SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

DETAILS
Miss Smith
Geography
1st Grade
One class period of 30 minutes
Geographic representations are essential to explain the
spatial organization of people, places, and
environments.

Essential
Questions

What different types of landforms make up the Earth?

What characteristics do the types of landforms have
that make them unique?

PA/Common
Core/Standards

Standard - 7.2.1.A: Identify physical characteristics in

the community and region.
Standard - 7.1.1.B: Describe places in geographic
reference in physical features.
Standard - CC.1.2.2.I: Compare and contrast the
most important points presented by two texts on the
same topic.
During a class discussion TSWBAT describe ten different
types of landforms with 100% accuracy.
TSWBAT individually compare and contrast different
types of landforms on a single Venn diagram, giving at
least three examples in each bubble.

Objective

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards

Formative
Students will list at least three defining features for
each section in a Venn diagram to compare and
contrast two different types of landforms. This will be
turned in and graded for accuracy.
Summative
The teacher will ask students to define each type of
landform discussed in class. The teacher will write each
definition on the board next to its name. The teacher
will leave the definitions on the board so that the
students can reference them at any point throughout
the remainder of the lesson. If a student gives the
wrong definition of a landform the teacher will ask the
class which of the landforms the student had given the
correct definition for. The teacher will call on students
to share by pulling a popsicle stick (with the students
name written on it) out of a mug.
Video: https://jr.brainpop.com/science/land/landforms/

CK

for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

Organize, and present information from the social

sciences in clear and effective formats.

Language Processing Disorder/ Intellectual Disability

Student with behavioral needs will be given a Venn
diagram with the two landforms already written so that
the choice will be eliminated and he/she will not be
overwhelmed.
A list of definitions will be given to all students.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Ask the students to look outside through the window for
a minute or two. Instruct the students to think about a
couple of things that they see outside that are part of
the Earth.
Hook/Lead-In/Anticipatory Set
Write the word landforms on the board and ask the
students to think of a definition as a class.
Play the BrainPop video to introduce the concept to
students, https://jr.brainpop.com/science/land/landforms/

Explicit
Instructions

Big Idea Statement

Geographic representations are essential to explain the
spatial organization of people, places, and
environments.
Essential Questions Statement
What are raised areas of land?
What are lower areas of land?
Objective Statement
TSWBAT distinguish between different types of
landforms based on physical characteristics.
Transition
The students will be asked to get out the matching sheet
after the movie. The teacher will do the first one with the
students before allowing them to work on their own.
Key Vocabulary
Mountain: A raised area of land or hill, with a peak on

Lesson
Procedure

top
Range: A row of connected mountains
Plateau: Similar to a mountain, with a flat top surface
Valley: Lower than the area around it, between
mountains, hills and plateaus
Canyon: Deep valley formed by water eroding at the
rock
Plains: A long stretch of field, good areas for farming
Coast: An area where land meets the ocean
Bay: An area of water that has land on three sides
Island: An area of land that is surrounded by water
Peninsula: A state with water on three sides

PreAssessment of Students
The students will be given a matching activity directly
after the movie. The students will draw a line to match
the picture of each type of landform to the name of the
landform.
Modeling of the Concept
The teacher will use the SmartBoard in the classroom to
draw a line from the first picture to its corresponding
name. The students will be instructed to match the
remaining photographs with their names individually.
The teacher will write the definition that the student has
given on the board next to each of the names. The
students will be given a sheet with all of the definitions
before completing their Venn diagrams.
The teacher will complete a model Venn diagram with
the help of her students.
Guiding the Practice
The Activating Prior Knowledge will occur.
The Hook will occur.
The Transition will occur. The students will match all of
the pictures with the correct landform name. The class
will come together after five minutes to discuss the
answers. The teacher will place a star on each of the
students worksheets to show completeness.
The teacher will pull popsicle sticks from a mug and ask
the students to share the definition of one of the
landforms until all ten have a corresponding definition
written on the board. The teacher will leave these
definitions on the board so that the students can use
them as a reference.
The teacher will pass out a Venn diagram to each
individual student. The students will be instructed to
pick two of the ten landforms discussed to compare and
contrast. The students must write down three defining
characteristics in each of the sections of the graphic

Reading
Materials
Technology
Equipment
Supplies

organizer. The teacher will model the activity by filling

out her own Venn diagram with the help of her students
before instructing the students to complete their own.
The second Transition will occur.
The Closure will occur.
Providing the Independent Practice
This will occur when students are given their own Venn
diagrams to complete. These will be collected and
graded for accuracy.
Transition
The teacher will collect the Venn diagrams. The teacher
will ask if the students have any questions regarding the
lesson on landforms at this time before moving on.
Venn diagram (Set for class/ electronic version for
SmartBoard)
BrainPop Jr. video
https://jr.brainpop.com/science/land/landforms/
Matching worksheet

Evaluation of
Formal Evaluation
the
The students will be graded on the accuracy of the Venn
Learning/Master
diagrams.
y of the
Each Venn diagram must have three characteristics
Concept
under each section of the organizer. The students must
have accurate characteristics comparing and contrasting
the two landforms they had chosen.
Informal Evaluation
Students will answer match the pictures of landforms
with the names of the landforms on a worksheet.
Students will share the definition of a given landform
aloud when called on by the teacher during a class
discussion.
Closure
Summary & Review of the Learning
The teacher will collect the Venn diagrams and go over
the homework for the night. The students will ask any
questions at this time.
Homework/Assignments
The students will be asked to think of one of these
landforms that they have seen in Pennsylvania for
homework. This information will be used to start a new
discussion the following day.
Teacher
Self-reflection