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Notes for Teachers

Context: culminating activity at the end of a unit.
Students will create 3D Models of a landform.
Students will use ipads or tablets as a portion of their evidence of learning and/or to add to their digital portfolios afterwards. Learners will record a photo of their model, write and type or record information about their model via ipad or tablet.
Students will record a learning reflection statement, explaining what was learned and evaluating how they performed according to the learning scale.

List of Materials

blue, green, brown, white clay
poster boards or shoeboxes
markers
construction paper
pipe cleaners
felt
glue
tape
glitter
(any other craft materials you would deem relevant)
ipad or tablet

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AZ Standards

2nd Grade Earth Science

2.E1U1.4 Observe and investigate how wind and water change the shape of the land resulting in a variety of landforms.

AZ Ed Technology

K-2.1.a. Students, with guidance, consider and set personal learning goals and utilize appropriate technology to demonstrate knowledge and reflect on the learning process.

***

ISTE1.6.d. Students publish or present content that customizes the message and medium for their intended audiences.

ELA

2.RI.1 Ask and answer such questions as who, what, where, why, and how to demonstrate understanding of key details in a text.

2.RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

2.W.8 Recall information from experiences or gather information from provided sources to answer a question.

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Objective(s):

Today we will create a physical model of an assigned body of land: mountain, desert, canyon, plain, volcano, island, hill, etc.

We will write the facts about our landform near the actual model.

We will take a picture of our landform model with our ipads or tablets.

We will type or record facts that are unique and specific to this landform to include with our pictures via our ipads or tablets. We are exploring the following question: How is this landform different from other types? How was the landform created?

We will reflect on what we have learned & how we performed according to the learning scale and record a statement to express this.

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Agenda (45 minutes)

8 minutes—Show students a video:

Video Link

2 minutes—Ask questions from previous slide.

5 minutes–Read “Landforms” by William B. Rice; (can be accessed online Via Epic Schools free of charge or hard copy may be purchased).

3 minutes—explain that students will create models of a landform assigned by the teacher to each group. Introduce the learning scale to describe how the activity will be graded. Assign roles and rules in terms of cooperative learning in groups of 4.

20 minutes—students will create their landform model; label it, list facts; use their ipad or tablet to take a picture and record facts & and their reflections.

5 minutes—discussion what did we learn today?

2 minutes—complete exit ticket of teacher choice

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Intro/Driving Question/Opening

What are the different landforms that exist on Earth?

What are the unique characteristics or attributes of this particular landform?

How can we use models to help others to understand facts specific to a specific landform?

How can we use technology to record evidence of learning?

Opening: Read “Landforms” by William B. Rice

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Hands-on Activity Instructions

Suggested group structures (Cooperative Learning groups of 4 with jobs—Timekeeper, Scribe, Reporter, Cheerleader)
Step-by-step instructions:
Use the items provided to create a model of your assigned landform as a group.
Write the name of your landform near the model.
Write facts about your landform near the model.
Use your ipad or tablet to take a picture of your landform.
Use the voice recording feature to record facts about your landform.
Use the voice recording feature to record a reflection statement explaining what was learned today and how you performed according to the learning scale.

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Assessment

Use the following rubric to score each model:

4—My group and I created a 3D model of a landform. We labeled the name of our landform, listed accurate facts (4 or more) on the poster board to justify that we understand the specific attributes of the landform. We produced a picture of our model and typed and/or recorded facts about the landform in our ipads or tablets. We recorded a statement reflecting on what was learned.

3—My group and I created a model of a landform. We labeled the name of our landform, listed at least 3 accurate facts on the poster board to justify that we understand the specific attributes of the landform. We produced a picture of our model and typed/or recorded facts about the landform in our ipads or tablets. We recorded a reflection statement.

2—We attempted to create a model of a landform or I created a model for a smaller version (boulder, pebble, valley, etc.). We may have mislabeled the name of our landform, struggled to produce a single fact about the landform, may not have produced a picture of our model, failed to have record facts about the model in our ipads or tablets. we may have forgotten our reflection statement.

1—-We couldn’t get started, created an off task model, or were genuinely confused about expectations or what we learned.

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Differentiation

Students will create a model for a smaller landform—boulder, valley, basin, etc.

Provide additional resources from videos to books for students as needed.

Have a word wall with unit vocabulary and an image.

Remediation

Extension/Enrichment

Students can explore other landforms—archipelago, isthmus, peninsula, etc. or a specific landform (Hawaiian islands, Panama, Iberian peninsula, etc.) to create models.

Students can create digital/electronic models of a landform of their choice.

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