Wilson EDUC 353 Name: _Grace_Melo________ Target Grade Level: _2nd Duration: 3 to 4 days

Curriculum Topic: Science integrating Literacy UbD Lesson Plan Stage 1: Desired Results

Established Goals: 2-Ess2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. Modeling in K-2 builds on prior experiences and progresses to include using and developing models. (Diagram, drawing, physical replica, diorama, dramatization, storyboard) that represent concrete events or design solutions. Maps show where things are located; one can map the shapes and kinds of land and water in any area. 2.RIT.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Understandings: Students will understand .. The characteristics that make up land forms The characteristics that make up bodies of water The names of land forms and bodies of water The United States has many different kinds of land forms and bodies of water Essential Question(s): What are the different types of bodies of water? What are the different types of land forms? What kinds of land and water does the United States have?

Students will know. Students will be able to.. Academic Vocabulary: Demonstrate their Mountain-a land mass with great height and steep sides that is higher knowledge of this than a hill. science topic by Hill-a raised area of land smaller than a mountain. discussing the Valley- a long area of low land between mountains or hills. different kinds of Desert-a very dry, sandy area with few or no plants growing in it. lands and bodies of Plain-a large, flat area of land without trees. This land is good for waters growing food, farming. Describe the physical Lake- a large body of fresh or salt water that is surrounded on all sides characteristics of by land. these landforms and River-a large natural body of water connected to a lake, ocean, or bodies of water. other body of water. Identify the land Ocean-large body of salt water forms and bodies of water in the U.S. Create a different model demonstrating their knowledge on this topic. Stage 2: Assessment Evidence

Performance Task: Good explorers can recognize the kinds of land and water the United States has by looking at pictures and creating their own. Students will work with a partner to develop a model to represent the shapes and kinds of land and bodies of water in an area of the United States. Students will have the choice of making a full blown diagram or a physical replica that represent their area with land forms and bodies of water. Students must label model with the academic vocabulary words learned. (See itemized attachments below for examples)

Other Evidence: Graffiti Wall with colorful markers and large poster paper, students will creatively design a Graffiti Wall of their background knowledge on this topic add any questions they may have or misconceptions. Students are then encouraged to add to the wall throughout the unit as they gain new knowledge. A colorful way to display what they dont know and what they have learned.

Turn & Talk- During the lesson, there may be opportunities to have the students do a turn & talk activity for a few minutes. This allows students to talk about the information presented or share and clarify thoughts or questions. This is an effective alternate strategy to asking questions to the whole group and having the same students responding. All students have a chance to talk. Yes/No Cards Students will be given a card with Yes (or Got It) on one side, No (No clue) on the opposite side. Students who know the answer hold up the Yes card, if they dont know the answer they hold the No card. This is very effective to use when introducing vocabulary words that students need to know. Webs: will access students knowledge after the lesson, they will use the web to name and write in characteristics of land forms and bodies of water. -See Itemized 2

Stage 3: Learning Plan

Learning Activities:

I will activate background knowledge on landforms they may know and bodies of water in the U.S. using graffiti wall. Graffiti Wall with colorful markers and large poster paper, students will creatively design a Graffiti Wall of their background knowledge on this topic add any questions they may have or misconceptions. Students are then encouraged to add to the wall throughout the unit as they gain new knowledge

After students do this activity, I will begin by talking about the United States. I will say, Different parts of the United States have different kinds of land and bodies of water. Lets explore this further! I will introduce the landforms that exist and the bodies of water that are around it. Turn & Talk- During the lesson, there may be opportunities to have the students do a turn & talk activity for a few minutes. This allows students to talk about the information presented or share and clarify thoughts or questions

I will then introduce the vocabulary words. Student will have yes or no cards at hand. Mountain-a land mass with great height and steep sides that is higher than a hill. Hill-a raised area of land smaller than a mountain. Valley- a long area of low land between mountains or hills. Desert-a very dry, sandy area with few or no plants growing in it. Plain-a large, flat area of land without trees. This land is good for growing food, farming. Lake- a large body of fresh or salt water that is surrounded on all sides by land. River-a large natural body of water connected to a lake, ocean, or other body of water. Ocean-large body of salt water

Based on their card responses, I will modify the lesson and continue to review the vocabulary words or move on with the lesson. After we learned about all the different kinds of landforms and bodies of water, we will read Our Earth by Anne Rockwell. The students will point which landforms and bodies of water we had learned. I will then draw examples on chart paper of a kind of land or body if water and then have the students draw and label their own on web maps. Students will be doing this individually so that I can see if they have grasped the different characteristics of landforms and bodies of water. After this, students will add to the graffiti wall what they have learned. I will introduce the performance task and clear up any questions.

Resources

Itemized Attachments: Model examples:

Web:

Yes or no cards:

References:
http://teacherkimbo.blogspot.com/2012/04/all-about-earth.html Next generation Science Standards http://www.nextgenscience.org/2-ess22-earths-systems English Language Arts Standards Reading: Literature Grade 2." Common Core State Standards Initiative. N.p., n.d. Web. 20 Oct. 2013.