1. Danielle Landy
Interdisciplinary Lesson Plan
I. Lesson Title: Landforms
II. Lesson 3: 4th graders, 3-20 minute class
III. Key Concepts: Landforms, mountains, water, trees, hills
IV. Essential Question:
How do landforms affect the world we live in?
V. Lesson Objectives:
Students will observe different landforms on the earth. Students will be able to identify
different types of landforms and create their own to take home.
VI. Specific Art Content: lines, shapes, color, rhythm, mountains, water, hills, volcano’s
VII. Instruction
Day 1 (use in between day to dry model magic)
Introduction
o Students will be able to see different types of landforms around the world.
o Students will create their own landform out of model magic.
Purpose
o Students will look at images of what different landforms look like.
o Students will start working with model magic clay to create their own
landform.
Instruction
o Teacher will demonstrate how to work with Model Magic clay.
o Teacher will show an example of completed landform. (shows water, land,
mountains)
Resources & Materials for Teacher
o Reproduction of landform.
o Images of landform.
Resources & Materials for Students
o Distribute Model Magic Clay (various colors)
o Napkins or towels to clean
Guided Practice
o What have you learned about landforms today that you did not know
previously?
Independent Practice
o Will the students be able to recognize landforms around their city, state
and country?
Closure
o Review images that the students looked at during the beginning of class.

2. Formative Evaluation
o During the class walk around to make sure each student understands how
to make a landform.
Classroom Management Procedures
o Have students sit on the floor during the presentation.
o Have materials disrupted on different tables.
o Have a demonstration table to model an example.
o Have students do “CLEAN UP CHORES” and dismiss class.
Day 2
Introduction
o Review images and discuss what was taught in the previous class.
o Students will look at images of various landforms.
Purpose
o Students will begin painting the landform with acrylic paint.
o Students will learn through working with paint and textures of materials.
Instruction
o Students will come into class and grab their dried Model Magic landform.
o Students will have paint supplies laid out on tables.
o Students will begin painting on their landforms and receive extra help if
needed.
Resources & Materials for Teacher
o Example of landform completed with Model Magic landform. (without
paint applied)
o Paint supplies and water bucket.
Resources & Materials for Students
o Acrylic Paint
o Water buckets
o Napkins or towels for cleaning
Guided Practice
o What was it like to work on various textures with paint?
o How do the students feel about painting on Model Magic clay?
Independent Practice
o Have I shown the students ways to approach painting on Model Magic?
Closure
o Review different landforms that we created and what objects you might
find with them.
Formative Evaluation
o During the class walk around to make sure each student understands how
to make a landform.
Classroom Management Procedures
o Have students grab their dried landforms and sit at the table.
o Have materials disrupted on different tables.
o Have a demonstration table to model how to paint on landform.
o Have students do “CLEAN UP CHORES” and dismiss class.

3. Day 3
Introduction
o Students will spend today finishing landforms.
o Students will discuss their thoughts & reflections of project.
Purpose
o Students will learn through working with paint and textures of materials.
o Students will continue and finishing landforms.
Instruction
o Students will come into class and grab their dried Model Magic landform.
o Students will have paint supplies laid out on tables.
o Students will begin painting on their landforms and receive extra help if
needed.
Resources & Materials for Teacher
o Example of landform completed with Model Magic landform. (used
example at the beginning)
o Paint supplies and water bucket.
Resources & Materials for Students
o Acrylic Paint
o Water buckets
o Napkins or towels for cleaning
Guided Practice
o How do the students feel working with new materials?
Independent Practice
o Have I shown the students ways to approach painting on Model Magic?
Closure
o Review different landforms that we created and what objects you might
find with them.
o Reflect on the lesson of landforms.
Formative Evaluation
o During the class walk around to make sure each student understands how
to make a landform.
o Display landforms either in classroom or school hallway.
o Grade by rubric (attached)
Classroom Management Procedures
o Have students grab landforms and sit at the table.
o Have materials disrupted on different tables.
o Have a demonstration table to model how to paint on landform.
o Have students do “CLEAN UP CHORES.”
o Have students gather one last time on the floor to reflect on lesson.
VIII. Students will be evaluated by a rubric (see rubric page at end)
X. Interdisciplinary Connections: Art, Social Studies
XI. References and Resources:

4. http://www.crayola.com/educators/lesson_plans/printer.cfm?id=905
http://teachers.net/lessons/posts/827.html
See attached pictures on last page
XII. Art TEKS
Grade 4.
(1) Four basic strands--perception, creative expression/performance,
historical and cultural heritage, and critical evaluation.
(b) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the
environment. The student is expected to:
(A) communicate ideas about self, family, school, and
community, using sensory knowledge and life experiences;
and
(B) choose appropriate vocabulary to discuss the use of art
elements such as color, texture, form, line, space, and value
and art principles such as emphasis, pattern, rhythm, balance,
proportion, and unity.
(2) Creative expression/performance. The student expresses ideas
through original artworks, using a variety of media with appropriate skill.
The student is expected to:
(A) integrate a variety of ideas about self, life events, family,
and community in original artworks;
(B) design original artworks; and
(C) invent ways to produce artworks and to explore
photographic imagery, using a variety of art media and
materials.
(3) Historical/cultural heritage. The student demonstrates an
understanding of art history and culture as records of human
achievement. The student is expected to:
(A) identify simple main ideas expressed in art;
(B) compare and contrast selected artworks from a variety of
cultural settings; and

5. (C) identify the roles of art in American society.
(4) Response/evaluation. The student makes informed judgments
about personal artworks and the artworks of others. The student is
expected to:
(A) describe intent and form conclusions about personal
artworks; and
(B) interpret ideas and moods in original artworks, portfolios, and exhibitions by
peers and others.
Social Studies TEKS
Introduction
(2) To support the teaching of the essential knowledge and skills, the use of a variety of
rich primary and secondary source material such as documents, biographies, novels,
speeches, letters, poetry, songs, and artworks is encouraged. Where appropriate, local
topics should be included. Motivating resources are available from museums, historical
sites, presidential libraries, and local and state preservation societies.
Knowledge and skills
(1) History. The student understands the origins, similarities, and differences of
American Indian groups in Texas and North America before European exploration. The
student is expected to:
(A) explain the possible origins of American Indian groups in Texas and North
America;
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data.
The student is expected to:
(A) apply geographic tools, including grid systems, legends, symbols, scales, and
compass roses, to construct and interpret maps; and
(B) translate geographic data, population distribution, and natural resources into a
variety of formats such as graphs and maps.
XIII. National Art Standards
Content Standard #1: Understanding and applying media, techniques, and processes.
Content Standard #2: Using knowledge of structures and functions.
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and
ideas
Content Standard #4: Understanding the visual arts in relation to history and cultures.

6. Content Standard #5: Reflecting upon and assessing the characteristics and merits of
their work and the work of others.
Content Standard #6: Making connections between visual arts and other disciplines
REFERENCE IMAGES:

7. (example of Model Magic landform, seeing the effects of living next to water)
EVALUTION/RUBRIC:
ACCOMPLISHED NOT ACCOMPLISHED

8.  The student completed a landform.  The student did not complete a
 The student used paint to color over landform in the given amount of
model magic clay? time.
 The student labeled his/her name on  The student did not use any amount
their piece? of paint on his or her model
 The student included different types landform.
of landform elements (mountains,  The student failed to write his/her
river, ocean, forest, dessert) name.
 The student failed to include any of
the elements that could make up a
landform.