Landforms Lesson 3
Fifth-Sixth Grade
I N T E N DE D C U R R I C U L U M
BIG IDEA: (display in class during the lesson)
Models in earth science provide opportunities to investigate and obtain evidence on which to base scientific
explanations.
Contnue using working word wall throughout the lesson.
Landforms kit Lesson 2.1, 2. 2 and 2.3
Idaho Science Standard(s)
LESSON CONTENT GOALS
GUIDING QUESTIONS
(display after prediction)
1) The wearing away of earth materials caused
by the forces of water, wind or ice, have
changed the shape of the earth’s surface
overtime.
1) How do we know that natural forces
such as water, wind, or ice affect the
shape of the earth’s surface over time?
2) The flow of water reshapes the land by
transporting eroded earth particles
downstream which then carve steep valleys,
canyons, form plains and deltas along the
way.
2) How does the flow of water reshape
the earth’s surface?
3) The size of eroded earth materials affects
landform formation of the surface when
large particles change the direction of river
paths and sediments particles settle forming
deltas.
3) How does the size of eroded material
affect a river’s path and landform
formations?
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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IMPLEMENTED
Teacher’s Notes:
CURRICULUM
This lesson will take at about 5 days to complete
Advanced Preparation
Transparencies of Appendix A, B, C, D
LCD projector connected to a computer
Power point “Landforms Slides for LE3”
Landforms Field Guide for each student
Old newspapers to use under the stream tables and a bucket.
Make sure at lest 1 liter of water is available.
All stream tables should have sand mixture at one side up 20 cm lengthwise. Use wooden angle to
hold sand in place.
Map grid copies (2 per student)
Proficiency guide copy (1 per student)
MATERIALS FOR A GROUP OF 4 STUDENTS
4 Science stories Landform book
1 wood angle
10 toothpicks (not provided in kit)
4 hand lenses
1 vials with caps
1 ruler 30 cm
1 container (1 liter)
1 basin to collect water dripping
1 cup with small hole
1overlay grid transparency
10 Pieces of masking tape
8 copies of map grids
1 Stream table with sand + clay mixture placed at one side of the stream table
Overview of the Lesson:
____Read engaging scenario and discuss clues provided.
____Discuss, share and record problem according to the engaging scenario.
____Observe and discuss pictures of landform pictures on power point. Record notes on each of the
slides.
____Complete a Landforms Field Guide and define landform terms.
____Discuss and record a prediction statement in the notebooks
____Plan how to solve the problem for this investigation and made data charts. Paste overlay grid
papers on notebook.
____Write a closure for the day sentence.
____Test stream tables, observe and record. Students observe all models to compare and discuss
____Read pages 15-17 of Science Stories – “Rivers and Controlling the Flow”
____Think pair share on what they learned about rivers. Check information on notebooks.
____Making meaning conference: students are guided in discussing the data results by making claims
from their evidence.
____Claims and evidence: students use guiding questions to write claims and evidence.
____Conclusion: revisit prediction statements and write whether the prediction worked or did not
work based on the evidence and why.
____Reflection: Students think of a question they would like to investigate on landforms.
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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DAY ONE
ENGAGING SCENARIO
TEACHER’S NOTE:
Display in front of the room the stream table with sand mixture already packed to the side, cups, pitcher
with water, and the wooden angle, ruler, basin. Use Appendix 3A to make a transparency or copy for
students to follow.
“After looking at the aerial photo of Mt. Shasta, the scoutmaster has asked us to observe an aerial photo
from a place called Death Valley and check out the fan shaped landform called a delta. He wants us to
determine the possible causes for the different landforms observed in both pictures (valleys, canyons,
ridges, streams, falls, creeks, fan-shaped deltas). He sent pictures of more of these landforms, along with
a Landforms Field Guide to complete and to study. He has to demonstrate the possible causes of these
landforms to the National Scout Hiking Council. He wants a report of what our investigation before the
end of the week.”
What does the scoutmaster want us to investigate? What is the problem to solve here?
FOCUS QUESTION (display, discuss by groups, record in notebooks)
Teacher’s notes: Review the reading with the following clues to help them write a focus question
that relates to the engaging scenario.
What does the scoutmaster wants us to investigate? Determine the possible causes of some
landforms.
What are we going to look at to study these landforms? Pictures and a landform vocabulary
worksheet
What landforms did he mention? Valley, canyon, creek, fan shaped deltas, falls.
What does the National Scout Hiking Council wants the scoutmaster to do? To demonstrate the
possible causes of these landforms.
What is the problem to solve here? Discuss with your group the focus question or problem that needs
to be solved. Record the question in your notebook and be ready to share.”
Suggested class focus question
How can we demonstrate the possible cause of landforms found on Mt. Shasta and Death
Valley?
Check and provide feedback
Allow students time to discuss the focus question. Walk around the room and listen to their ideas.
Solicit groups with an exemplary focus question to share their idea with the class and display if
possible.
If there are groups that are having difficulty writing their focus question have them use an example
from the other groups and record it as CLASS FOCUS QUESTION in their notebooks.
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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After students share their ideas and record their focus question in their notebooks:
Teacher says: “Before discussing a prediction with your group we need to see the pictures the
scoutmaster sent. We will discuss each one and record our observations in a Field Guide he also sent.
Pictures are found in the power point file labeled Landforms Slides LE3.
TEACHER’S NOTE: You will need an LCD projector to study the landform photos with
your students. Use the information below to assist students as they observe the slides. Use the
questions to help students come to the understanding that the forces of water, ice, wind and
gravity are the main causes for the changes of the earth’s surface.
SLIDE ONE: This is a slide of Hells Canyon. A canyon is a deep valley between cliffs often
carved from the landscape by a river. Canyons are formed by erosion caused by rivers. Cliffs on
either side of a canyon are made of harder rock, but the area that has been worn away tends to be
of a softer rock that is easily worn down by water, ice and also by wind. The red arrows show the
sides of the cliffs or walls of the canyon. Find the canyon on page 2 of your Landforms Field
Guide. Mark the sides of the canyon on the picture in your Field Guide. What shape do they
remind you of?
SLIDE TWO: This is also a slide of Hells Canyon. Find the canyon in the picture. Mark it.
Complete the definition in your own words, the characteristics, what this reminds you of and make
a quick sketch.
SLIDE THREE: This is a mountain. It is in Arizona. It is called Camelback Mountain. Can you
find the shape of a camel? Mountains are formed by slow but gigantic movements of the earth's
crust (the outer layer of the Earth). The Earth's crust is made up of 6 huge slabs called plates,
which fit together like a jigsaw puzzle. When two slabs of the earth's crust smash into each other
the land can be pushed upwards, forming mountains. Mountains are usually much taller than the
land around it. Complete the definition in your own words, the characteristics, what this reminds
you of and make a quick sketch.
SLIDE FOUR: These mountains are called the Rocky Mountains. This picture is from Colorado.
Can you find the mountain in this picture? Mark it in your Field Guide. Complete the definition in
your own words, the characteristics, what this reminds you of and make a quick sketch.
SLIDE FIVE: This is a picture of a valley. A valley is a hollow depression of the earth bounded by
hills or mountains, a natural trough in the earth's surface, that slopes down to a stream, lake or the
ocean, formed by water and/or ice erosion. Systems of valleys extend through plains and
mountains. Rivers and streams flowing through valleys drain interior land regions to the ocean. At
the bottom of many valleys is fertile soil, which makes excellent farmland. Most valleys on dry
land are formed by running water of streams and rivers .The bottom of a valley is called its floor.
Most floors slope downstream. Mountain valleys usually have narrow floors. The part of the floor
along riverbanks is called flood plain. A valley's sides are called valley walls or valley slopes. A
valley wall is the side slope of a stream or glacial valley. Rain, frost, wind and the atmosphere are
loosening materials that fall into the stream and are carried away. Mark the valley in your Field
Guide. Complete the definition in your own words, the characteristics, what this reminds you of
and make a quick sketch.
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SLIDE SIX: This is another picture of a valley. It probably was formed by a large ice movement
across the land, making a U-shaped valley. Find it in the picture Mark it in your Field Guide.
Complete the definition in your own words, the characteristics, what this reminds you of and make
a quick sketch.
SLIDE SEVEN: This is a picture of a plateau. In geology a plateau is also called a tableland. It is
an area of highland, usually consisting of mostly flat land. Mark it in your Field Guide. Complete
the definition in your own words, the characteristics, what this reminds you of and make a quick
sketch.
SLIDE EIGHT: Here is another picture of a plateau. Find the plateau in the picture. Mark it in
your Field Guide. Complete the definition in your own words, the characteristics, what this
reminds you of and make a quick sketch.
SLIDE NINE: Rivers have special characteristics. One of these characteristics is a process called
meander. On the inside of a meander bend the water flows slower and soil called deposition is
left on the side of the riverbank. On the outside of a meander bend the water flows faster and cuts
into the side of the riverbank causing erosion which carries soil into the water.
SLIDE TEN: This is a slide of a river that has the process of meander. Find the inside of the bend
where the deposition is left behind by the slower moving water. Find the outside of the bend
where the water is moving faster and causing erosion. Mark the meander in your Field Guide.
Label the inside meander and outside meander. Also mark and label where deposition is left
behind and where erosion is taking place. Complete the definition in your own words, the
characteristics, what this reminds you of and make a quick sketch.
SLIDE ELEVEN: Here is another river showing the meander process. Find the outside of the bend
where the water is moving faster and causing erosion. Mark the meander in your Field Guide.
Label the inside meander and outside meander. Also mark and label where deposition is left
behind and where erosion is taking place. Complete the definition in your own words, the
characteristics, what this reminds you of and make a quick sketch.
SLIDE TWELVE: This is a picture of a plain. A plain is an area of land that is usually flat.
Prairies are a type of plain. We usually think of a plain as a grassland, but plains may also be dry
like this sandy or stony plains in hot deserts. In a valley, a plain is enclosed on two sides by hills
or mountains. Plains may have been formed from flowing lava, deposited by water, ice, or wind,
or formed by erosion from soil carried down from the surrounding hills or mountains. Mark the
plain in your Field Guide. Complete the definition in your own words, the characteristics, what this
reminds you of and make a quick sketch.
SLIDE THIRTEEN: Here is a picture of another plain. Find it in the picture. Mark it in your Field
Guide. Complete the definition in your own words, the characteristics, what this reminds you of
and make a quick sketch.
SLIDE FOURTEEN: This is a picture of a dune. A dune is a hill of sand build up by the
movement of wind. Dunes can be different sizes based on their interaction with wind. Most kinds
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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of dunes are longer on the side facing the wind (windward) where the sand is pushed up the dune,
and shorter on the “slip face on the side facing away from the wind. Sometimes a valley or trough
is found between dunes. It is called a slack. In this coastal area, one or more dunes run parallel to
the shoreline directly inland from the beach. In most cases the dunes are important in protecting
the land against storm waves from the ocean. The largest dunes are found inland in dry regions
and are near ancient lake or sea beds. Find the dune in the picture. Mark it in your Field Guide.
Complete the definition in your own words, the characteristics, what this reminds you of and make
a quick sketch.
SLIDE FIFTEEN: Here is another picture of a dune. It is from a dry region in El Centro,
California. It is near an ancient sea bed. Find the dune in the picture. Mark it in your Field Guide.
Complete the definition in your own words, the characteristics, what this reminds you of and make
a quick sketch.
SLIDE SIXTEEN: Here is a picture of a beach. Beaches are usually found along the shoreline of a
body of water. It is usually composed of loose particles which are often made of rock, such as
sand, gravel, or pebbles. The particles of which the beach is composed can sometimes instead
have shell fragments or coral. Beaches can be located along coastal areas, where wave or current
action leaves deposits or deposition and sediment. Beaches are not only found in coastal areas, but
can also be found along lakes and rivers where sediment has been deposited. Find the beach in the
picture. Mark it in your Field Guide. Complete the definition in your own words, the
characteristics, what this reminds you of and make a quick sketch.
SLIDE SEVENTEEN: Here is another picture of a beach. Find the beach in the picture. Mark it in
your Field Guide. Complete the definition in your own words, the characteristics, what this
reminds you of and make a quick sketch.
SLIDE EIGHTEEN: This is a picture of a delta. A delta is another special characteristic that rivers
can have. A delta is a low triangular area of soil deposits where a river divides before entering a
larger body of water like lake or an ocean. Deltas are formed from the deposition of the sediment
carried by the river as the flow leaves the mouth of the river. Over long periods of time the
deposition builds a triangular shaped pattern of a river delta. Find the delta in the picture. Mark it
in your Field Guide. Complete the definition in your own words, the characteristics, what this
reminds you of and make a quick sketch.
SLIDE NINTEEN: Find the delta in the picture. Mark it in your Field Guide. Complete the
definition in your own words, the characteristics, what this reminds you of and make a quick
sketch.
SLIDE TWENTY: Another special characteristic of a river is a flood plain. A flood plain, is flat
or nearly flat land adjacent to a stream or river that experiences occasional or periodic flooding.
The flood plain is formed by the deposition of sediment from the periodic flooding of a river.
SLIDE TWENTY-ONE: Find the river and the flood plain in the picture. Mark them in your Field
Guide. Complete the definition in your own words, the characteristics, what this reminds you of
and make a quick sketch.
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SLIDE TWENTY-TWO: Find the river and the flood plain in the picture. Mark them in your
Field Guide. Complete the definition in your own words, the characteristics, what this reminds you
of and make a quick sketch.
SLIDE TWENTY-THREE: We have been talking quite a bit about erosion. Erosion is the removal
of solids (sediment, soil, rock and other particles) from the earth's surface and the earth’s surface is
ground down or worn away. Erosion can be caused by many factors. How many factors can you
find in this slide? How may each of these factors cause erosion?
SLIDE TWENTY-FOUR: Here is an example of erosion. The earth's has been ground down or
worn away. What factors may have caused this erosion?
SLIDE TWENTY-FIVE: Find the erosion in the picture. Mark it in your Field Guide. What else
do you see in this picture? Also mark as well (plain and delta). Complete the definition in your
own words, the characteristics, what this reminds you of and make a quick sketch.
SLIDE TWENTY-SIX: Find the erosion in the picture. What may have caused the erosion in this
picture? Mark it in your Field Guide. What else do you see in this picture? Also mark as well
(plain or plateau). Complete the definition in your own words, the characteristics, what this
reminds you of and make a quick sketch.
SLIDE TWENTY-SEVEN: This picture shows sediment deposits. We have discussed sediment
deposits quite a bit today as well. Deposition is a process by which material is added to a
landform. As water, like a river, ocean or lake slows down, it does not move fast enough to carry
the weight of the sediment (soil particles). The sediment was moved from another landform by
erosion and is carried by the water or wind to build up and collect on another landform. A
sediment deposit is the build up of these materials. Find the sediment deposits in the picture.
Mark them in your Field Guide. Complete the definition in your own words, the characteristics,
what this reminds you of and make a quick sketch.
SLIDE TWENTY-EIGHT: Find the sediment in the picture. This river is called the Red River.
How do you think it got its name? Where do you think the sediment came from in this picture?
How did it get to the river? Mark the sediment in your Field Guide. Complete the definition in
your own words, the characteristics, what this reminds you of and make a quick sketch.
Teacher says: “We will use our Landforms Field Guides to help us identify some of these
landforms in the rest of this lesson and in our next lesson. Are there any landforms we have seen
and entered into our Field Guides that you are not sure about?”
Allow students time to discuss and then clarify by answering any questions and possibly returning
to the slide of the landform questioned.
Make a word wall using the list of terms below:
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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WORD WALL
Mountain: high uplifted area with steep slopes
Meander: a curve or loop in a river
Plain: nearly level area that has been eroded or where material has been
deposited.
Delta: fan shaped deposit of earth materials at a mouth of a stream
Beach: gently sloping shore next to a body of water, washed by waves or
tides, often covered by sand and pebbles.
Plateau: a large nearly level area that has been lifted above surrounding area.
Valley: a low place area between hills and mountains often where river flows.
Floodplain: the land that gets covered by water from a stream or river during a
flood.
Canyon: V-shaped valley eroded by a river
Dune: a mount hill or ridge of wind blown sand
Drainage basin: is a system of rivers and streams that drain in one area.
Deposits: left over particles
Sediments: tiny bits of earth particles transported and deposited by wind,
water, and ice.
Erosion: wearing away of earth materials by water, wind or ice.
Weathering: the breaking down of particles
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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DAY TWO
Teacher’s Note: Now that students have completed their Landforms Field Guides, remind them that
they will use them for the rest of this lesson.
PREDICTION (discuss in groups, record in notebooks)
Teacher’s Note: Display a set up of a stream table with sand mixture packed to one side, taped
ruler, a cup with small hole placed on top of the ruler, a basin placed below the table, a wooden
angle, container filled with 1liter of water, 2 craft sticks, 1 vial to collect sample deposits, grid
overlay, map grid. The other stream tables should stacked and ready for students to use as well.
Teacher says: “Discuss with your groups what you think you can do to demonstrate how some of
the landforms form. Look at the set up of the materials available and discuss how you can use
these to form some of the landforms. Specify which landforms you think you could demonstrate as
you investigate. Remember to use the sentence starter to as you record your prediction.
I think that if we………then we will .......because………..
Walk around the room and listen to their ideas, provide assistance when necessary. Select appropriate
prediction ideas from the groups to share with the class. Groups that are still having difficulty writing
their prediction may use the examples to clarify any doubts at this time.
Students should write which landforms they will be able to demonstrate how it forms and explain why
they think their idea will work.
Suggested Prediction: (optional format) DO NOT COPY ON THE BOARD
I think that if we make two mountains with the sand mixture and pour water between both of them, then
we will be able to demonstrate how a meander, a canyon, a delta, and a valley form because the flow of
water will be strong to reshape the land.”
Check and provide feedback
DATA CHART (record in notebooks)
Teacher’s Notes: After students share their predictions they plan how they will record their
observations of what happens on the stream tables as water flows in their stream tables.
Each group will be investigating the formation of different landforms. Remind them that they can use
their Landforms Field Guides as a reference tool. Take digital pictures of the each stream table to use
during the making meaning conference. Students will visit each of the stream tables once they have
finished observing.
Teacher says, “How will you be able to remember what happened to the sand mixture in your box when
you pour the water? Remember that the scoutmaster has to know how you did your investigation in detail.
How will you know if you have sediment in the water? How will you prove you had erosion in the area?
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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Allow time for students to discuss how they will keep record of their investigation. Walk around some of
the groups and suggest they can do drawing of the area before and after they poured the water. They
should label the landforms they think formed. They could collect water samples from the basin and end of
the table and wait for it to settle to check for deposits. They could place a marked pebble to observe its
path as water is poured. Listen to their ideas and assist them as you think necessary.
Teacher says: : “ I would like to see observations of what happens during minute 1-2 the water is
flowing, then after 4-5 minutes the water is flowing, and last what happened after all the water stopped
flowing. Be sure to collect water from the deposits with your vial. You may include drawings but you must
label the landforms you think formed on the last drawing. All drawings have to include written
observations.
Paste map grids in your notebook where you will make your drawings. You will have to use the overlay
grid sheets to make drawings of your model.”
Allow students time to paste the map grid. They should have titles for each.
Sample Data Drawings
During 1-2 min.
After water
finished flowing.
During 4-5 min.
Plateau
Canyon
Meander
Delta
OBSERVATIONS
OBSERVATIONS
OBSERVATIONS
:
:
:
Teacher says: “I need to give instructions before you begin testing.”
1.
Decide who in the group will pour the water, which will check the time, which will check the
dripping water. Everyone should have the drawings in the notebook.
2.
Use the newspaper to cover the table and floor area.
3.
Make sure the catch basin is below the hole of the stream table.
4.
Stream table is to be placed flat on the table
5.
Once the water starts to flow you cannot touch the tray or shake the tables.
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6.
You may only use one liter of water.
7.
Make sure everyone in your group has complete drawings of what you observed.
8.
Once you finish testing place use the toothpicks and pieces of duct tape to make flags for your
stream table. Indicate the landform you observed formed with each flag.
CLOSURE FOR THE DAY: students write a sentence about one thing they learned today about
landforms.
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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DAY THREE
TEACHER’S NOTES: Use transparency of Appendix 3D to review stream table procedures.
• Remind students of the basic instructions (Appendix 3D).
• Remind students to pour water to cup slowly and not to overfill
• Have getters or material managers collect the materials.
• Remind students that they can use their Landforms Field Guides as a reference tool.
• Students investigate their stream tables and record observations.
• Walk around the room making sure all students are on task.
• Allow students time to walk around the room to observe stream tables from other groups.
• Take digital pictures of each of the groups stream tables to use during the making
meaning. Save pictures to compare in lesson 4.
When students are done testing and looking at everyones stream tables, set the stream tables aside
for later use and discussion. Have students clean up the area and return all materials used. Check
their data charts and provide feedback as needed.
Students read “Rivers and Controlling the Flow”, pages 15-17 in their Science Stories.
Have students copy the note taking guide chart for this reading. They will fill in this information with their
groups. Explain what you expect them to place in each box. They are to take turns reading the selection in
their groups.
Use Appendix 3B to make a transparency for writing during sharing time.
Definition
Sources
Large body of flowing water that has force.
Rain water
Mountain regions
lakes
glaciers
Empty to:
Lower elevations towards oceans, lakes or
Other bodies of water.
RIVERS
Parts of a river (draw &
label)
Banks
River beds
Channels
tributaries
Landforms caused by force of
flowing water
Valley
Canyon
Rapids
Waterfall
Meanders
Delta
Estuary
Drainage basin
CLOSURE FOR THE DAY: Think-pair-share something they did not know about rivers that they
learned today.
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Students do a checklist of the information they need to have in their notebooks up to this day to
prepare for the making meaning conference. Remember students work in pairs. Distribute proficiency
guide to each student.
DAY FOUR
MAKING MEANING CONFERENCE (Teacher directed).
1) Sharing findings and observations.
Students will share their results orally by answering claims using only the evidence collected in this
lesson. Students will use their charts, observations and reading notes to answer any claims.
2) Helping students maintain focus on science content.
Provide students with questions that will have help them focus on the content covered during this lesson.
“What claim can we make about the types of landforms found on the earth’s surface?”
“What can we say about the way canyons are made?
“What did we find out about the sources of rivers?
“What claim can we make about the shape of a river?
Provide students with claims and orally have them answer them with EVIDENCE from their
observations and notes.
EXAMPLES: CLAIMS
EVIDENCE
I claim that………
I know that ……..
I claim this because…….
I know this because…….
1) that small particles are transported
by a river and deposited on the lower basins
1) when we checked the vial, it had
layers of clay and silt that were mixed
in the sand.
2) snow on the mountain tops as they melt
erode the earth’s surface by forming ridges
and depositing small particles to lower
regions
2) Mt. Shasta’s picture showed several
areas with ridges around it sides, the
pictures of mountains with snow also
showed more soil and smaller particles
at the bottom of the mountain.
3) canyons are formed by the force of
flowing water
3) when we poured the water over the
sand mixture it carved a channel that when
observed with a magnifying lens looked
similar to a canyon.
4) a river channel takes different direction
depending on the type of soil and elevation
of the land
4) when we poured the water the river
formed went straight, but as the water
passed through the end section it changed
direction.
Teacher decides to list as many claims and evidence needed for students to understand the content of this
lesson.
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DAY FIVE: CLAIMS AND EVIDENCE (record in notebook)
Teacher says
“You are now going to write your own claims and evidence statements. I want you to look at the 3
guiding questions and answer them using the evidence from your observations, pictures and the reading
Record them in your notebook.” Use Appendix 3E to make a transparency and display for students.
GUIDING QUESTIONS
1) How do we know that natural forces such as water, wind, or ice affect the shape of the earth’s
surface over time?
2) How does the flow of water reshape the earth’s surface?
3) How does the size of eroded material affect a river’s path and landform formations?
Walk around as they change the questions into a claim statement and write their own evidence for it.
Example sentence structures:
I claim that ____________________I claim because __________________.
I know that__________________. I know this because _________.
Share and discuss claims and evidence with the class
Check and provide feedback
CONCLUSION (record in notebooks)
Students are then asked to revisit their prediction and write a statement that states whether the
evidence from their charts supported it or not. They are to explain why and provide clear
explanations. Was the problem in this investigation solved? Are we ready to provide the scoutmaster
our report?
Check and provide feedback
REFLECTION (record in notebooks)
.
Students will think about what they learned and will write a question about something they
would like to know about landforms and was not answered in this lesson.
“I wonder what would happen if………..?” “What about when……….?”
Students will be asked to share out their sentences
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ACHIEVED
CURRICULUM
PROFICENCY FEEDBACK:
This guide is:
• To be posted on the board/butcher paper for students to know what is expected in
their notebook
• to be an evaluation tool for teachers as students work in their notebooks.
• to be converted into questions as a student self assessment piece
PROFICIENCY FEEDBACK GUIDE
LE3
S
T
Focus Question:
One question written clearly.
Related to the scenario.
Prediction
• One sentence
• Relevant to solving the problem
• Uses “because”
Data
Landforms Field Guide
Drawings and observations
• Complete and accurate
• Labeled with titles
• Clear observations
Reading chart
Claims & Evidence
• 3 complete statements showing
understanding of guiding questions.
Conclusion
• Accurately shows if prediction was
supported or not and explains why.
Reflection:
• Writes one question about landforms they
would like to further investigate.
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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APPENDIX 3A
ENGAGING SCENARIO
“After looking at the aerial photo of Mt. Shasta, the
scoutmaster has asked us to observe an aerial photo from a
place called Death Valley and check out the fan shaped
landform called a delta. He wants us to determine the
possible causes for the different landforms observed in
both pictures (valleys, canyons, ridges, streams, falls,
creeks, fan-shaped deltas). He sent pictures of more of
these landforms, along with a Landforms Field Guide to
complete and to study. He has to demonstrate the possible
causes of these landforms to the National Scout Hiking
Council. He wants a report of what our investigation
before the end of the week.”
What does the scoutmaster want us to investigate?
What is the problem to solve here?
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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APPENDIX 3B Reading Chart for “Rivers and Controlling the Flow”
Definition
Sources
Empty to:
RIVERS
Parts of a river (draw & label)
Landforms caused by force
of flowing water
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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APPENDIX 3C
GUIDING QUESTIONS
1. How do we know that natural forces such
as water, wind, or ice affect the shape of the
earth’s surface over time?
2. How does the flow of water reshape the
earth’s surface?
3. How does the size of eroded material affect
a river’s path and landform formations?
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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APPENDIX 3D
TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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TESLA Scaffolding Guided Inquiry Landforms Lesson 3, REVISED 08/01/09
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