UbD Plan – Grade 5
Unit Cover Page
Unit Title: Landforms and Oceans
Grade Level: 5th
Subject/Topic: Ocean Landforms and Comparison of Landforms
Key Words: continental shelf, continental slope, mid-ocean ridge, rift zone, trench,
ocean basin, canyon, valley, volcano, mountain range, plain
Designed by: Sandra Gosnell, Lee Koon, Debbie Scurry
School District: Newberry County
Time Frame: 16 days
School: NES/PRE
Brief Summary of Unit (including curricular context and unit goals):
In the landforms and oceans unit, students will learn about the oceanic landforms and
will be able to compare and contrast continental landforms with oceanic landforms. They
will create a model of the ocean floor which will include all oceanic landforms.
Additional tasks will involve the comparison of oceanic and continental landforms using
Venn Diagrams and T-charts.
In the culminating performance task, students develop and present a geological
brochure that includes their choice of two comparable oceanic/continental landforms.
Their brochure should include illustrations, labels, and narrative descriptions. The unit
concludes with class discussion and reflection.
Unit Design Status:
Completed template pages – Stages 1, 2, and 3
Completed blueprint for each performance task
Completed rubrics
Directions to students
Materials and resources listed
Suggested accommodations
Suggested Extensions
Status:
Initial Draft (date: 6/28/07)
Peer Reviewed
Content reviewed
Revised draft (date:
Field Tested
Validated
)
Anchored
5-1
Stage 1- Identify Desired Results
Established Goals:
SC Standard 5-3: The students will demonstrate an understanding of features,
processes, and
changes in Earth’s land and oceans.
Indicator 5-3.2: Illustrate the geologic landforms of the ocean floor (including the
continental shelf and slope, the mid-ocean ridge, rift zone, trench, and the ocean
basin).
Indicator 5-3.3: Compare continental and oceanic landforms.
What essential questions will be considered?


What understandings are desired?
What landforms are found on the Students will understand that…
 the ocean floor has a variety of
ocean floor?
landforms
How do you describe the oceanic
 the ocean floor landforms are
landforms?
similar to continental landforms.

How do you describe the
continental landforms?

How do oceanic and continental
landforms compare?
5-2
What key knowledge and skills will students acquire as a result of this unit?
Students will know…
Students will be able to…
 Key Terms – continental shelf,
 illustrate, label, and describe
continental slope, mid-ocean ridge,
geological landforms of the ocean
rift zone, trench, ocean basin,
floor.
canyon, valley, volcano, mountain
range, plain
 identify the geological landforms of
the ocean.
 oceanic landforms and their
characteristics.
 compare oceanic and continental
landforms.
 the similarities and differences
between oceanic and continental
landforms.
5-3
Stage 2- Determine Acceptable Evidence
What evidence will show that students understand?


Performance Tasks:
Create a model of oceanic landforms with an accompanying key.
Construct a Venn Diagram to compare and contrast oceanic and continental
landforms.
What other evidence needs to be collected in light of Stage 1 Desired Results?
Quizzes:
Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
1. oceanic landform diagram – identify and label
2. construct a T chart to contrast/compare oceanic and continental
landforms.
Writing Prompt: Imagine that you are a member of a submarine dive team that is
exploring the Mariana Trench. Describe what you encounter. Choose a format to record
your observations. (journal, narrative, newspaper article, etc…)

Student Self-Assessment and Reflection:
self-assess ocean floor models with teacher-made rubric

share/pair assess the Venn Diagram
5-4
Stage 2- Determine Acceptable Evidence (continued)
Assessment Task Blueprint
What understandings or goals will be assessed through this task?
Student will illustrate the oceanic
Student will compare oceanic landforms
landforms.
with continental landforms.
What criteria are implied in the standards and
understandings regardless of the task specifics?
accurate ocean landforms representations
What qualities must student work demonstrate
to signify that standards were met?
comparison of ocean and continental
landforms
Through what authentic performance task will students demonstrate understanding?
Task Overview:
Since we have been learning about the features, processes, and changes in the Earth’s
land and oceans, we have been approached by a university geologist to create a brochure
promoting geological studies. Using your knowledge of landforms, design a side-by-side
brochure using one of the following: canyon/trench, valley/rift, volcano/sea mount,
mountain range/mid-ocean ridge, and continental plains/ocean basin. Your goal is to
illustrate and prepare a vivid narrative of each landform. Include a student created
illustration, labels, and a brief description.
What student products and performances will provide evidence of desired understandings?
geological brochure
By what criteria will student products and performances be evaluated?
 brochure includes comparable
 narrative provides in-depth view of
oceanic and continental landforms
the landforms
 illustrations are accurate and
 proper format
complete
 correct spelling and conventions
 brochure addresses a broad
audience
5-5
Stage 3- Plan Learning Experiences
WHERETO
What sequence of teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? Use the following sheet to list the key teaching and learning
activities in sequence. Code each entry with the appropriate initials of the WHERETO elements
1. Begin with an entry question (What is the highest mountain on our planet?) to hook
students into thinking about landforms. H
2. Introduce the essential questions and discuss the culmination unit performance tasks. W
3. Note: Key vocabulary terms are introduced as needed by various learning activities and
performance tasks. Students read and discuss relevant selections from the SF SC Science
support guide and Delta Science Readers to support the learning activities and tasks. As an
ongoing activity, students journal pertinent vocabulary and activities. E
4. Introduce oceanic landforms. Students use body movements to characterize each
oceanic landform. E
5. Using the Delta Oceans Kit and working in cooperative groups, students:
A. label a diagram of the ocean floor (Activity 4, Part A)
B. graph the ocean floor’s features. Teacher observes and coaches students as
they work. (Activity 4, Part A-2)
C. have groups share their ocean floor graphs with the class. Teacher collects
and reviews graphs to check for misunderstandings. E
6. Review ocean floor features diagram. R
7. Using the Delta Oceans Kit and working in cooperative groups, students analyze and
interpret their graphs answering Activity 4, Part A-2 questions, # 1-7. E,T
8. Students construct a model of the ocean floor using the Delta Oceans Kit or the
AIMS activity, “Charting the Ocean Depths.” (Rubric Assessment) E,T
9. Quiz on landforms of the ocean E
10. Students respond to written prompt: Imagine that you are a member of a submarine
dive team that is exploring the Mariana Trench. Describe what you encounter.
Choose a format to record your observations. (journal, narrative, newspaper article,
etc…) E-2, T,R
11. Present lesson on how continental and oceanic landforms compare. E
12. Working in pair/shares, students construct a Venn Diagram to compare and contrast
oceanic and continental landforms. R,O
13. Share/pair assessment of Venn Diagram. Teacher evaluates and gives feedback. E-2
14. Students construct an individual T Chart to compare/contrast oceanic and continental
landforms. Teacher collects and grades. E,R
15. Students work independently to develop the geological brochure on oceanic and
continental landforms. Teacher evaluates and gives feedback on brochure. R,T,O
16. Students self-assess their brochure using rubric. Teacher collects and grades
brochures using the same rubric. E-2
17. Students present their brochures to the class. T,O
18. Conclude with a class discussion and reflection of the unit. R,E-2
5-6
14. T-Chart
12. Venn Diagram
13. Share/pair
assessment of Venn
Diagram
4. Oceanic landform
lesson
8. Construct model
Entry
Question/Hook
Essential question
Note: Vocabulary/
Related Texts
Tuesday
7. Analyze/Interpret
graph
2.
3.
1.
Monday
15. Geological
brochure
9. Quiz
10. Writing
prompt
5. A. Label diagram
B. Graph of the
ocean floor
Wednesday
15. Complete
geological brochure
10. Complete writing
prompt
5. B. Continue ocean
floor graphing
Thursday
(17. and 18.
Presentations of
brochures and unit
Conclusion will follow
on Monday)
16. Self-asses
brochures using rubric
11. Comparison of
oceanic and continental
landforms lesson
5. C. Share graphs
with class
6. Review diagram
Friday
Consider the WHERETO elements.
5-7
Creating a Model: The Ocean Floor
Student Name:_________________________________________________
Category
4
(5 points)
Construction - Materials were
used in an
Materials
appropriate
manner, and
project was
completed
successfully.
Construction – Great care
taken in
Care Taken
construction
process so that
the structure is
neat, attractive
and accurately
displays the
ocean floor.
Student created
Ocean
all of the ocean
Features
floor features
accurately.
Scientific
Knowledge
Student was
able to identify
and define each
ocean floor
feature.
Information
Gathering
Student used
most available
reference
materials.
3
(4 points)
Materials were
mostly used in
an appropriate
manner.
2
(3 points)
Only some
materials were
used in an
appropriate
manner.
1
(2 points)
Materials were
not used
appropriately.
Construction
was careful and
accurate for the
most part, but
1-2 details
could have
been refined for
a more accurate
representation.
Student created
most of the
ocean floor
features
accurately.
Student was
able to identify
all and define
most of the
ocean floor
features.
Student used
some available
reference
materials.
Construction
accurately
followed the
plans, but 3-4
details could
have been
refined for a
more accurate
representation.
Student created
less than half of
the ocean floor
features
accurately.
Student was
able to identify
most and define
a few of the
ocean floor
features.
Student used a
few available
reference
materials.
Construction
appears careless
or haphazard.
Many details
need refinement
for a strong or
accurate
representation.
Student created
very few if any
of the ocean
floor features
accurately.
Student was not
able to identify
or define any of
the ocean floor
features.
Student did not
use any
reference
materials.
Score:_________________
Comments:
5-8