EGP 335

Lesson Plan

Lesson Title: How Mountains and Landforms are Created

Day Number: 4
Author: Ben Kaupp
Unit: The Land of the United States
Grade Level: 4th

Background Information

Expected Duration: 45 minutes

Concepts
o tectonic plates
o

How mountains are formed

Vocabulary
o Tectonic plate
o Erosion
o Glacier

Skills
o Analyzing
o Making Connections
o Identifying
o Synthesizing

1.1 Integration of Learning Outcomes/Objectives

Students will understand the movement of tectonic plates and how
mountains are formed.
Students will be able to write 1-2 paragraphs about how mountains and
other landforms are created using the vocabulary they have learned.

1.2 Standards PA Civics, History, Economics, Geography & NCSS

Themes I-X

PA Standards

7.2. Physical Characteristics of Places and Regions

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.
8.3.4.B: Locate historical documents, artifacts, and places critical to United
States history.
8.1.4.A: Identify and describe how geography and climate have influenced
continuity and change over time.

NCSS Standards

D2.Geo.1.3-5. Construct maps and other graphic representations of both

familiar and unfamiliar places.
D2.Geo.10.3-5. Explain why environmental characteristics vary among
different world regions.
1.3Anticipatory Set
The teacher will ask students if they have any idea how landforms are
created. The teacher will then say that over time there are natural forces
that cause gradual changes in the land. The teacher will say,Today we will
be learning about what has changed our land over time to make it appear as
it does today!
1.4 Procedures
1) Do anticipatory set.
2) The teacher will introduce the vocabulary of glacier, and tectonic plate by
placing the words on the word wall with a definition.
3) The teacher will draw upon students background knowledge by asking if
they know how different landforms, such as mountains, have been created.
Students will demonstrate background knowledge as well as show
scientific/geological theories and predictions. Answers to look for and
discuss include: plate tectonics, erosion, glacier movement, etc.
4) The teacher will then discuss tectonic plates more. The teacher will say
that tectonic plates move and collide with one another. The teacher will say

that this creates mountain ranges such as the Rocky Mountains and the
Appalachian Mountains.
5) The teacher will then discuss other forces that shape the land such as
wind and water erosion, and glacier movement.
6) Students will then be asked to draw the Rocky Mountains and Appalachian
Mountains on their map.
7) The teacher will then briefly introduce Glacier National Park to the
students. The teacher will say that it became a national park in 1910. The
teacher will say that we will be looking at discussing geological events that
have taken place there to learn about and see how the different forces we
have been learning about work. The teacher will discuss The Lewis Fault
Thrust, as well as, the different periods of glacial activity in the park. The
teacher will give students supplementary reading at their seats on these
topics to read when they have time or to help support different learners, or
support learners when they do the following writing activity.
8) Students will be asked to write 1-2 paragraphs (length could be
differentiated by student ability)about Glacier National Park and how tectonic
plates and other natural forces have sculpted the land there. They will be
allowed to look and search for pictures of the land there to project onto the
smart board or search individually on a computer or iPad. They can use this
as inspiration for their writing or to help guide them. They will also be
supported by having vocabulary words such as erosion, tectonic plate, and
glacier on the board.
9) Closure.
1.5 Differentiation
Different types of learners will be supported through varied instruction and
student choice. Students will have the ability to use technology and pictures
if they desire. Students will have additional reading material at their desk.
The lesson will be great for both auditory and visual learners through teacher
and class discussion, pictures, reading, and writing. ELLs will be supported
with the use of pictures. The length and quality of writing expected can be
differentiated by ability level.
1.6 Closure
Students will be asked to share their writing with their seating group. They
may also share any interesting pictures they have found. Before they leave
the teacher will summarize what the students have learned. The teacher will
tell students to keep in mind what they learned as they observe the world

around them in their life. The teacher will tell the student they can now
figure out how different landforms around them may have been created.
1.7 Assessment
The teacher will use their writing piece, as well as their discussion in their
seating group as formative assessment.
The teacher will use the map that is created as one piece of a unit long
summative assessment.
1.8 Materials
Article on Glacier National Park(for students who are interested in reading or
would like additional information):
http://www.nps.gov/glac/learn/education/geology.htm
Smart Board
Laptop/iPad
Paper
Teacher Materials:
Article on Glacier National Park:
http://www.nps.gov/glac/learn/education/geology.htm
1.9 Technology
The teacher will project images of Glacier National Park as students write.
Students will have the option to search for pictures on a computer or iPad for
a few minutes prior to beginning their writing.
2.1 Reflection on Planning
For this lesson I thought it was important to make a connection between
natural forces that may seem abstract to students and an American National
Park, or landforms found here in the United States. I thought concepts such
as the movement of tectonic plates, and erosion may make sense to
students in theory, but by connecting these ideas to landforms found in the
U.S. they becomes more meaningful to students. This will need to be an
important point of emphasis when teaching. Also using other locations to
illustrate these forces would be helpful as well. The Grand Canyon would be
a great example for erosion for instance.
Content Outline
o Tectonic plate: a huge slab of slowly moving rock. The earths
crust lies on many tectonic plates.

o Erosion: is the wearing away of land by wind, water, or ice. It

can happen very slowly and gradually. It can also happen quickly
during a severe storm or flood.
o Glacier: a huge mass of slowly moving ice. Glaciers push soil
and rocks as they move. Glaciers have shaped hills, valley, and
plains.
o Plains: Large flat areas.
o Basin: Is an area with a low center surrounded by higher land
o Fault Block: When two plates collide, sometimes one plate
slides under the other.
Creates Mountain ranges.
o Folding: Sometimes when plates collide, the plates bend
underneath the earths crust.
Mountains are created and look like a roller coaster with
high and low points.
Making a Mountain

Physical systems such as the movement of tectonic plates, volcanoes,

and earthquakes, erosion, weather and climate shape the earths
surface.
Build a replica! Using various cooking items have the students
create a mountain cookie. This will demonstrate the layers of
the earth and the creating of mountains.

Make a Map

A map shows where cities, towns, rivers, mountains, and other features
are located within a state, region, country, or the world.
Some maps show information like population, water depth, etc.
Find a website here to show kids other maps? Have other map
resources as well for more hands on learning.
o http://www.factmonster.com/world/geography/typesmaps.html
Have the students create a map with salt dough and various
candy items! Only do this after the students have had some
exposure to maps. The children should include a legend,
compass, cities, rivers, mountain ranges, etc. Idea from Dr.
VS.

Picture of Map(model for student map of where mountains should be):