SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Cassie Szmyd
Social Studies
3rd Grade
March 23rd -45 minutes

Landforms make up the United States of America.

There are several types of landforms.
Landforms are essential for humans and animals to
survive and live on Earth.

What is a landform and how does it form?

What are the different types of landforms?
Why are landforms important?

7.2.4.A. Identify the physical characteristics of places

and regions
7.2.4.B. Identify the basic physical processes that affect
the physical characteristics of places and regions.

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

As a class, students will be able to identify and explain

at least 3 or more landforms in the United States of
America with 100% accuracy.
Individually, students will be able to construct and
classify landforms with 100% accuracy.

Level 2 of DOK
Formative:
Students will be questioned.
Students will be observed as they complete the graphic
organizer and landform flipbook.
Summative:
Students will be tested at end of landform lesson(s).
Students will be tested at end of unit.

Research and information fluency

Access and Evaluate Information
Use and Manage Information
Apply Technology Effectively

Emotional/Behavioral:
Personalized goals and strategies

CK

Seating near teacher/friend

Behavior contract/chart
Cue word/action so student knows he or she is
behaving inappropriately.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Students will view pictures under Elmo of different types
of landforms
Students will be questioned to see if they know what the
landform is called (if you think it is _______, raise your
hand; give 2 choices)
Hook/Lead-In/Anticipatory Set
Read Introducing Landforms
Students will be questioned periodically to check for
understanding
What landform is this
What do you think this is?
Name a characteristic of this landform.
Where is this landform located?
Big Idea Statement

Landforms make up the United States of America.

There are several types of landforms.
Landforms are essential for humans and animals to
survive and live on Earth.

Essential Questions Statement

What is a landform and how does it form?

What are the different types of landforms?
Why are landforms important?

Objective Statement

As a class, students will be able to identify and explain

at least 3 or more landforms in the United States of
America with 100% accuracy.
Individually, students will be able to construct and

classify landforms with 100% accuracy.

Transition

Lesson
Procedure

Key Vocabulary
Landforms- shaped by people and other elements all
around the world and the United States of America
Weathering- wear away or change the texture or
aspect of something
Erosion- destruction of something
Mountain- large hills where large plates collide
Valley- low area between a hill and mountain that
usually includes water flowing through it
Volcano- a mountain where magma erupts and lava
flows
Canyon- a deep gorge
Dessert- a hot area of land with little to no water
Ocean- large area of water
Island- a piece of land that forms or separates from a
bigger piece of land that is fully surrounded by water.
Delta- at the end of the river where the ocean meets
the river water
PreAssessment of Students
Activating prior knowledge and Hook/Lead in
Modeling of the Concept
https://www.youtube.com/watch?v=FN6QX43QB4g
Students watch video and write down what a landform is
and the kinds of landforms the video talks about. (If
doing this in a real classroom, I would use BrainPop
instead of this YouTube video).
After the video, students would receive a graphic
organizer and have the same copied on the white board.
This will help the students understand the information
from the video and will be completed as a class. The
students will listen and answer questions that are asked
of them to help fill in their GO. The students will also
take turns speaking aloud and writing in their graphic
organizers. The graphic organizer will be completed
entirely and turned in before moving on. Next, the
students will retrieve their iPad while an activity
(landform flipbook) and a worksheet is passed out. The
activity will be explained and the students will construct
the landform flipbooks individually.
Guiding the Practice
After the video, the students will create a landform
flipbook. The students will be provided the
rules/directions and an example. The students will color
each type of landform in the way they chose. Then they

will take their glue stick and the glue the pieces of the
flipbook together. After the activity is completed, they
will use their iPads to Google the definition of each
landform and 2 examples of each that are located in the
United States of America. The students will write down
the information on their worksheet.
Providing the Independent Practice
The landform flipbook and worksheet
Transition
Students will remain at desks, which are in pairs, the
whole time unless they need to retrieve materials.
Reading
Materials
Technology
Equipment
Supplies

Pictures of landforms
Book- Introducing Landforms
Elmo
YouTube Video
Graphic Organizer
Pencil
Whiteboard
Whiteboard marker
Landform Flipbook pieces
Colored pencils
Glue
iPad
Worksheet
Evaluation of
Formal Evaluation
the
Graphic Organizer
Learning/Master
Worksheet that ties in with the landform flipbook
y of the
Informal Evaluation
Concept
Questions and answers during reading of book
Journal entry at end of lesson
Closure
Summary & Review of the Learning
Students will answer prompt in social studies writing
journal
Prompt: Have you ever been to a type of landform, like
the ocean or a mountain, in the United States of
America? If so, state the landform, where it was located,
and what you did there. If not, state a landform you
would like to visit and what you would do there (7-10
minutes to complete)
Homework/Assignments
Show and explain to parent/guardian what you learned
today!
Teacher
Self-reflection