1. Lesson Plan for Social Studies
5th
Grade
Title: Landforms of the United States Date: September 14, 2010
Core Standards:
5.3.3 Places and Regions: Name and locate states, regions, major cities and capitals, major
rivers, and mountain ranges in the United States
Materials/Resources Indiana Social Studies: The United States Making a New Nation by
Houghton Mifflin Harcourt Publishers, paper maps that students have been working on, crayons
or coloring pencils, promethean board, compare contrast chart for each student
Objectives:
• After instruction, students will l will be able to locate the landforms found through the
United States on a map of the United States as evidenced by students correctly
illustrating their maps.
• After instruction, students will be able describe various landforms both verbally and in
written form.
• After instruction, students will be able to identify differences between the various
landforms studied to this point.
Introduction/Motivation/Springboard: Begin with a game where students locate the longitude
of various landforms by using the laminated maps. Flash cards with state and capital are flashed
before students. The first student to correctly identify the longitude and latitude and the landform
found in that area wins that round. Cards will be introduced showing landforms that students
have already learned.
Procedures/Activities:
1. Remind students of the different regions they encountered yesterday in their reading.
2. Discuss the headings on the pages that students will read.
3. Students will take turns reading pages 25-29 in their social studies textbook.
4. Review the vocabulary.
5. Use website: www.mrnussbaum.com/circumcede.htm to help students locate the landforms
that they read about today.
6. Have students come to the board and locate the Rocky Mountains and the Appalachian
Mountains.
7. Show pictures of the different mountains. Ask students to discuss the differences and
similarities of the two sets of mountains based on the pictures found on the internet.
8. Play the song, This Land is Your Land by Woody Guthrie from www.youtube.com. As
students watch the video and hear the words, have them list some of the landforms they
saw or heard.
9. Students complete the maps they have begun working on with the landforms learned today.
10. Tell students that they will each need to bring in a shoe box tomorrow for a project.
Closure Activity/Extensions/Homework: Have students discuss where they put each of the
landforms on their maps and what symbols they used to create their maps. If they were unable
to complete maps in class, take them home and do them as homework. Maps will be scored
base on a 10 point scale. Grading will be based on inclusion of: a map key, different colors for
different areas, correct labeling, and including the student’s name on the map.

2. Reflection:
Students were able to accurately find the longitude and latitudes on the maps. They enjoyed
the hands on activity. This activity allowed those students who are visual-spatial, and
kinesthetic to become involved. The music video addressed the needs of those students who
need aural stimulation, and the discussions allowed those with interpersonal or oral learning
styles to participate.
Students were still struggling with the idea of where the Appalachian Mountain Chain was
located as opposed to the Rocky Mountains. When we discussed the types of wildlife found in
the Appalachian Mountains, students named animals such as elk and moose. They could not
understand the idea of the Piedmonts being the rolling hills before the Appalachian Mountains.
I showed picture of this area and then compared the rolling hills to those found in southern
Indiana. However, these students have a limited knowledge of this area that they live in.
Students spent most of the class period working on their maps. They had to be helped
individually much of the time as they did not understand where the mountains, plains, coasts etc
were located. The idea of a coastal plain was confusing. I finally realized that I had to define
the word plain. Most had not encountered this word in the sense of a large flat area. They
were thinking of it as a “plane” or as something just ordinary. This helped me to understand
that I need to make sure they understand the vocabulary before giving them activities to work
on. Even though they are fifth graders, they still have a very limited knowledge of the English
language.

3. Making A Map : Landforms and Bodies of
Water
Teacher Name: Ambrose
Student Name: ________________________________________
CATEGORY 4 Excellent 3 Good 2 Ok 1 Needs work
Map
Legend/Key
Legend is easy-
to-find and
contains a
complete set of
symbols,
including a
compass rose.
Legend
contains a
complete set of
symbols,
including a
compass rose.
Legend
contains an
almost
complete set of
symbols,
including a
compass rose.
Legend is absent
or lacks several
symbols.
Labels &
Features -
Neatness
90-100% of the
labels/features
can be read
easily.
89-80% of the
labels/features
can be read
easily.
79-70% of the
labels/features
can be read
easily.
Less than 70% of
the labels/features
can be read easily.
Color Choices Student always
uses color
appropriate for
features (e.g.
blue for water;
black for labels,
etc.) on map.
Student usually
uses color
appropriate for
features (e.g.
blue for water;
black for labels,
etc.).
Student
sometimes
uses color
appropriate for
features (e.g.
blue for water;
black for labels,
etc.).
Student does not
use color
appropriately.
understanding
of Landforms
and Bodies of
Water
Demonstrates a
good
knowledge of
where the
various
landforms are
located.
Demonstrates
some
knowledge of
where different
landforms are
located.
Demonstrates
one or two of
the landforms.
Demonstrates a
complete lack of
knowedge of
landforms and
bodies of water.
Includes name
on map
Includes name
on map.
no name on map.
Zero points

4. Analysis of Teaching After Each Lesson
My expectations for the students were that they would be able to locate various
landforms on a map of the United States, describe the landforms, and be able to discuss
differences between landforms such as the Rocky Mountains and the Appalachians. Students
were asked to identify the landforms on a map that was projected on the board. They were
encouraged to move from their seat to the board to do this. This helped to prevent minds from
wandering. Also, students were given the opportunity to read the passages.
Instructional Strategies used were:
• Discussion—Students were encouraged to discuss the headings for the reading
selection. This helped them to form questions to keep in mind while reading.
• Direct instruction—as students read the selected passages, direct instruction was
provided for difficult passages, vocabulary, or concepts that they were not
familiar with.
• Use of music—students listened to and watched a Youtube video of This Land is
Your Land and afterward discussed the various landforms they both saw and
heard about in the song. This also led to a side discussion about freedom and
war because of the images of American soldiers in battle.
Activities used were:
• Using the headings to create questions for reading.
• Reading-students read about landforms from their textbook.
• Listening for the mention of landforms in the song from Youtube.

5. • Creating and labeling a map of the United States.
The criteria for student success were that students participate in the classroom
discussion, read out loud or follow along, and create a map with a key for the landform
project. This was communicated by reminding students to pay attention during reading
and by teacher involvement during the map making activity.
I monitored students learning by observing how they answered questions posed
about where landforms were located, listening to their interpretations of the song, and by
direct communication with them while they worked on their maps during class time. I
communicated to students how I wanted them to learn by encouraging them to answer
questions, ask questions, and read out loud. During the map making project, I
encouraged them to stay on task by observing which students were off task and
redirecting them back to the project.
I promoted the understanding of implications of different points of view by
incorporating a song by Woody Guthrie. This song speaks of America from the point of
view of the people living during the depression era and right after it. After watching the
video, the students also engaged in a spontaneous discussion of American soldiers at
war. During this discussion the students were able to compare and contrast the America
of Woody Guthrie’s time and ours and why it is that our soldiers fight to keep this
beautiful country free. Students were also encouraged to look at pictures of the Rocky
Mountains and the Appalachians and compare and contrast the two. During which time,
they were able to discuss briefly the different flora and fauna found there. This
discussion will lead to the discussion of the Native Americans in those areas and why
and how they built their lodging, made clothing, and provided food. When students arrive

6. in that particular unit, they will have a basis for understanding the point of view of the
various tribes because of their understanding of the landforms they have discovered.
Based on the performance of the students for this lesson, I will not need to adjust it in
the future. Students were on task and engaged in the project. They participated in the
reading and they enjoyed the music video. They demonstrated learning by discussing
the video and the differences found in the different landforms across America.

7. in that particular unit, they will have a basis for understanding the point of view of the
various tribes because of their understanding of the landforms they have discovered.
Based on the performance of the students for this lesson, I will not need to adjust it in
the future. Students were on task and engaged in the project. They participated in the
reading and they enjoyed the music video. They demonstrated learning by discussing
the video and the differences found in the different landforms across America.