Lesson Plan Template

Name: Chandini Khemlani, Cassandra Chehab, Kristen Logel & Jennifer McFadden Grade Level: Kindergarten
Lesson Title: Identifying different landforms and water bodies on a map and globe Lesson Length: 1 hour

Rationale for Instruction
A rationale is an essential part
of thoughtful planning of
classroom instruction. This is a
brief written statement of the
purpose for instruction and the
connection of the purpose to
instruction that has come
before and will follow.
Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools
Elementary students should begin to understand that as citizens of the United States, they have both
rights (privacy, speech, religion, movement, assembly) and responsibilities (voting, obeying the law,
and helping in the community). Students should be willing to exercise both their rights and
responsibilities.]
Our unit is called The World Around us. In this unit, we start the unit by teaching the students about
seasonal weather changes, holidays happening in different cultures around the world, about maps and
globes, and now about differentiating landforms.
The standards used for this lesson plan indicate that students should be able to differentiate land and
water features on simple maps and globes.
This lesson is a necessary element, because it helps the children to understand the difference between
landforms all over the world.

CCSS (LAFS/MAFS)/Next Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical
Generation Sunshine State education, technology) do you address in this lesson?
Standards
List each standard that will be NCSS Themes:
addressed during the lesson. The study of people, places, and environments enables us to understand the relationship between human
Cutting and pasting from the populations and the physical world.
website is allowed. You must
have a minimum of 3 standards NGSSS:
that represent multiple content SS.K.G.1.4 Differentiate land and water features on simple maps and globes.
areas identified in this portion
of the lesson plan. LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten
topics and texts with peers and adults in small and larger groups. A.) Follow agreed-upon rules for
These can be downloaded from discussions (e.g., listening to others and taking turns speaking about the topics and texts under
the Florida Dept of Education discussion). B.) Continue a conversation through multiple exchanges.
www.cpalms.org/homepage/ind LAFS.K.L.3.6: Use words and phrases acquired through conversations, reading and being read to, and
ex.aspx. responding to texts.
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Learning Objectives
What will students know and
be able to do at the end of this
lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and
NGSSS), challenging,
measurable and appropriate
learning goals!
Student Activities &
Procedures
Design for Instruction
What best practice
strategies will be
implemented?
How will you
communicate student
expectation?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment) that may be in
place in your classroom.
Lesson Plan Template
LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key details in a text.
LAFS.K.RI.4.10: Actively engage in group reading activities with purpose and understanding.
LAFS.K.SL.2.4: Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be
acceptable. Remember a learning objective is a statement in specific and measurable terms that
describes what the learner will know or be able to do as a result of engaging in a learning activity as
well as how that learning will be demonstrated. All learning objectives should begin with:
Students will
After exploring the raised form map and simple globe, watching the landform video, and completing the
landform worksheet: I can answer the question, What is your favorite land feature and why?
After this lesson, I can identify land and water features on a map and globe.
This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence,
including teacher and student activities. Be sure to include key questions for discussion, collaborative
structures, etc. (This section includes EVERYTHING and should be highly detailed!)
1. Teacher will ask students to gather around the carpet in a circle. She will ask the students: Do you
remember what you learned yesterday in the lesson about maps? (Expect responses such as: We
learned about maps and globes.) After teacher reminds students of the previous days lesson, she will
tell students that today they will continue to study maps and globes, and they will be learning about the
different landforms on a map and globe. Teacher will then ask students: Do you know what the word
landform means? (Expect responses such as: form of land) She will explain to them that a landform
is a feature of the earth. She will then ask students: Do you know of any features of the earth? (Expect
responses such as: my house, water, mountains, etc.) Teacher will then tell students that they are going
to be exploring a raised map, and a globe.
2. Teacher will place the raised map in the middle of the circle and allow the students to feel the
different features of the map (three students at a time) to allow them get a feel of the different landforms
such as mountains, water bodies, and land. She will then place a globe in the middle of the circle and
allow the students to repeat the same procedure as the map.
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 Lesson Plan Template
3. After all the students have explored the map and globe, the teacher will ask the students to turn to
face the projector (or smart board) to watch a video about the different types of landforms. The teacher
will then show the video titled Landforms of the Earth.
https://www.youtube.com/watch?v=mw9YIFoDzww&t=16s.

4. After the video is shown, the teacher will send the children back to their seats and tell them to sit
quietly while she hands out the worksheets they are going to do next. The teacher will give each child a
worksheet titled Land and Water, and a sandwich bag with the pre-cut names of different landforms
and water for them to stick in the correct places on the worksheet. (See Appendix I)

5. Once each child has a worksheet and sandwich bag, the teacher will show their own copy of the
worksheet on the doc-camera and model the steps showing the students where to stick each of the
landform names to their corresponding picture places on the worksheet. The students will first be asked
to write their names, and the date on the top of the worksheet, and the teacher will model this as she
writes her own name, and the date at the top of the worksheet on the doc-camera.

6. Next, teacher will ask students to locate the ocean. The teacher will show students what the word
looks like. The teacher can ask students to point where the ocean is on their worksheet and then paste
the corresponding word. The teacher will repeat the same step with each geographical feature until each
student has completed the worksheet. (If there is time, students may color in their worksheets by
coloring the water blue and the land features green.)

7. After worksheets are completed and glued in students notebooks, teacher will begin a discussion
about the video they watched and their worksheet activity. Teacher will ask students guided questions,
while having individual students come up to the map and globe to point to the areas she is talking about.
Some examples of questions are:
What was your favorite land feature? (Expect results such as; mountains, valleys, etc.)
Have you seen any of these before? (expect students to talk about where they have seen
them)
Does land or water cover more area on Earth? (lead them to say water)
Can you point out these land features on a map or globe? (have students come up one at a
time and point them out while saying what they are)
Is it different finding these land features on a globe rather than a map?
Can you find these features on both the map and the globe?

8. Once the classroom discussion about the video is completed, the teacher will ask students to turn to
the person next to them and discuss their favorite land or water feature. Then, each student will be given
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Assessment
How will student learning be
assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes
Lesson Plan Template
a piece of paper to write what their favorite landform is, and why. The students may also accompany a
picture to further explain what their favorite landform may look like. The teacher can give sentence
frames such as: My favorite landform is __________, because __________.
Daily Lesson Plan Assessment:
Students will be assessed in the following ways:
Observations of the students responses to the guided questions during the discussions, as well as their
participation levels during the labelling and coloring of their worksheet will be monitored throughout
the lesson.
Students will also be assessed through their responses to the post-test. The teacher will bring up the
KWL chart that was started at the beginning of the unit (in the Seasons lesson plan) on the projector,
and the students will help her to complete the L column by answering the following guided questions in
relation to the unit as a whole:
What did you learn about the world?
What did you learn about the seasons?
How many seasons are there?
Name the four seasons.
What holidays did you learn about?
What did you learn about Holi?
What did you learn about Carnival/Mardi Gras?
What did you learn about the Obon festival?
What did you learn about Thanksgiving?
What did you learn about maps and globes?
What do you use a map for?
What did you learn about the cardinal points?
How many cardinal points are there?
What are they?
What did you learn about landforms?
What is a landform?
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Resources/Materials
Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented
students, Learning/Reading
disabilities, etc.
These accommodations and/or
modifications should be listed
Lesson Plan Template
How many bodies of water are there?
Name the different bodies of water?
***Materials that will be used for assessment and examples of tasks and projects must be included with
the lesson plan.
ALL resources including but not limited to; internet sites, professional resources - books, journals (titles
and authors), childrens literature, etc. should be noted here. Citations should be in APA format.
Books/Digital Resources:
[Makemegenius]. (2013, September 25). Landforms of the earth - with kids kindergarten pre-schooler
kids. [Video File]. Retrieved from https://www.youtube.com/watch?v=mw9YIFoDzww&t=71s.
Materials:
Raised map
Simple globe
YouTube video
Crayons
Markers
Colored pencils
Glue
Landforms worksheet
Pre-cut corresponding landform names
Sandwich bags
KWL chart
ESOL: SLIDE (Show, Look, Investigate, Demonstrate, Experience) & TREAD (Tell, Read, Explain,
Ask/Answer, Discuss)
Gesture when leading a discussion.
Show Pictures of what is being discussed or explained
Show - YouTube video explaining landforms
Demonstrate (model) how to do the worksheet.
Explain Explain the instructions to the students about the worksheet.
Ask/Answer Use simplified, levelled questions in order to get desired responses from students.
Beginner level yes/no questions, intermediate level restricted tense questions, advanced level
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 Lesson Plan Template
within the procedures section complex tense and mood questions
of the lesson plan as well as in Increase wait time in between responses
this section of the document.
Students with Learning Differences:
Show Pictures of what is being discussed or explained.
Show - YouTube video explaining landforms
Demonstrate (model) how to do the worksheet.
Explain Explain the instructions to the students about the worksheet.
Increase wait time in between responses

Gifted/Talented:
Provide more opportunities for them to learn:
Have them write the labels for the names of the landforms instead of cutting and pasting the
labels.
The teacher can also challenge gifted students by allowing them to create their own sentence
structures.
Lesson Extensions Students will be asked to pay attention to the landforms and bodies of water between school and their
homes by looking out the car or bus window. Students will take note or draw pictures of what different
landforms and bodies of water they see and be prepared to discuss it in class or share their pictures the
following morning.

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 Lesson Plan Template
Appendices

Appendix I

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