What on Earth is…?
Inspiration Book:Water land : land and water forms around the world by Hale, Christy — Roaring Brook Press, 2018 551; Int Lvl: K-3; Rd Lvl: 4.0. Based on Montessori teachings, die-cut pages identify and contrast types of water bodies and their corresponding land masses to help young readers understand how connected the earth and the water really are. Titlewave, CCBC, NFD, CBS, NSTA
Rationale: The third grade geography curriculum includes a major unit about landforms. For years it was a deadly dull unit, one that neither the teachers nor students enjoyed. Then, a few years ago, one of the teachers and I had a brainstorm. By using the computer, we created three dimensional models of the terms the third graders were required to learn. A couple years later, Christy Hale’s book was published. And, we had a fun unit that I’ll explain step by step below. We expanded our ideas to include several from two excellent teacher resources listed here. I also bought related books to beef up an otherwise anemic area of the collection. Unfortunately, the quality of many books about the topics are part of dull series. I did the weeding and selection for you, so be comfortable using the very selective Related List as a selection tool.
Personal website for Christy Hale with Educator’s Guide --Excellent http://christyhale.com/activities-downloadable-lessons.html
Teaching Ideas from The Classroom Bookshelf (6/4/2018) -- Excellent http://www.theclassroombookshelf.com/2018/06/water-land-land-and-water-forms-around-the-world/
Water Land may be used as either an earth science title or geography title. For the third grade at my school, it’s a cross-disciplinary title, thus I posted it on a science Sunday. Use this title in conjunction with the K-3 lesson post about oceans posted under Otis and Will Discover the Deep. Also, use this posting in conjunction with Our World of Water : Children and Water Around the World. The lesson here is the lesson the third grade teacher and I developed plus several extension activities if the student interest and or time is available. The extensions are also suitable for upper elementary grades as a review.
There are ten specific terms illustrated in Water Land: lake, island, bay, cape, strait, isthmus,
System of lakes, archipelago, gulf, and peninsula. Additional information and photographs may be found at https://www.nationalgeographic.org/encyclopedia/ where there is a separate entry for each land or water form. It is these words that the lesson emphasizes. However, your standards may also include the following terms for older students: body of water, ocean (names and locations of oceans), continent (names and locations of continents), directions (north, south east, west and variations), nation, coast, country, mainland, volcanic, subglacial/glacial, landlocked, wetland, region, equator, inlet.
Grades K-3, especially Grade 3--What on Earth is…?
Background: In an effort to make a dull rather abstract unit interesting and palatable to third graders some of whom are still concrete operational, the third grade teachers and I put our heads together. We knew we wanted to include various modes of learning: visual, auditory, manipulative, because we had a wide range of abilities and special needs students. We knew that the computer could be a good tool for us. The result was a storytelling and observation lesson including a drawing lesson. Because we viewed the unit as a science and social studies cross-curricular unit, we could spend double the time in the library and computer lab. Instead of forty-five minutes, we had an hour and a half--another benefit of a flexible schedule.
Preparation: Arrange for a block of computer lab time. Or maybe your students have tablets that could be used in the classroom or library.
If you don’t have draw software, download a free program. There are at least 15 free draw programs available for download. I have used KidPix downloadable but (not free) and TuxPaint (free and downloadable) http://www.tuxpaint.org) for this project.
Make three templates: full screen, half screen and quarter screen that students can easily access and save together in their account file.
Make a sample of one of the additional terms illustrating the outcome of the students’ computer project. (Full page is background, half screen is example of the term to illustrate, quarter screen is definition, etc.) Fold paper strips into squares to use as pop-out props to put three printed screens into a 3-dimensional version.
Download http://christyhale.com/activities-downloadable-lessons.html and make copies of author Hale’s storytelling squares and cut into squares, making enough squares for each student to have one. The squares are segments of illustrations from the book.
An inflatable globe ball or nerf type globe ball.
Basket with water and land form terms on paper slips. Students will draw their topic from that basket.
You may want to make a link for the National Geographic site that students can easily access. You will know their abilities.
Introduction: Today we’re going to learn about land and water by using many different senses and many different ways of learning. We’re going to observe. We’re going to tell. We’re going to draw. We’re going to play. We’re going to think. First, I’m going to give each of you a little square (downloaded from Hale’s website) that is part of a bigger picture. Study that square. What do you observe? What might be happening? Where do you think this located? What might be just outside the square that you can’t see? (Allow time, a minute or two, then ask for volunteers to tell about their little square picture.)
I mentioned that each little square is part of a bigger picture. That little square is part of bigger pictures in this book, Water Land by Christy Hale. I’m going to read the book twice, simply observe during the first reading, then on the second reading we’ll identify your little square.
Read aloud:
Water land : land and water forms around the world by Hale, Christy — Roaring Brook Press, 2018 551; Int Lvl: K-3; Rd Lvl: 4.0. Based on Montessori teachings, die-cut pages identify and contrast types of water bodies and their corresponding land masses to help young readers understand how connected the earth and the water really are.
Did you find your little square in the book? I’ll read it again later. But, first let’s play a game. All the terms in the book were land or water terms. I’m going to toss this globe ball to one of you. Catch it, then tell me whether the part your little finger on your left hand is land or water. (Do this several times or have students toss to another student and then give a new digit touching direction until all have had a chance or time is up or the group has become too raucous.)
Let’s look at the book again. This time when your square appears in the book hold up the square, and I may ask you to locate the position of your square in the book. Remember the term that was on that page.
Read aloud:
Water land : land and water forms around the world by Hale, Christy — Roaring Brook Press, 2018 551; Int Lvl: K-3; Rd Lvl: 4.0.
The backmatter (extra information located in the back of the book to help explain the book’s topics) in the book includes a definition of the water or land form term and a big fold-our map showing locations.
The cut outs in Water Land help us visualize the land and water forms that they show. We’re going to depict these same water and land forms by using the computer to make a 3-D model. (Show sample of the one you made). Notice that there are three sections to the 3-D model. There is a background that shows the distance. Will that background always be trees? A mountain? Grass? A seashore? No, it depends on what the landform or water is. The middle section of the 3-D model is the actual land or water form. And, the third or front section tells what the land or water form is and where an example can be found. Use your creativity to draw an appropriate background and model of your term. But, the factual information on the front section needs to be accurate. Where can you get that information? The backmatter in the book, but we don’t have enough copies. I found an excellent site to help us at https://www.nationalgeographic.org/education/resource-library
(Demonstrate how to locate the site, how to type in their term, and then browse). There is a definition at the beginning of the article. Today I’m giving you permission to use that definition, but add NGS at the end to tell people that you found the information from National Geographic Society. There are also photos (scroll through the photos) that might give you ideas for the background section and middle section of your 3-D model. We need one more piece of information--an example(s) and its location. Later we’ll locate that example on a map that we’ll put on the backside of our model. (This part of the lesson will take about 20-30 minutes, allowing about an hour for the computer work described below.)
Are you ready to begin the thinking and drawing part of the lesson? When you head to your computer or tablet, choose a slip from the basket. That will be your personal topic to think and draw about. Do the front page first, the page with the definition and an example and location. Ask for permission to print. Then work on either of the other two pages, always asking permission to print. (Allow remainder of allocated time to research, draw, and print). You will need to complete the work today. Back in the classroom your teacher and volunteers will help you put the 3-D model together.
Day 2: Completion and Extension Activities
Background: Assume that the 3-D models were put together back in the classroom. This is a day for sharing and extending learning.
Preparation: Gather supplies such as scissors, glue, heavier stock paper.
Make copies of a simple world map the size of the third scene of the 3-D models.
Multiple copies of a print world atlas or access to an online atlas or both.
Introduction: Bring your 3-D models to your table spot and let’s talk about them. (Allow time for students introduce their land or water form by showing their model). There is one last job we need to do to complete the model, locate the land or water form on the maps that will go on the back of your model. Part of your work yesterday was to not only define what your water or land form is, but to locate an example. Today we’re going to find that example on the map and label it. I’ve put print atlases at the tables and/or you can use our online atlas to locate your example. When you do, mark the location on the map, label it and then mount the map on the back of your 3-D model. We’ll display your work on shelves in the library for a while.
Extensions Ideas for Expanded Unit or for Older Students:
- Prepare a simple map on craft paper on the floor, wall, or a table that includes outlines of some of the land and water forms from the book. Have students name and color the forms appropriately to denote whether they are land or water.
- Have students create their own continent via a computer draw program or free hand. Their own continent should have examples of each of the ten water and land terms the class explored. Give the “continent” a name and label the water and land forms. Older students can add additional landforms, such as mountains, valleys, canyons, hills, etc..Provide art materials to make their maps colorful and/or three dimensional.
- Read aloud As the crow flies : a first book of maps by Hartman, Gail — Aladdin Paperbacks, c1991 p1993 -E-; Int Lvl: K-3; Rd Lvl: 1.9. A look at different geographical areas from the perspectives of an eagle, rabbit, crow, horse, and gull.
- Use Google Maps to view the bodies of water near to you and then moving out toward your nearest coast. Discuss the difference between the aerial view offered in Google Maps and a view from on the ground. Examine the perspectives in Water Land.
- Invite students to explore bird’s eye view by having them stand on chairs to determine how their desks or tables look from above. Have them try to draw the shapes they see. Explore other books with bird’s eye view illustrations, such as the Madlenka series (https://us.macmillan.com/books/9780312659127).
- Ask students to create their own maps or scenes from a bird’s eye perspective.
TEACHER RESOURCES:
Personal website for Christy Hale with Educator’s Guide --Excellent http://christyhale.com/activities-downloadable-lessons.html
Teaching Ideas from The Classroom Bookshelf (6/4/2018) -- Excellent http://www.theclassroombookshelf.com/2018/06/water-land-land-and-water-forms-around-the-world/
The back matter includes a succinct description of each land and water form. For photos of examples from around the world, related terms, information about the origins of each form, and additional details, National Geographic offers encyclopedia entries dedicated to terms from the book.
System of lakes: For an explanation of how one system of lakes works, the Great Lakes, consult https://www.britannica.com/place/Great-Lakes
Related Books (many recommended by author as supplements):
ABC : the alphabet from the sky by Gross, Benedikt — Price Stern Sloan, an imprint of Penguin Random House, 2016 793.73; Int Lvl: K-3; Rd Lvl: 0.6. Young readers are invited to read the alphabet as it appears in aerial photographs of natural and manmade formations across the United States.
As the crow flies : a first book of maps by Hartman, Gail — Aladdin Paperbacks, c1991 p1993 -E-; Int Lvl: K-3; Rd Lvl: 1.9. A look at different geographical areas from the perspectives of an eagle, rabbit, crow, horse, and gull.
Hey, water! by Portis, Antoinette — Neal Porter Books, Holiday House, 2019 553.7; Int Lvl: K-3; Rd Lvl: 2.0. illustrations and simple text explore water in its many shapes and forms.
A cool drink of water by Kerley, Barbara — National Geographic Society, 2002 363.6; Int Lvl: K-3; Rd Lvl: 2.1
Depicts people around the world collecting, chilling, and drinking water.
Islandborn by Diaz, Junot — Dial Books for Young Readers, 2018 : -E-; Int Lvl: K-3; Rd Lvl: 2.5. Lola was just a baby when her family left the Island, so when she has to draw it for a school assignment, she asks her family, friends, and neighbors about their memories of her homeland . . . and in the process, comes up with a new way of understanding her own heritage.
Henry's map by Elliot, David — Philomel Books, 2013 -E-; Int Lvl: K-3; Rd Lvl: 2.8. Henry, a very organized pig, frowns at the untidy farm where he lives, but after making a map to show where everything belongs, he and the other farm animals discover a big problem.
On the way to the beach by Cole, Henry -E-; Int Lvl: K-3; Rd Lvl: 2.8. Find a place to sit and watch and listen ... on the beach or in the woods or in a salt marsh. What can you see and hear?
All the water in the world by Lyon, George Ella — Atheneum Books for Young Readers, 2011 551.48; Int Lvl: K-3; Rd Lvl: 3.0. A lyrical, illustrated look at the water cycle, showing how water rises to the clouds and is rained back down again to be used by plants, people, and every living thing.
Isla by Dorros, Arthur — Puffin, c1995 p1999 -E-; Int Lvl: K-3; Rd Lvl: 3.1. Text mainly in English with some conversation in Spanish. A young girl and her grandmother take an imaginary journey to the Caribbean island where her mother grew up and where some of her family still lives.
A drop around the world by McKinney, Barbara Shaw — Dawn Publications, 1998. 551.48; Int Lvl: 3-6; Rd Lvl: 3.5. Follows the water cycle through the journey of a raindrop around the world, in sky, on land, underground, and in the sea, in its liquid, solid, and vapor forms, as it supports life everywhere.
Follow that map! : a first look at mapping skills (Exploring Our Community) by Ritchie, Scot — Kids Can 912.01; Int Lvl: K-3; Rd Lvl: 3.5. An interactive picture book that discusses and demonstrates mapping concepts as Sally and her friends search for Max and Ollie, two pets on the run from the backyard, and take a trip through the neighborhood, city, country, and world; and includes an activity.
Over and under the pond by Messner, Kate — Chronicle Books, 2017 577.63; Int Lvl: K-3; Rd Lvl: 3.8
Celebrates the forms of life that live above and under a pond, including turtles, red-winged blackbirds, blue herons, minnows, frogs, and catfish. NSTA 2018
A drop of water by Morrison, Gordon — Houghton Mifflin, 2006 508; Int Lvl: K-3; Rd Lvl: 3.9. Describes the hydrological cycle from rain through various environments and finally into a stream where a boy dips his finger.
How I learned geography by Shulevitz, Uri — Farrar Straus Giroux, 2008 -E-; Int Lvl: K-3; Rd Lvl: 4.4. As he spends hours studying his father's world map, a young boy escapes the hunger and misery of refugee life. 'Based on the author's childhood in Kazakhstan, where he lived as a Polish refugee during World War II.
High tide for horseshoe crabs by Schnell, Lisa Kahn — Charlesbridge, 2015. 595.4; Int Lvl: K-3; Rd Lvl: 4.5
Looks at how horseshoe crabs migrate to the coast to lay their eggs.
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