1. The first landform we are going to talk about are mountains. Mountains are steep, tall, and sometimes have pointy tops. Mountains are all over the United States and the world. One of the biggest mountains is called Mt. Everst.  Things that make a mountain special is the height and the pointy or non-pointy top. Did you know that you could climb a mountain? Ms. Serao climbed a mountain with her friends just last week!  To help us remember what a mountain is, I want you to copy (mirror) Ms. Serao. Repeat: a mountain is very high and sometimes has a pointed top. (Do hand gesture as speaking) Tell the students, whenever Ms. Serao says “mountain” I want you to respond by putting your hands over your head. Lets practice! Good!
2. Second, lake: a large body of water surrounded by land on all sides. What is a lake like? Can you think of some lakes you are familiar with? I remember your do-now from last week asked you to find lakes using a map of the United States.  (extra info: the Great Lakes in the United States include the following: Lake Superior, Lake Michigan, Lake Erie; lakes in Massachusetts: Lake Chaubunagungamaug). Show hand movement and have students repeat.
3. Third hill: a raised area or mound of land.
4. Fourth, valley: a low area surrounded by high land, such as hills or mountains. It is described as either being in a U shape or V shape. Valleys are all over the United States. There are usually next to mountains and hills. (extra info: five valleys in Massachusetts, one called Blackstone valley). Whenever Ms. Serao says valley, I want us to do this hand gesture (model). So repeat after me:  A valley is a low area surrounded by high land.
5. Fifth, glacier: a large mass of ice that moves across land
6. Sixth, sand dune: A hill of sand that is moved by wind

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.

1. Mountains: steep sides, tall, sometimes pointy tops are tall and pointed. “Class can you mirror Ms. Serao” Have students stand up and say mountains peaks are tall and pointed when putting their hands above their heads.
2. Lake: a large body of water surrounded by land on all sides  (TPR: hands circled near body)
3. Hill: a raised area or mound of land   (TPR: hands together in a dome shape)
4. Sand Dune: a hill of sand that is moved by wind (TPR: wave of the hand)
5. Valley: a low area surrounded by high land, such as hills and mountains (TPR: upside down V)
6. Glacier: a large mass of ice that moves across land (TPR: hands put together as blocks that move)

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)

• What is a landform?
• What are some properties (thing we can observe) about a mountain?
• What are some properties we can observe about a hill/sand dune/lake/glacier?
• How is a mountain different than a hill?
• How is a lake different than a glacier? (See if students can make the connection to states of matter, which was a previous lesson taught)
• How is a sand dune similar to a hill?
• Have you ever climbed a hill?
• Have you gone swimming in a lake?
• Have you seen a mountain?

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!

• Students will follow teacher in total physical response when learning about landforms
• Students are working with clay and are able to create their own visual representation of landforms
• Students will be able to work with a partner
• Students will be able to execute choice in determining what landform to make first
• Students will participate from different parts of the room
• Students will not be sitting the entire time, instead students will be asked to move around

• Pictures and definitions will be made available on the board.
• Students will be allowed to work with partners
• Instructions will be modeled
• Instructions will be repeated individually if necessary

For students who need to be challenged:

• Students can add to the definition of each landform given by the teacher by noticing additional features of the landform and by making real-world connections (such as where this landform exists, mountains have a tip shaped point)

If extra time:

• Students can do a quick write on their experience if they have visited any of the landforms we learned in class. I would encourage students to use the sensory words we have been reviewing in class. (What did you see, how did it smell, what did your hear etc).

• What is a landform?
• What are some properties (thing we can observe) about a mountain?
• What are some properties we can observe about a hill/sand dune/lake/glacier?
• How is a mountain different than a hill?
• How is a lake different than a glacier? (See if students can make the connection to states of matter, which was a previous lesson taught)
• How is a sand dune similar to a hill?
• Have you ever climbed a mountain? How did you know it was a mountain?
• Total Physical Response: Do students respond? Did students create their own hand motion? Does it accurately portray the features of the landform?

• What is a landform?
• What are some properties (thing we can observe) about a mountain?
• What are some properties we can observe about a hill/sand dune/lake/glacier?
• How is a mountain different than a hill?
• How is a lake different than a glacier? (See if students can make the connection to states of matter, which was a previous lesson taught
• How is a sand dune similar to a hill?
• What state of matter is ice? (previous lesson)
• Where have you seen these landforms?
• Do you know of any mountains, lakes, or hills in Massachusetts?

Means:

• Clay models can also been used as a summative

Record Keeping Plan:

• Keep a personal written record that will then be transferred into excel.