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Earths Landforms

Name: Meghna Gopal Subject/Concept: Social Studies/ Earths Landforms Grade Level: 2nd grade Date of Lesson: April 29, 2014 Whole class__ Small group_X_

Standards/Benchmarks/GLEs
G-1B-E1: Describing and comparing the physical characteristics of places, including landforms, bodies of water, soils, vegetation, and climate (1, 3, 4).

Objectives:
TSW be able to identify the major landforms found on Earth, know basic facts about each landform, and the animals that inhabit a particular landform TSW correctly creates a Kid Pix that consists of a drawing of one landform and of the animals that live in that specific landform, and presents it to the class

Introduction/Anticipatory Set/Set Induction/Focusing Event/Motivation/Engagement


TTW introduce the different landforms and the animals that reside in each one.

TTW state the objective of the lesson, which is identifying the major landforms and the animals found in each landform. TTW presents a PowerPoint about Earths landforms.

Procedures/Concept Development/Experiences/Activities Instructional Input/Procedures:


1. TTW ask the students to explain the definition of each landform in their own words and name one animal that lives in each landform. 2. TTW ask the students if they can name specific examples of the different landforms and which of these landforms may be found in Louisiana

Guided Practice/Activity:
1. TTW provide a labeled clay model of the various landforms. 2. TTW instruct breaks students into groups of 4 to create the different landforms using clay and label each one appropriately.

Transition Statement:
TTW inform the students that they are going to design their very own landform setting.

Independent Practice:
1. TTW break the class up into groups of 4.

2. TTW instruct each student in the group to choose a landform to do his or her Kid Pix on. 3. TSW discuss their options and inform the teacher of their choice. 4. TTW assign students to a computer to begin creating their Kid Pix. 5. TTW assist group members in combining each Kid Pix to create a single presentation. 6. TTW ask each group to come up one at a time to present their Kid Pix to the rest of the class.

Closure/Questioning:
TTW ask the students what they learned by having the students raise their hands and then calling on them.

Materials:
Student: Pencil Construction paper (for labels) Cardboard (for clay models) Clay

Computer access-Kid Pix software Teacher: Access to a computer PowerPoint presentation on Earths landforms

Accommodations: Students will be placed in particular groups in order to limit


behavior problems. A hard copy of the PowerPoint presentation and Kid Pix Activity will be provided for those students who need it. Directions will be repeated if necessary. Teacher will sit next to and assist children who may have difficulty using a computer or creating a Kid Pix.

Assessment: Group Kid Pix projects will be assessed as they are presented
to the class. Teacher observation during the independent activity and group work.

Kid Pix Activity


Teacher Name: Meghna Gopal

Student Name:

________________________________________

CATEGORY Design/Composition

4
Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.

3
Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill.

2
Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing. Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment.

1
The student does not appear to be able to apply most design principles to his/her own work.

Score

Creativity

Student has taken the technique being studied and applied it in a way that is totally his/her own. The student\'s personality/voice comes through.

Student has taken the technique being studied and has used source material as a starting place. The student\'s personality comes through in parts of the activity.

Student has not made much attempt to meet the requirements of the assignment.

Time/Effort

Class time was used wisely. Much time and effort went into the planning and design of the activity.

Class time was used wisely. Student could have put in more effort into the activity.

Class time was not always used wisely, but the student did put a little effort into the activity.

Class time was not used wisely and the student put no effort into activity.

Group Cooperation

Students meet and discuss appropriately. Every student was able to choose their topic without any problems from the other group members.

Students meet and discuss appropriately. Most students were able to choose their topic without any problems from the other group members.

Students meet and discuss appropriately. Students display some problems when deciding on individual topics.

Students are not appropriately able to discuss topics. Students seem to disagree on which topics each one should do.

Date Created: Apr 29, 2014 04:13 pm (CDT)