Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model 3
Name:

Jordan Canty

Date: 10/21/15

PART I: PLANNING
Title of Lesson
Source
Subject Area (s)
Grade Level
Curriculum Standards

Learning about LANDFORMS

An original lesson
Science
3rd grade
3-3.6: Illustrate Earths land features by using models, pictures,
and diagrams.
-

Description and
Background Information

Access prior knowledge by asking students what they already

know about landforms.
Write down students examples of landforms on the white board.
Listen to the Landform song on the Scholastic website. Allow
students to move around and sing along with the lyrics.
Discuss some of the landforms discussed in the song
Open Landform Riddle PowerPoint and have students guess
the appropriate landform based of the hints in the riddle.
Draw pictures of different landforms on the board and give
students hints on what that landform may be.
While passing out Landform assessment ask students to describe
certain landforms, to show that they understand what that
landform is.

Lesson Objectives

Students will be able to give examples of landforms, as well as accurately

describe what they look like and what theyre made of. 90% of the
students will pass the Landform assessment with a B or higher.

Varying Objectives for

Individuals Needs

For students having difficulty with understanding landforms, I can have

those students who finish early and understand the concept work with

(Differentiated Instruction-content;
Process; Product; or Environment)

Statement of Purpose

Materials and Resources

them (cooperative learning). For those students who have difficulty

seeing the board move up closer; and have most of the lesson written out
either on the promethean board or on the whiteboard for those students
who are hearing impaired.
Students need to know about landforms because its a part of the planet
we live on. They must understand how they come to be and their
purpose so that later on in life when theyre trying to find a home, they
understand the effect that those landforms may have on their home
environment. For example they may want to think twice before buying a
home near a volcano, due to the possibility of it being active.
Materials:
- Promethean board
- Whiteboard
- Computer (Internet access)
- Landform song on Scholastic website
- Landform Riddle PowerPoint
- Dry erase marker/ eraser
- Assessment worksheet
Students:
- Science Journals
- Pencils
- Landform Lyrics (optional)
- Landform Dinosaur picture

Anticipatory Set

The anticipatory set for this lesson would be the Landform song. By
allowing the students to get up move around and sing along Im getting
them engaged in the lesson, as well as encouraging them to listen to what
the song is about.

Part II: IMPLEMENTATION

Pre-assessment

Ask students prior to lesson if they already know about landforms. May
also ask them to give examples of some landforms and write down the list
on the whiteboard.

Teacher Modeling or
Demonstration

Right before handing out the assessment the teacher will draw out
various landforms on the whiteboard and give characteristics about that
particular landform in order for the students to guess what landform was
being described. This way students are able to visually see what the
landform resembles, as well as hear key characteristics to describe that
landform.

Guided Practice

Checking for
Understanding

Independent Practice

Closure

Assessment
(Give a description and attach
to lesson plan)

Extension Activities

Technology

Connection Across the

Curriculum

The guided practice would consist of doing the Landform Riddle

PowerPoint together as a class. The teacher will read the riddle to the
class twice and then ask the class as a collective whole what landform fits
the description. This way the students who did not know the answer are
not singled out.
Ask students:
What is a landform?
Give me an example of a landform.
Why isnt ______________ a landform?
Describe the landform __________?
Any questions?

The students will have already received a picture of a Landform

Dinosaur. They will be given time to label their dinosaur accordingly
based on a list of given landforms.
The teacher will say several landforms and will ask the students to
describe characteristics of that landform. While the teacher is passing
out the students assessment, students will be called on to give
characteristics of a particular landform.
*attached*

The Landform and Water Formations assessment, is a fill in the blank

assessment in which the students must match the description to the
appropriate landform. Students will only be required to match the
landforms and their definitions.
Students can also create a 3D model of some various landforms (ex.
Volcanoes, mountains, hills, valleys, island, peninsula, plains, etc.).
Students can also create a song/ rap listing the type of landforms to
better help them remember the types of landforms.
There are a plethora of interactive activities students can utilize on their free
time at home. There are also songs based on Landforms and Bodies of Water
and the difference between the two on YouTube.
Arts: Have students create a 3D model of a map of landforms. They can create it
out of clay/ playdoh, or even out of paper, they can color and design it however
they desire.
P.E: Students can play red light/green light based off a list of numbers. Students
can move closer to the finish line if the teacher calls out a landform, if they call
out a body of water or something random then they cannot move. If they do

then they have to go back to the beginning.

Health: Students can describe how climbing a landform or interacting with a
landform may impact their health, and what it can do to their body. For
example climbing a mountain can be excellent exercise, but it can also be
damaging if the mountain is too high up.

PART III: REFLECTION

Strengths

Student engagement
Student understanding
Useful technology sources incorporated into the lesson

Weaknesses

Poor timing/rushed
More hands on activities
Better independent practice

Suggestions for
Improvement

Next time have a more effective independent practice as well as more

hands on activities for those students who are kinesthetic learners.
Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

Landform Dinosaurs

Assessment