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Lesson Plan by: Allison Ponce & Maggie McCartney Time for Landfunmations! Objective: Develop and build on students’ understanding of the landforms. Introduce vocabulary that relates and identifies each landforms unique characteristics. Grade: 2nd Materials: Trade book Mountain Dance by Thomas Locker Handouts Landform PowerPoint Candy (that resembles landforms) Five colors of Play-doh Process Standards: S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses. S.IA.02.13 Communicate and present findings of observations. S.RS.02.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Content Standards: E.SE.02.21 Describe the major landforms of the surface of the Earth (mountains, plains, plateaus, valleys, hills). Engage: Begin the lesson with reading trade book Mountain Dance by Thomas Locker. This book will be used to introduce students to the lesson by displaying magnificent pictures and presenting relevant vocabulary of landforms. After reading Mountain Dance the teacher will assign the students into groups of five, being sure to group students at different skill levels together. Groups will be presented with 5 pictures ,one of each basic landforms being studied. The teacher will ask the class to make observations and then circle the words underneath the picture that describe what they are seeing. Each member of the group will have one of the picture handouts and will be responsible for circling the descriptive words the group decides on with a purple marker. Once each group is finished circling the words for each five landforms they will discuss their choices as a class and discuss the differences and similarities among these pictures, particularly physical features. Explore: After students have exercised their abilities to make observations of key characteristics they are going to learn how to use those observation to describe and identify landforms. Teacher will present the class with a PowerPoint of 5 slides; each slide is a picture of one landform, the same picture that they were observing in the engage. The teacher will ask the class if they can identify what landform is being displayed on the projector. Students may shout out their answers and once they are given time to make their predictions the teacher will reveal the landform’s name. After each landform has been identified a descriptive sentence of the landform will be revealed on the PowerPoint and read together as a class. Each group member will be asked to write the descriptive sentence that goes with the landform they have from the engage sheet (each student will write out one of the landform descriptive sentences). The descriptive sentences will include key words from the engage activity. Students will be given a chance to look over their picture handouts and circle any additional words and make any changes with a green marker. Using different color markers will allow the teacher to assess the student’s prior knowledge and current understanding after going over the PowerPoints. The students will then be instructed to open a bag of candy that has been passed out to each group (noting careful instructions that it is not the time for students to eat the candy). Once students have opened the bags they will be asked to select a candy that best resembles each landform. Students will have to construct a valley using a few pieces of candy. The class will discuss each selection. Equipped with the new knowledge on how to define and identify the physical features of the landforms students will be given the opportunity to make their own landform using play dough. Students are going to work in the same groups of five. Each student will have their own color of play-dough; each color will be assigned to make a different landform. Each group of five will have their own landscape which will include all five landforms. Teacher will guide students by encouraging them to work together as a group and ask each other questions. Explain: The teacher will go around to every group asking each member to identify and explain their landform. Looking for students to use key descriptive words that connect to their landforms and how they were built. The teacher will also note that the valley landform was placed in a proper location. Play-dough landscapes will be put on display in the classroom. Scientific Background for Teachers: Landforms are natural features of earth’s landscape. Landforms can be developed in a number of different ways. Some are formed from the movement of the earth due to plate tectonics, others form from deposition of materials, and some from as a result of erosion and weathering of the earth’s surface. A mountain is the tallest of all landforms and its formation can be explained using the theory of plate tectonics. There are a number of ways mountains can be formed. The building or formation of some mountains occur at convergent plate boundaries, where the oceanic plate and another plate that’s edge is along a continental crust are converging. At these locations the subduction of oceanic lithosphere initiates melting of the mantle rock. This partial melting of the mantle rock provides the source of magma that moves upward. The thick continental crust block the magma from ascending to the surface but the magma still forms plutons and the earth’s surface is uplifted from the magma. Folded mountains are another type that form when two continental plates are pushing against each other. The plates have no where else to move but up creating mountains over a long period of time. Also it is possible for subduction to occur between the two continental plates resulting in folded mountains. Fault-block mountains form from another plate tectonic process called continental rifting. An extreme amount of stress within and between the plates leads fault line or cracks of the earth’s surface. These fault lines uplift to the formation of these type of mountains. A hill is a elevated area of the earth’s surface not at the extreme elevation of a mountain. The formation of a hill comes from glaciation and erosion. The sediment left behind by glaciers formed hills that can be seen today. Some examples of these types of hills would be drumlin and moraines. Erosion also forms hills by disturbing the earth surface resulting in a hill. A plain is a long stretch of land with hardly any change in elevation, very flat. There are multiple ways plains form that make up what type of plain they are. A floodplain forms from melting snow or heavy rain that cause rivers to flood beyond their banks. As the waters spreads out into the surrounding area it drops the sediment that would normaly flow down stream. This sediment over thousands of years then makes up the floodplains. Alluvial plains can be found when steep mountain valley rivers rushing waters flow out into level land causing the rivers to overflow their banks spreading out their sediment like a fan. Coastal plains are flat low land that are separated from oceans by highland features like mountains. The submerged portion of coastal plains are considered the continental self. A valley is a surface depression of the earth surrounded by hills or mountains; a natural trough in the earth's surface, which slopes down to a body of water, formed by water and/or ice erosion. Systems of valleys extend through plains, hills, and mountains. Erosion by rivers is a main valley-forming process. The rate at which a river deepens its valley depends on several factors. One factor is how fast the water is going down a channel. The water will generally reach a maximum at the point where the slope is steep. Another factor is the resistance of material where the river channel is cutting. As a channel cuts down a valley floor, erosion carries soil and sediment down the valley slopes toward the channel. A river can remove all the material supplied easily, from the slopes and from upstream. It can continue to cut deeper into the bed and increase the steepness of the sides. If material can be supplied to the channel faster than it can be carried away, then the excess material accumulates on the valley floor. Steep sided valleys are often found in young mountain areas where the land is still being lifted to create mountains. Steep sided valleys occur because the uplift tends to increase the channel slope, which in turn causes the river to cut more rapidly into its bed. Valleys can be formed by glacial erosion. Streams create their own valleys while glaciers follow the course of existing stream valleys. Before glaciation; mountain valleys are narrow and V-shaped because streams are well above base level and therefore downcutting (downward erosion). During glaciation narrow valleys undergo transformation as the glacier widens and deepens them creating a U-shaped. An alpine glacier that fills a valley is sometimes called a valley glacier. Plateaus are sculpted by geologic forces that lift them up and the wind and rain that wear them down. Plateaus are built over millions of years as pieces of Earth's crust collide into each other, melt, and gurgle back toward the surface. Some owe their formation to a single process; others have been subjected to more than one. Many plateaus form as magma deep inside the Earth pushes toward the surface but fails to break through the crust. Instead, the magma lifts up the flat, large impenetrable rock above it. Repeated lava flows that spill out from cracks in the ground and spread out over hundreds of square miles can also slowly build up massive plateaus. Plateaus also form in the ocean. Mantle plumes generate several large oceanic plateaus that resemble the flood of basalt provinces found on land. These plateaus can form from vast outpourings of fluid basaltic lavas onto the ocean floor. Oceanic plateaus are composed mostly of pillow basalt and other mafic rocks. Other plateaus are created over time as wind and rain wear away the side of an uplifted region, giving it geographic distinction from the surrounding terrain. Water is the greatest erosive force on plateaus. Elaborate: Arts will be brought into the lesson through a dramatic activity. Students are put into new groups based on the color of play-dough they used. The new groups will be assigned a landform that only their group knows about. Students will be instructed to come up with a tableau, a still scene where they represents their landform. Students will have time to come up with a pose and be able to use teacher as a resource if needed. Once everyone is ready each group will come to the front of the class and present their landform tableau, while the rest of the class guesses which landform they are depicting. Evaluate: Students will complete a worksheet independently, giving the teacher a chance to assess the student individually. The worksheet will ask students to draw a picture of the landform the box is label for. Then below that box fill in the blanks of the sentence that identifies and describes that particular landform. The sentence will be the same one they were presented in the PowerPoint. (((The final assessment students will have to match landforms with their correct pictures and descriptive sentences. Demonstrates student’s ability to identify landforms based on their physical features and also from descriptive key characteristics .))) Scientific Background Sources: http://www.edu.pe.ca/southernkings/landforms.htm http://science.nationalgeographic.com/science/earth/surface-of-the-earth/ http://www.eoearth.org/article/Landform_development Tarbuck E.J. & Lutgens F. K. (2005). Earth An Introduction to Physical Geology Eight Edition. Upper Saddle River, New Jersey Pearson Education, Inc.