UbD Plan – Grade 5
Unit Cover Page
Unit Title: Landforms and Oceans Grade Level: 5th
Subject/Topic: Ocean Landforms and Comparison of Landforms
Key Words: continental shelf, continental slope, mid-ocean ridge, rift zone, trench,
ocean basin, canyon, valley, volcano, mountain range, plain
Designed by: Sandra Gosnell, Lee Koon, Debbie Scurry Time Frame: 16 days
School District: Newberry County School: NES/PRE
Brief Summary of Unit (including curricular context and unit goals):
In the landforms and oceans unit, students will learn about the oceanic landforms and
will be able to compare and contrast continental landforms with oceanic landforms. They
will create a model of the ocean floor which will include all oceanic landforms.
Additional tasks will involve the comparison of oceanic and continental landforms using
Venn Diagrams and T-charts.
In the culminating performance task, students develop and present a geological
brochure that includes their choice of two comparable oceanic/continental landforms.
Their brochure should include illustrations, labels, and narrative descriptions. The unit
concludes with class discussion and reflection.
Unit Design Status: Completed template pages – Stages 1, 2, and 3
Completed blueprint for each performance task Completed rubrics
Directions to students Materials and resources listed
Suggested accommodations Suggested Extensions
Status: Initial Draft (date: 6/28/07) Revised draft (date: )
Peer Reviewed Content reviewed Field Tested Validated Anchored
Stage 1- Identify Desired Results
SC Standard 5-3: The students will demonstrate an understanding of features,
processes, and changes in Earth’s land and oceans.
Indicator 5-3.2: Illustrate the geologic landforms of the ocean floor (including the
continental shelf and slope, the mid-ocean ridge, rift zone, trench, and the ocean
Indicator 5-3.3: Compare continental and oceanic landforms.
What essential questions will be considered? What understandings are desired?
What landforms are found on the Students will understand that…
ocean floor? the ocean floor has a variety of
How do you describe the oceanic
landforms? the ocean floor landforms are
similar to continental landforms.
How do you describe the
How do oceanic and continental
What key knowledge and skills will students acquire as a result of this unit?
Students will know… Students will be able to…
Key Terms – continental shelf, illustrate, label, and describe
continental slope, mid-ocean ridge, geological landforms of the ocean
rift zone, trench, ocean basin, floor.
canyon, valley, volcano, mountain
range, plain identify the geological landforms of
oceanic landforms and their
characteristics. compare oceanic and continental
the similarities and differences
between oceanic and continental
Stage 2- Determine Acceptable Evidence
What evidence will show that students understand?
Create a model of oceanic landforms with an accompanying key.
Construct a Venn Diagram to compare and contrast oceanic and continental
What other evidence needs to be collected in light of Stage 1 Desired Results?
(e.g., tests, quizzes, prompts, work samples, observations)
Quizzes: 1. oceanic landform diagram – identify and label
2. construct a T chart to contrast/compare oceanic and continental
Writing Prompt: Imagine that you are a member of a submarine dive team that is
exploring the Mariana Trench. Describe what you encounter. Choose a format to record
your observations. (journal, narrative, newspaper article, etc…)
Student Self-Assessment and Reflection:
self-assess ocean floor models with teacher-made rubric
share/pair assess the Venn Diagram
Stage 2- Determine Acceptable Evidence (continued)
Assessment Task Blueprint
What understandings or goals will be assessed through this task?
Student will illustrate the oceanic Student will compare oceanic landforms
landforms. with continental landforms.
What criteria are implied in the standards and What qualities must student work demonstrate
understandings regardless of the task specifics? to signify that standards were met?
accurate ocean landforms representations comparison of ocean and continental
Through what authentic performance task will students demonstrate understanding?
Since we have been learning about the features, processes, and changes in the Earth’s
land and oceans, we have been approached by a university geologist to create a brochure
promoting geological studies. Using your knowledge of landforms, design a side-by-side
brochure using one of the following: canyon/trench, valley/rift, volcano/sea mount,
mountain range/mid-ocean ridge, and continental plains/ocean basin. Your goal is to
illustrate and prepare a vivid narrative of each landform. Include a student created
illustration, labels, and a brief description.
What student products and performances will provide evidence of desired understandings?
By what criteria will student products and performances be evaluated?
brochure includes comparable narrative provides in-depth view of
oceanic and continental landforms the landforms
illustrations are accurate and proper format
complete correct spelling and conventions
brochure addresses a broad
Stage 3- Plan Learning Experiences
What sequence of teaching and learning experiences will equip students to engage with, develop, and
demonstrate the desired understandings? Use the following sheet to list the key teaching and learning
activities in sequence. Code each entry with the appropriate initials of the WHERETO elements
1. Begin with an entry question (What is the highest mountain on our planet?) to hook
students into thinking about landforms. H
2. Introduce the essential questions and discuss the culmination unit performance tasks. W
3. Note: Key vocabulary terms are introduced as needed by various learning activities and
performance tasks. Students read and discuss relevant selections from the SF SC Science
support guide and Delta Science Readers to support the learning activities and tasks. As an
ongoing activity, students journal pertinent vocabulary and activities. E
4. Introduce oceanic landforms. Students use body movements to characterize each
oceanic landform. E
5. Using the Delta Oceans Kit and working in cooperative groups, students:
A. label a diagram of the ocean floor (Activity 4, Part A)
B. graph the ocean floor’s features. Teacher observes and coaches students as
they work. (Activity 4, Part A-2)
C. have groups share their ocean floor graphs with the class. Teacher collects
and reviews graphs to check for misunderstandings. E
6. Review ocean floor features diagram. R
7. Using the Delta Oceans Kit and working in cooperative groups, students analyze and
interpret their graphs answering Activity 4, Part A-2 questions, # 1-7. E,T
8. Students construct a model of the ocean floor using the Delta Oceans Kit or the
AIMS activity, “Charting the Ocean Depths.” (Rubric Assessment) E,T
9. Quiz on landforms of the ocean E
10. Students respond to written prompt: Imagine that you are a member of a submarine
dive team that is exploring the Mariana Trench. Describe what you encounter.
Choose a format to record your observations. (journal, narrative, newspaper article,
etc…) E-2, T,R
11. Present lesson on how continental and oceanic landforms compare. E
12. Working in pair/shares, students construct a Venn Diagram to compare and contrast
oceanic and continental landforms. R,O
13. Share/pair assessment of Venn Diagram. Teacher evaluates and gives feedback. E-2
14. Students construct an individual T Chart to compare/contrast oceanic and continental
landforms. Teacher collects and grades. E,R
15. Students work independently to develop the geological brochure on oceanic and
continental landforms. Teacher evaluates and gives feedback on brochure. R,T,O
16. Students self-assess their brochure using rubric. Teacher collects and grades
brochures using the same rubric. E-2
17. Students present their brochures to the class. T,O
18. Conclude with a class discussion and reflection of the unit. R,E-2
Monday Tuesday Wednesday Thursday Friday
1. Entry 4. Oceanic landform 5. A. Label diagram 5. B. Continue ocean 5. C. Share graphs
Question/Hook lesson B. Graph of the floor graphing with class
2. Essential question ocean floor 6. Review diagram
3. Note: Vocabulary/
7. Analyze/Interpret 8. Construct model 9. Quiz 10. Complete writing 11. Comparison of
graph 10. Writing prompt oceanic and continental
Consider the WHERETO elements.
prompt landforms lesson
12. Venn Diagram 14. T-Chart 15. Geological 15. Complete 16. Self-asses
13. Share/pair brochure geological brochure brochures using rubric
assessment of Venn
(17. and 18.
brochures and unit
Conclusion will follow
Creating a Model: The Ocean Floor
Category 4 (5 points) 3 (4 points) 2 (3 points) 1 (2 points)
Construction - Materials were Materials were Only some Materials were
Materials used in an mostly used in materials were not used
appropriate an appropriate used in an appropriately.
manner, and manner. appropriate
project was manner.
Construction – Great care Construction Construction Construction
Care Taken taken in was careful and accurately appears careless
construction accurate for the followed the or haphazard.
process so that most part, but plans, but 3-4 Many details
the structure is 1-2 details details could need refinement
neat, attractive could have have been for a strong or
and accurately been refined for refined for a accurate
displays the a more accurate more accurate representation.
ocean floor. representation. representation.
Ocean Student created Student created Student created Student created
Features all of the ocean most of the less than half of very few if any
floor features ocean floor the ocean floor of the ocean
accurately. features features floor features
accurately. accurately. accurately.
Scientific Student was Student was Student was Student was not
Knowledge able to identify able to identify able to identify able to identify
and define each all and define most and define or define any of
ocean floor most of the a few of the the ocean floor
feature. ocean floor ocean floor features.
Information Student used Student used Student used a Student did not
Gathering most available some available few available use any
reference reference reference reference
materials. materials. materials. materials.