I Am a Rock, I Am an Island: Describing Landformsand Bodies of Water

Through body movements and riddles, students learn about basic landformsand bodies of water.

Author Julie LetofskyGrade Level 1-2Duration 2 class periods

National GeographyStandards

Arizona Social StudiesStandard

Arizona Language Arts Standards

ELEMENT TWO:PLACES ANDREGIONS4. The physical andhumancharacteristics ofplaces.

ELEMENT THREE:PHYSICALSYSTEMS7. The physicalprocesses thatshape the patternsof Earth's surface.

Grade 1Strand 4 GeographyConcept 1 The World inSpatial TermsPO 4 Recognizecharacteristics of humanand physical features:a. physical (i.e., continent, ocean, river, lake, mountains, islands)Concept 2 Places andRegionsPO 2 Discuss physicalfeatures in the world(e.g., mountains, rivers,deserts)

Grade 2Strand 4 GeographyConcept 1 The World inSpatial TermsPO 5 Recognizecharacteristics of humanand physical features:a. physical (i.e., ocean, continent, river, lake, mountain range, coast, sea, desert)Concept 2 Places andRegionsPO 3 Discuss physicalfeatures in the world (e.g.,mountains, rivers, deserts)

READING STANDARDGrade OneStrand 1 Reading ProcessConcept 1 Print ConceptsPO 3 Recognize the distinguishing features of a sentence (e.g.,capitalization, ending punctuation)Concept 4 VocabularyPO 2 Classify common words into conceptual categories (e.g.,animals, foods, toys)Strand 3 Comprehending Informational TextConcept 1 Expository TextPO 2 Answer questions (e.g., who, what, where, when, why, how)about expository text, heard or readConcept 2 Functional TextPO 1 Follow a set of written multi-step directions with picture cuesto assistPO 2 Determine whether a specific task is completed, by checkingto make sure all the steps were followed in the right order, withpicture cues to assistGrade TwoStrand 1 Reading ProcessConcept 1 Print ConceptsPO 2 Recognize the distinguishing features of a sentence (e.g.,capitalization of the first word, internal punctuation, endingpunctuation, quotation marks)Strand 3 Comprehending Informational TextConcept 1 Expository TextPO2 Locate facts in response to questions about expository text.Concept 2 Functional TextPO 1 Follow a set of written multi-step directions .

WRITING STANDARDGrade 1Strand 1 Writing ProcessConcept 2 DraftingPO 1 Write a draft (e.g., story, caption, letter, observations,message)Strand 2 Writing ComponentsConcept 4 Word ChoicePO 3 Use expressive or descriptive phrases and short sentences,beyond one- or two-word labelsConcept 5 Sentence FluencyPO 1 Write simple sentencesConcept 6 Conventions

I Am a Rock, I Am an Island: Describing Landforms and Bodies of Water

PO2 Use capital letters correctly for the pronoun I, the beginning ofa sentence, and names.PO# Punctuate endings of sentences using periods, question marks,and exclamation points.

Grade 2Strand 1 Writing ProcessConcept 2 DraftingPO 1 Write a draft with supporting details.PO2 Organize details into a logical sequence.Strand 2 Writing ComponentsConcept 4 Word ChoicePO 3 Use expressive or descriptive phrases and short sentences,beyond one- or two-word labelsConcept 5 Sentence FluencyPO 1 Write simple sentencesConcept 6 ConventionsPO1 Use capital letters correctly for the pronoun I, the beginning of asentence, and proper nouns.PO2 Punctuate endings of sentences using periods, question marks,and exclamation points.

Overview

Young children need to develop their knowledgeof the Earth's physical features. With a fullunderstanding of basic landforms and bodies ofwater, they will be well prepared for furthergeography study (places and regions and physicalsystems). This lesson integrates body movementswith drawing and writing while building on thechildren's growing linguistic abilities.

Purpose

The children will identify and describe basiclandforms (mountain, hill, plateau, plain, rivervalley, island) and bodies of water (ocean, lake,river). They will use body movements to distinguishfeatures of each. They will write simple riddles todemonstrate their understanding of the uniquecharacteristics of these physical features. They willsolve the riddles as an assessment of theirknowledge and understanding.

Materials

ß 45 slips of paper - 5 slips for each term:mountain, hill, plateau, plain, river valley,island, ocean, lake, river (See student filesthat accompany this lesson)

ß Writing paper

ß Riddle Checklist (See student files thataccompany this lesson)

ß Physical Features Assessment (See studentfiles that accompany this lesson)

ß Be prepared to make simple sketches of thelandforms and bodies of water. See thestudent sample for ideas. You could alsogather magazine or calendar pictures of thegeographic features.

Objectives

The student will identify common landforms andbodies of water from descriptions of distinguishingfeatures.

Procedures

SESSION ONE – 30-45 minutes

Prepare in advance:ß Large sketch paper and markersß Chart paper or chalkboard space for writing

riddleß Container labeled LANDFORMS with landform

paper slips insideß Container labeled BODIES OF WATER with

water paper slips insideß Copies of Riddle Checklist for each child

1. Say, “Think of all the different kinds of land andwater you’ve seen in Arizona.” (As children sharetheir responses, sketch and label the physicalfeatures. Accept all reasonable responses). “Thinkof other kinds of land and water you’ve seen inbooks, on TV, or on trips you’ve taken.” (Aschildren share their responses, sketch and labelthe physical features. Accept all reasonableresponses).

2. Say, “It’s important to be able to name anddescribe landforms and bodies of water. As we

I Am a Rock, I Am an Island: Describing Landforms and Bodies of Water

learn about and compare other places in the worldin our geography studies, we’ll all understandexactly what we mean.”

3. Say, “Since we don’t have these physicalfeatures right here in our room to look at, we’ll useother ways to describe and understand them.First, we will use our bodies to show what thesefeatures look like. Move into your own personalspace. As I name a feature, you show what itlooks like.” (Name one feature at a time. Point toyour labeled sketches as you name. Model bodymovements yourself! Children will be naturallycreative and expressive; be sure to point outunique examples. Use geography-descriptivewords as you give feedback to children. Possiblebody movement examples are listed below).

MOUNTAIN – stand up high on your toes, reachhands up to form a peakMOUNTAIN RANGE– several children connectedin the same manner as MOUNTAINHILL – round your back as you stretch over andtouch hands to the groundPLATEAU – two children face each other, meetoutstretched arms into flat-topped hillPLAIN – move arms around yourself to cover abroad, flat expanseRIVER VALLEY – two children sit facing eachother, knees up, feet meeting to form v-shapedvalleyISLAND – one child stands in middle, severalother children surround with hands connected toform body of waterOCEAN – make wave-like motions with arms allaround body; whole class links hands and makeswave-like motions to define largest expanse ofwaterLAKE – several children link hands and formsmaller body of water; children can move to formround or long lake shapesRIVER – move hand and arm in flowing path; laydown and move whole body in flowing motion

4. Say, “Now we will play a riddle game to describethese features. Here is a riddle I wrote. I am alandform. I can be in a river or in an ocean. I amfully surrounded by water. What am I?” (Island) “Myriddle has three describing sentences and oneasking sentence. This is what it looks like writtendown.” (Write this riddle on chart paper orchalkboard. Make two or three errors inpunctuation and capitalization, like this: I am alandform i can be in a river or in an ocean. I amfully surrounded by water. What am I)

5. Say, “Since other children will be reading theriddles we write, it is important that we use correct

capitalization and punctuation. Can you find thepunctuation and capitalization mistakes I made inmy riddle?” (Reread riddle sentence by sentence.Have children identify and correct the mistakes).

6. Say, “You can use this Riddle Checklist to helpyou remember what to include as you write yourriddles.” (Distribute and review the RiddleChecklist).

7. Say, “You will write two riddles, one for alandform and one for a body of water. When Icome around, you will pick a slip of paper from thecontainer labeled LANDFORMS. Don’t showanyone your word. Think of your riddle and beginwriting. Raise your hand if you need help.” (Goaround and have children pick slips. Assist asneeded. When children complete one riddle, havethem pick a second slip of paper from thecontainer labeled BODIES OF WATER).

8. Assist beginning writers by recording riddles asthey dictate. Make a couple of errors inpunctuation and capitalization. Ask child to findand correct the errors. Guide them throughchecklist as needed.

9. Allow necessary time for children to completetwo riddles each. One idea: have childrencomplete their riddles during your next scheduledwriting time.

SESSION TWO – 30 minutes

Prepare in advance:ß Two riddles (written by children) for each

landform and body of water, separated intotwo complete setsPhysical Features Assessment

1. Say, “Today we will use your riddles to play theriddle game. As we play the game, we will reviewthe names and descriptions of landforms andbodies of water. Move into your own personalspaces. Instead of calling out the riddle answers,show the answer with a body movement.” (Readriddle. Look around to check children’s responsesand give visual feedback – a thumb up, a nod,etc.). “Right, I am a hill…a river…a plateau.”(Continue through riddles for 6 landforms and 3bodies of water).

2. Say, “Now you will show me in another way thatyou understand what these landforms and bodiesof water are.” (Have children return to seats anddistribute Physical Features Assessment). “When Iread a riddle, you will mark your answer in theappropriate box. You can write the name of the

I Am a Rock, I Am an Island: Describing Landforms and Bodies of Water

landform or body of water, or you can sketch apicture to show your answer. Remember to think ofthe answer to yourself, and then record youranswer. Point to box #1.” (Read first riddle. Moveabout to see if any children need assistance.Continue with the rest of riddles).

Assessment

Student will correctly identify 7 of 9 physicalfeatures from descriptions of distinguishingfeatures (Physical Features Assessment).

Students will have punctuation and capitalizationcorrectly done.

Extensions

Children can enjoy additional sessions of bodymovement activities through book sharing. ReadEarthdance by Joanne Ryder and encouragechildren to act out physical features, weathersystems, and animal/human movement. ISBN0805062319

More advanced writers/readers can completeriddles for other landforms and bodies of watergenerated by students during sketching activity,for example: canyon, peninsula, stream, or gulf.

They can read each other's riddles and sketch thelandform or body of water.

During computer lab session, children can use abasic software drawing program (Kid Pix, McPaint)to sketch landscape and label physical features.

Enjoy favorite songs that name landforms andbodies of water. "America the Beautiful" namesmountains, sea, plains ("amber waves of grain"and "fruited plain"). The complete verses of "ThisLand is Your Land" name specific landforms andbodies of water across our country. There aremany extension possibilities for locating specificplaces on a USA map.

Sources

America the Beautiful illustrated by Neil Waldman,1993, Atheneum ISBN 0689318618

This Land is Your Land illustrated by KathyJakobsen, 1998, Scholastic ISBN 0316065641

ENCHANTED LEARNING's site presents a seriesof activities to reinforce knowledge of landformsand bodies of water. Go to:http://www.enchantedlearning.com/geography/landforms/glossary.shtml