest, wetlands, and coasts.
 Recognize characteristics of landforms.
 Evaluate the differences between land and water formations.
 Identify basic landforms on the U.S map.
 Describe physical features of their surroundings.
NCSS Themes:
 NCSS 3: People, Places & Environment.
 NCSS 4: Individual, Development & Identity.
Social Studies:
 SS.K.G.1.3: Identify cardinal directions (north, south, east, west).
 SS.K.G.3.1: Identify basic landforms.
 SS.K.G.1.4: Differentiate land and water features on simple maps and globes.
 SS.K.G.3.2: Identify basic bodies of water.
Language Arts:
 LA.K.1.6.6: The student will relate new vocabulary to prior knowledge.
 LA.K.5.2.5: The student will communicate effectively when relating experiences
and retelling stories heard.
 LA.K.5.2.1: The student will listen carefully and understand directions for
performing tasks (e.g., three or four-step oral directions)
 LA.K.5.2.2: The student will listen attentively to fiction and nonfiction read-aloud
and demonstrates understanding.
 LA.K.1.1.2: The student will distinguish letters from words.
Physical Education:
 PE.K.M.1.13: Move in a variety of ways in relation to others.
 PE.K.M.1.10: Perform a creative movement sequence with a clear beginning
shape, at least one movement concept, and a clear ending shape.
 PE.K.M.1.1: Use a variety of locomotor skills to travel in personal and general
space.
Science:
 SC.K.N.1.2: Make observations of the natural world and know that they are
descriptors collected using the five senses.
 SC.K.N.1.5: Recognize that learning can come from careful observation.
Student Activities &
Procedures


Review concepts and ideas about basic land formations.
 Does anyone remember what land formations are?
 Can you tell me one type of land formation that we talked about last
week?
Tell students that we are going to review all the different types of land formations
that we’ve learned about last week, but this time using poems.
 Show students pictures of the land formations.
 What type of land formation is this? How did you find out?
 Write the different types of land formations on the board.
 Have students pair up with someone before listening to the poem.
 Tell students that they are going to listen to a poem and they are going to
use their body to represent the different land formations.
Resources/ Materials
Assessment

Read the poems out loud, show pictures during the reading.
 Help students to use their hands and bodies to represent the different land
formations.

Explain to the students that they are going to read the poems again to identify and
label the different land formations in the U.S map.
 Provide students a map and pictures of land formations.
 Explain to the students that the N, S, E, and W on the map represent the
cardinal points.
 Read the poems out loud and emphasize the last line of the poem related
to the state where the landform is located.
 Use the map board to help students find the states.
 Tell the students to circle the state mentioned in the poem
 Then, have students match and glue the land formation images with the
states that they have previously circled on the map.
 Help students make connections between land formations and the state of
Florida.
 What do you notice on your map? What type of land formation do we
have in the state of Florida? Have you ever seen a forest? Have you ever
visited another state and seen any type of land formation?
 Last, explain students that there are more types of land formations and
they are going to be learning about those during the week.



Read aloud cardboards (poems/pictures)
Worksheets (maps, pictures)
Map board
Pre Assessment:
 Students will discuss and review previous concepts on land formations.
Performance Assessment:
 Show pictures of land formations.
 Read the poems out loud.
 Have students pair up, using their hands and bodies to represent the different land
formations.
Post Assessment:
 Map construction – have students identify and label states where we can find land
formations.
Exceptionalities
ESOL Accommodations:
 Visuals Aids (pictures, map)
 Cooperative Learning
 Vocabulary (board)
Gifted/ Talented Students:
 Cooperative Learning
 Peer mentor
ESE Accommodations:
 Visual Aids (pictures, map)
 Cooperative Leaning
 Slow instruction
 Video or audio
Discussion Notes


Homework: have students write their own poem about land formations and share it
with the class.
Have students think about a place they have visited and saw a type of land
formation. They can either draw or just tell about it.
Name: ______________________


Find where are located these land formations on the U.S Map.
Cut and glue them on the map.