A great example of an interactive bulletin board that allows the students to write what they are thankful for. The background of this board is special paper that allows for chalk writing. I love how this teacher used the #hashtag movement as part of her board. To me, this is an excellent example of bringing current social movements into the classroom.
A lot of times, teachers struggle incorporating art into curriculum. One way to engage students is by having students tour their city, town, and surrounding area for public displays of art. By having students take pictures of public displays of art, students can then describe the piece and explain how the art affects the community and space. After, the teacher can lead the students in creating a class scrapbook with the written descriptions on the side. Here is one picture our class found this afternoon.
In my arts in the city class, we had the opportunity to visit Arts for Humanity, an after school program for students to explore the arts. Focused on changing culture in under resourced areas, Arts for Humanity allows students to gain art training and experience, as well as money for pieces that sells. This was one of my favorite quotes from the building. What if we pushed these concepts in our schools? How could our thinking change about art, collaboration, and community?
While presenting the Accessible Icon Project during the Abilities Expo at the Boston Convention and Expo Center, I was able to meet Ms. Wheelchair America. She was very excited about the project, and wanted to take a picture in front of our booth to show her support. It was such a pleasure to meet this incredible lady!
Clay Models of Landforms (30 minutes) : Students are at seats
- Students will be at their desks and materials will be passed out/available in the back.
- Students will be given direction on how to set up their paper. (I will have a sheet upfront and model my directions as I go.)
- The students will fold their paper in sixth and write a landform definition in each section. (Definitions will be made available up front.)
- As students are folding, I will make a connection to math and ask the students “ What is sixths?”. I will model how to fold the paper upfront.
- Once the students complete the directions, I will then give them a stick of clay.
- I will cut the stick in sixths so students will be able to make a model of all six landforms.
**If students finish early, students can color each section of the landforms. For example, color blue around the barrier island, green around the plain. This will help students reinforce and make connections of where these landforms are found. Students may need to wait for clay to dry before they color.
In additions, students should be allowed to work in pairs. I will be circulating the room and engaging students by asking them to explain the steep sides they created for mountains, or why they flattened their clay out for the valleys, or why their mountains were taller than their hills.
To view the full lesson, please see the blogpost: Landforms are Everywhere:4th Grade Lesson Plan Idea!
|Landforms are all around us and are the natural features of Earth’s surface.|
MA Framework Standard(s):
|1. Earth and Space Science: Grade 3-5 (12): Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes. 2. Physical Science: Grade 3-5 (1): Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness).|
Student Learning Objective(s):
|Students will be able to identify the different types of landforms by responding with the physical hand motions that corresponds to the particular landform and picture. Students will be able to construct various clay models of the different landforms: mountains, hills, lakes, sand dunes, glaciers, and valleys that will visually represent the important features of each.|
Interdisciplinary content area(s): Math, Reading, Writing, Social Studies Materials necessary for today’s lesson:
|For Students||For Teacher|
|Writing Notebooks, Clay, Poster Board (18 x 12)||Pictures of landforms and definitions (6), Clay|
|-Landforms: Are all around us and are natural features of Earth’ surface-Valley: A low area surrounded by high land, such as hills or mountains -Sand dunes: A hill of sand that is moved by wind -Glacier: A large mass of ice that moves across land -Hill: A raised area or mound of land -Lake: A large body of water surrounded by land on all sides -Mountains: An area of land that rises very high above the land around it. It is higher than a hill and sometimes has pointed tops|
THE LEARNING ACTIVITY Motivational and Review Procedures (the “hook”):
|Today we have a very special activity that will allow us to take the information we learn today and transform it into our own version of clay models. We need to pay close attention since we will be building our own version of mountains, valleys, and lakes by using clay. I know we are very excited about this, but we must pay close attention since details matter! Before we work with clay, we first need to be sure we can differentiate the different type of landforms. Personal Story: Once Ms. Serao climbed a mountain (show picture). Has anyone else climbed a mountain? Have you ever swam in a lake? Do you know that mountains and lakes are landforms! Today, we are going to learn about landforms. (This is the first time ever teaching about landforms. The students may have some prior knowledge from third grade.)|
Procedures to Accomplish Objectives:
| 1. Direct Instruction: (20-25 minutes): Today we are going to learn about landforms. Landforms are all around us and are Earth’s natural features of Earth’s surface. (Hold up landform definition) A landform is a natural feature of Earth’s surface. (look at word: land, form—shape)
Depending on how students are responding and behaving, I will hand out pictures to some members of the class. To review, I will have students raise their picture card as other members in the class perform the action associated with the picture. To review: Students will be participating in total physical response (tpr) as each landform is being discussed on the rug in the back.
I will then ask students to transition back to their seat. Once students are at their seats, I will start to explain the next activity. Materials will be ready to go on the table near the side. Posters will be hung up on the whiteboard in the front of the class 2. Clay Models of Landforms (30 minutes): Students will be at their desks and materials will be passed out/available in the back. Students will be given direction on how to set up their paper. I will have a sheet upfront and model my directions as I go. The students will fold their paper in sixth and write a landform definition in each section. Definitions will be made available up front. As students are folding, I will make a connection to math and ask the students “ What is sixths?” I will model how to fold the paper upfront. Once the students complete the directions, I will then give them a stick of clay. I will cut the stick in sixths so students will be able to make a model of all six landforms. If students finish early, students can color each section of the landforms. For example, color blue around the barrier island, green around the plain. This will help students make the connection of where these landforms are found. Students may need to wait for clay to dry before they color. Students will be allowed to work with their partner when creating the clay models. I will be circulating the room and engaging students by asking them to explain the steep sides they created for mountains or why they flattened their clay out for the valleys or why their mountains were taller than their hills. I expect students to at least write the six definitions in the proper place by the end of the lesson. Ideally, I want every student to complete at least 3 visual representations before the lesson ends. Clean up Materials: (3-4 minutes)
|If time, I will have students repeat the hand gestures we learned at the beginning of class. Also, depending on class dynamic, I will showcase some students’ work.Questions for review:
Summary Statement: Wrap Up Class, today we learned about landforms and talked about different types of landforms such as mountains, sand dunes, lakes, glaciers, and hills. We discussed the basic properties of each and are starting to understand that landforms are truly all around us. We were then able to apply the knowledge we learned to make clay models, which reinforced some of the observable differences among the examples we used. Next time, we will finish our clay models and discuss the four forces that cause landforms to change shape. I am proud of the way we were attentive during our activity and the way we behaved when dealing with clay. I am also impressed with how we cleaned up and treated our partners with respect! Great work!
|Direct Instruction: The form of instruction that is displayed when orally explaining something. Teacher will explicitly state the definition of a landform as well as the six different types of landforms. Teacher will explicitly review the distinct properties of each.Indirect Instruction: The form of instruction that is displayed when the teacher becomes the supporter rather than the facilitator. This teaching technique is implemented when the students are working on their individual clay models and when the teacher is engaged in classroom discussion. Experimental: Students will be using clay and will be able to answer questions with the class or a partner. Interactive: Students will work with clay to visually represent the six different types of landforms. Students will also be asked to make real-world connections as well as interact with other classmates.|
|Improving access to learning for all students(Hint: Consider UDL Principles)||Associated Accommodations(s)/Modification(s)(Supports and Challenges)|
|Multiple Means of RepresentationVisual: Visual aids, such as pictures of landforms are used through out the lesson. Auditory: Teacher will engage the class in classroom discussion Kinesthetic: Teacher will use hand gestures/movements when teaching different types of landforms. For example, the teacher will raise her hands when talking about a mountain and then lower them when teaching about a valley. Multiple Means of Expression Visual: Students will express knowledge of landforms by building their own representation out of clay. Students will have poster labeled with the correct names and definitions. Auditory: Students will be able to answer teacher discussions. Students will be able to talk with a partner. Students will participate in classroom discussion. Kinesthetic: Students will work with clay to build their own visual representation of landforms. Multiple Means of Engagement
||For students who need additional support:
For students who need to be challenged:
If extra time:
EVALUATION Assessment Plan:
|I will assess student understanding….|
|Formative||During the lesson plan by:
|Summative||At the end of the learning opportunity by an exit ticket that asks any of the following questions:
Record Keeping Plan:
View a picture of the clay activity here: Clay Models of Landforms