Landform Experts
A third grade standards based
Webquest.
Designed By: Megan Decker
Introduction
Help! Mrs. Decker has lost her voice and needs to hire experts to teach your class more
about landforms!
An expert is someone who knows a lot about one subject and can teach others about that.
She is hiring you as her experts on landforms! You and your partner will be in charge of
one landform (you pulled the landform out of the hat earlier).
Your Tasks…
To become an expert you will need to complete 4 tasks.
Task 1
You will review what landforms are.
Task 2
You will research and investigate your specific landform.
Task 3
You will write a paragraph about your specific landform
Task 4
You will create a physical model of your specific landform.
Upon the completion of these task you will share with the class your
paragraph and model in an oral presentation.
Research will be done in partners, but your presentations will be done on an
individual basis.
Things to keep in mind…
• An expert is someone who is very knowledgeable about their
topic.
You will prove that you are knowledgeable by the following:
* Be able to answer questions asked by classmates about your
landform
* Form a model that should be able to be identified easily as the
appropriate landform.
Steps To Becoming An Expert…
( The process)
1.
Task 1
You and your partner should read pages 52-53 in your social studies
book.
2.Click through the following website to find out more general knowledge
about a landforms
What Are Landforms - Geology For Kids - By KidsGeo.com
3. Watch the Brainpop movie (use our school login: see board)
http://www.brainpopjr.com/science/land/landforms/preview.
weml
You should be able to answer the following by the end:
What is a landform?
How are they formed?
What are some examples of landforms?
Task 2
Now you and your partner should research your specific landform. Use the resources below to answer the
questions on your landform paper
Websites to use…
Types of Land (location of landforms around the world)
Habitats and Landforms (information about landforms)
Landforms: Face of the Earth (pictures and general information)
http://www.factmonster.com/ (facts about landforms)
Additional Resources
• Use the following books for additional information: (Books
can be found in the landform book basket)
• Geography From A To Z By Jack Knowleton
• Mountains By Shelia Anderson
• Valleys By Shelia Anderson
• World’s Wonders By Elizabeth Raum
• Volcanoes By Cassie Myer
Task 3…
Use the research questions to form a paragraph. You and your
partner may work together, but you both must write a
paragraph. Remember a good paragraph includes the following:
• Topic Sentence (What is your landform?)
• Supporting Details ( How is it defined?, Where is it found?,
Are there famous ones?)
• Concluding Sentence (Your final thought, wish, hope
statement)
Use your flee map to organize your writing.
Task 3 continued…
• Using your graphic organizer to write a paragraph on a lined
sheet of paper.
• Have your partner read the paragraph and suggest corrections.
• Fix the corrections and make your final draft on a lined sheet of
paper.
Task 4
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•
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Now you and your partner each need to make a physical model of your landform.
Use these websites to find pictures of your specific landform
Landform Picture Gallery - Photos of Geological Landforms
http://www.pics4learning.com/?view=sub&cat=Geography
http://science.nationalgeographic.com/science/earth/surface-of-the-earth/
•
Anything that is going to help create an easily identifiable landform.
You can use the following materials: play-doh, clay, pipe cleaners, construction paper, etc.
Now, Practice, Practice,
Practice!
• Now you and your partner should practice your presentation!
• Read aloud your paragraph to each other and ask each other
questions.
• You will be recording your paragraph later so you need to be able to
read it as smoothly as possible!
How Will I Grade You?
You will be given a grade for the following:
• How well you and your partner work together
• Your written paragraph
• Your oral presentation
• Your model of your landform
**** See the rubrics***
Evaluations
Working With Research Partner/Collaborative Work Rubric
A: 12-11 points C: 9 points F: 7 and below
B: 10 points
D: 8 points
CATEGORY
4
3
2
1
Time-management
Routinely uses time well
throughout the project
to ensure things get
done on time. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person\'s
procrastination.
Usually uses time well
throughout the
project, but may have
procrastinated on one
thing. Group does not
have to adjust
deadlines or work
responsibilities
because of this
person\'s
procrastination.
Tends to procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person\'s
procrastination.
Rarely gets things done by
the deadlines AND
group has to adjust
deadlines or work
responsibilities
because of this
person\'s inadequate
time management.
Attitude
Never is publicly critical of
the project or the
work of others.
Always has a positive
attitude about the
task(s).
Rarely is publicly critical of
the project or the
work of others. Often
has a positive attitude
about the task(s).
Occasionally is publicly
critical of the project
or the work of other
members of the
group. Usually has a
positive attitude about
the task(s).
Often is publicly critical of
the project or the
work of other
members of the
group. Often has a
negative attitude
about the task(s).
Working with Others
Almost always listens to,
shares with, and
supports the efforts of
others. Tries to keep
people working well
together.
Usually listens to, shares,
with, and supports the
efforts of others.
Does not cause
\"waves\" in the
group.
Often listens to, shares
with, and supports
the efforts of others,
but sometimes is not
a good team member.
Rarely listens to, shares
with, and supports the
efforts of others.
Often is not a good
team player.
Evaluations
Oral Presentation Rubric
A: 16-15 points C: 12 points
below
B: 14-13 points D:11-10 points
Category
Comprehension
Preparedness
Listens to Other
Presentations
Posture and Eye
Contact
F: 9 and
4
3
2
1
Student is able to
accurately answer
almost all
questions posed by
classmates about
the topic.
Student is able
accurately answer
most questions
posed by
classmates about
the topic.
Student is able to
accurately answer
a few questions
posed by
classmates about
the topic
Student is unable
to accurately
answer questions
posed by
classmates about
the topic.
Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared but
might have needed
a couple more
rehearsals.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking
Student does not
seem at all
prepared to
present
Listens intently.
Does not make
distracting noises
or movements.
Listens intently but
has one distracting
noise or
movement.
Sometimes does
not appear to be
listening but is not
distracting.
Sometimes does
not appear to be
listening and has
distracting noises
or movements.
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during
presentation
Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
the people during
the presentation
Evaluations
Paragraph Rubric
A: 12-11 points C: 9 points F: 7 and below
B: 10 points
D: 8 points
Category
4
3
2
1
No grammatical
spelling or
punctuation errors.
Almost no
grammatical,
spelling, or
punctuation errors
A few grammatical
spelling or
punctuation errors.
Many grammatical,
spelling or
punctuation errors.
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the topic.
It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic, but there are
no details given.
Information has
little or nothing to
do with the main
topic.
Paragraph
Construction
The paragraph
includes
introductory
sentence, details
and a concluding
sentence.
The paragraph
includes an
introductory
sentence, some
details and a
concluding
sentence.
The paragraph
includes related
information but
were not typically
not constructed
well.
Paragraph was not
clear and
sentences were
not related within
the paragraph.
Mechanics
Evaluations
Landform Model Rubric
A: 8 points C: 6 points
B: 7 points D: 5 points F: 4 or below points
Category
Content
Accuracy
Attractiveness
4
3
2
1
The model
represents the
landform fully and
the student is able
to explain the
formation.
The model
represents the
landform, but the
student is only able
to explain some of
the formation
The model does
not represent the
landform clearly,
the student is only
able to explain
some of the
formation.
The model does
not accurately
represent the
landform and the
student is not able
to explain the
formation
The model is
exceptionally
attractive in terms
of layout, neatness
and design.
The model is
attractive in terms
of design, layout,
and neatness.
The model is
acceptably
attractive though it
may be a bit
messy.
The model is
distractingly messy
or very poorly
designed. It is not
attractive.
Conclusion
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You have achieved the following:
I am now an expert on a landform!
I have educated the class on my landform!
I am able to answer questions about my landform.
I created a paragraph and model about a landform.
I have learned additional information about other
landforms.
Class Conclusion
The teacher will take a picture of each student’s
landform and record them reading aloud their
paragraph. The teacher will then take the pictures
and sound and turn it into a photostory to put on the
class website.
Standards Met
•
This webquest met the following standards:
Social Studies:
•
S.P. I 3.3.9:Recognize the identifying characteristics of certain geographic features (i.e., peninsula,
islands, continents, mountains, rivers, deserts, oceans, and forests).
•
S.P.I 3.3.5 :Identify basic components of Earth’s systems (i.e., landforms, water, climate, and
weather)
Reading/Language:
•
• 0301.3.3 Choose a topic sentence for a paragraph.
• 0301.3.4 Choose a supporting sentence that best fits the context and flow of ideas in a paragraph
•
0301.2.2 Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not
interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for
group activities.
Accommodations and
Extensions
Accommodations:
• I have students on varying reading levels and students
receiving ESL services. In order to accommodate them,
research partners are paired by matching high reading levels
with low reading levels.
• ESL students will be provided with a paragraph frame,
where they just need to fill in the blanks and then copy to a
lined piece of paper.
Extensions:
Students who like to go further will be provided with the task to
put together an ecosystem PowerPoint and include
information on the landforms formed there.
Notes To The Teacher
• At the beginning of this webquest, students already have had an
introductory lessons on landforms.
• This webquest is designed to last at least a week.
• My students have access to a portal laptop station, so they are all
able to use the computer at the same time. Students could use a
computer or lab. If you have access to neither then this project will
take longer.
• Students are expected to write strong paragraphs and be creative as
possible in their landform models.
References Used….
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Clipart provided by Microsoft Office
Websites used:
What Are Landforms - Geology For Kids - By KidsGeo.com
http://www.brainpopjr.com/science/land/landforms/preview.weml
http://www.harcourtschool.com/activity/types_of_land_2/
http://edtech.kennesaw.edu/web/habitats.html
http://www.edu.pe.ca/southernkings/landforms.htm
Books Made Available:
Anderson, Shelia (2008) Mountains. Minneapolis: Lerner Publications
Anderson, Shelia (2007) Valleys. Minneapolis: Lerner Publications
Knowlton, Jack (1997) Geography From A To Z. New York, New York:
HarporCollins
• Myer, Cassie (2006) Volcanoes. Portsmouth, NH: Heinemann Publisher
• Raum, Elizabeth (2006) Landforms. Portsmouth,NH: Heinemann
Publisher