Part of the Geographic Education and Technology Program's collection of lesson plans.

United States

Joanne Eible
J. Marie Holland
Jeffrey D. Potter

Table of Contents:

Grade: K-1

LEARNING OUTCOMES

Pre-Mapping
The learner will: Regions and Landforms
The learner will:

REFERENCES

ACTIVITIES

Pre-Mapping

1. Movement Game:  Learning North, East, South and West
2. Hopping North, South, East and West
3. Flannel Board Classroom Center
4. Constructing a Classroom Map
5. Student-Made Classroom Map


Regions and Landforms

6. Introducing Landforms
7. Packing for the U.S.
8. Introducing Water


Deserts

9. Desert Diorama
10. A Close Look at a Cactus Plant
11. Building Sandcastles


Grasslands

12. Plowing and Planting the Grasslands
13. Farming Equipment
14. Making a Farm Diorama
15. Big Book of "Old MacDonald Had a Farm"
16. Farm Mural

Forests

17. What is a Forest?
18. Maple Syrup
19. Berries from the Forest


Mountains

20. Transportation, Mountains, and Spatial Concepts
21. "She'll Be Coming Around the Mountain" Big Book

Putting It All Together

22. Wall Mural of Land Features
23. Gingerbread Landscape
24. Making a Relief Map of the United States
25. Legend and Symbol Map of United States

ACTIVITY 1 Movement Game: Learning North, South, East, and West

Overview

The students can be exposed to the concept of global and spatial directions through a series of movement steps. The terms north, south, east, west, right, left, forward, behind, turn, will be used throughout this activity.

Materials

Procedures

  1. In advance the teacher should make wall cards for each of the terms north, south, east, and west (print in large letters). Place these on walls that are approximately true to actual directions, above the students' height but not too high.
  2. Clear the room to allow for movement by the whole class. This activity involves minimal steps but will require space.
  3. Tell the students that places can be located by using directions. We call these directions north, south, east and west. Show the students a globe and a map. Discuss how these directions relate to the globe and the map.
  4. Tell the students that these four directions always stay in the same order or relationship with each other. They are going to do a game to help themselves remember this order plus learn a little chant: 
    		North, south, east, and west,
		Learning geography is the best!
  5. Have the students spaced apart so that they have room to move. Tell the class they will turn and follow instructions as they hear them.
  6. Leading the group, have the students turn to each label as is being called. Direct the students to look at the label when they turn to that direction.
  7. Practice doing simple steps with the class such as: Take two steps going east. Take three steps going north, etc..
  8. The terms right and left may come into practice here. Work with the terminology. Remember this is an exercise to expose the students to spatial directions. It is not necessary that they master the skill at this time in their development. Students may become a little active; just have fun with their enthusiasm.

ACTIVITY 2 Hopping North, South, East and West!

Overview

This activity gives students additional practice using cardinal directions (north, south, east, west). This lesson involves taping a grid on the floor and having the students step/hop to designated areas on the grid. This activity helps to build a foundation for future lessons involving map/globe skills.

Materials

Procedures

  1. Prior to activity arrange the room to allow space for a grid at least 6ft. x 6ft. with 1ft. squares. Using masking tape to mark off the grid, label the sides north, south, east and west.
  2. Two or more students at a time will stand at the south end of the grid to begin.
  3. The teacher gives directions and the students will step/hop into the grid boxes. (e.g., Go 3 boxes to the north. Go 1 box to the east.) Allow time so that all students are able to practice with different directions.

Extension

ACTIVITY 3 Flannel Board Classroom Center

Overview

Students will have fun being introduced to basic mapping skills through manipulating flannel board classroom furniture. The term symbol will be used to describe the pictures used to represent the classroom furniture. Students will become aware of the concept of scale by relating flannel pictures to actual examples.

Materials

Procedures

  1. Have prepared cut-out flannel pictures to represent classroom furniture. (This would be a good activity for a parent volunteer.)
  2. Set up the flannel board with flannel pictures loose beside it.
  3. Show the students one of the flannel pictures. Ask what the picture looks like. Ask students if it is a real object or a picture of an object.
  4. Discuss what piece of classroom furniture each flannel picture represents. Tell the students we can also call these pictures symbols.
  5. Help children become aware of scale by pointing out that the flannel pictures are not the same size as the actual items. Ask students why the flannel pictures need to be a different size.
  6. With the students' help, set up the flannel board in the same approximate arrangement as the classroom. Decide what view of the room the flannel board will represent (from above, from the front, etc.).
  7. Ask students why someone would want to make pictures/symbols of a room. Guide students to answer such as: to show a friend far away what the classroom looks like; to practice changing furniture around without actually moving it.
  8. Explain to students that the flannel board and symbols will become a center activity where the students can arrange the classroom furniture in the way the classroom is presently set up; or students may become "interior designers" and create a new arrangement for the classroom.

Extension

ACTIVITY 4 Constructing a Classroom Map

Overview

This is the first of a two-part activity involving making a map of the classroom. The students will learn to construct a map of the classroom and use manipulatives to represent the furniture.

Materials

Procedures

  1. Show students a butcher paper classroom shape (approximately 3' x 5') and orient the students by outlining the door and windows.
  2. Explain to the students that they will be making a map of the classroom on the butcher paper.
  3. Brainstorm with the students about small classroom materials that may be used as pretend tables, chairs, etc..(e.g., pattern blocks or unifix cubes could represent chairs; small blocks could represent tables., etc.)
  4. Demonstrate how these materials can be placed on the butcher-paper shape to make a map of the classroom. It might be a good idea to place this shape on the floor, in the center of the room, oriented in the same direction as the room.
  5. Take time to review the term symbol and the concept of scale by asking questions about the pretend items being used.
  6. Divide the class into cooperative learning groups and explain that each group will work together to make a map of the classroom. (NOTE: Depending on the readiness level of the students, parent volunteers or 5th grade students could be assigned to work with each small group.)
  7. Give each group one butcher-paper shape, pattern blocks, unifix cubes, blocks, jar lids, and/or other manipulatives that seem appropriate. Have the students discuss with each other which shapes will be what classroom furniture.
  8. Once decided, the groups may go about arranging the manipulatives on the butcher-paper shape in the same position as they are in the classroom. Encourage discussion and cooperation in this process. The students need to think about where things are in relation to the door, windows, etc..
  9. The teacher or group helper should assist each group with general things: placement of the butcher-paper shape and correct placement of items. (NOTE: This is an introduction. Complete accuracy is not the focus. This activity should be fun for the students.)
  10. Save butcher-paper for Activity 5.

ACTIVITY 5 Student-Made Classroom Map

Overview

This is the second part to the activity involving making a map of the classroom. The first part involved having students, in small cooperative groups, make a map of the room using three-dimensional objects. This activity will involve the students, again with their cooperative groups, in making a map of the classroom using two-dimensional symbols, extending their conceptual understanding of maps.

Materials

Procedures

  1. Students should remain in the same cooperative groups used in the first activity of the classroom map-making. The groups are to use the same classroom-shaped sheets for this activity.
  2. Tell the students that instead of using blocks and other items as symbols on their maps, today they are going to draw symbols on their classroom maps. In their cooperative groups, they are to reconstruct their first maps. The groups will use attribute shapes to represent the items in the classroom.
  3. Once the attribute shapes are in place on the map, the group will go back and trace each shape and color it in. The students are to make sure they use the same shape and color for the classroom items that are the same. (NOTE: Again, an adult volunteer or a 5th grade "helper" can be used to assist each group of students.)
  4. When completed, the groups will then make a legend for their maps. One of each shape that has been used will be drawn on a sheet of paper, with a label of what it is. The teacher or "helper" may write these labels on the legend or have the students copy them onto the legend themselves.
  5. Explain to students that the purpose of a legend is to help others understand what symbols mean on a map.
  6. When maps and legends are completed, hang them up so the different groups can see how others have completed the project.

ACTIVITY 6 Introducing Landforms

Overview

This activity will introduce students to the terms mountains, forests, grassland, and deserts. Charts will be made and used throughout the unit to record information learned about each landform.

Materials

Procedures

  1. Have four charts prepared labeled mountains, forests, deserts, grasslands.
  2. Read Airplane Ride by Douglas Florian.
  3. Discuss the book, pointing out natural land features. Pass out copies of the U.S. physical feature map. Point out where mountains, deserts, forests, and grasslands are located.
  4. Discuss what symbols are used to represent each landform on the map. Reinforce the concept of scale by pointing out the difference between the size of an actual mountain and the symbol used on the map.
  5. Talk with students about deserts, forests, mountains, and grasslands. Ask what they know about these areas. List answers on prepared charts.
  6. These charts will continue to be used throughout the units to record information learned about a particular area: for example, animals, plants, climate.

Extensions

ACTIVITY 7 Packing for the U.S.

Overview

This activity will be used to introduce each region of the U.S. The activity builds from the unknown to the known as students learn about the climate and characteristics of each region.

Materials

Procedures

  1. Before the activity begins the teacher needs to have the four suitcase shapes cut out. Each suitcase will have one of the following labels: "Packing for the Desert," "Packing for the Mountains," "Packing for the Grasslands," and "Packing for the Forest." It would be beneficial to also draw or have a picture depicting the type of landform.
  2. As the class begins studying each region, its suitcase will be introduced and hung in the classroom.
  3. Ask the students, "What should we pack for the desert?" and so on as each region is introduced. On the suitcases list the items the students suggest for a trip to that particular region. Accept all responses but gear discussion towards items such as: clothing and other items necessary for survival and comfort.
  4. As students gain knowledge pertaining to each region, the teacher will delete inappropriate items listed on the suitcase and add other items that are appropriate and needed.
  5. Review suitcase items at the end of studying each region. See if anything should be added or deleted from the region's suitcase list.

ACTIVITY 8 Introducing Water

Overview

This is a two-part activity. Students will be introduced to the different types of water bodies. Next, the students will conduct a science experiment to see how important water is to growing things.

Materials

Procedures

  1. Discuss and list on chart paper the types of bodies of water the class can name without help. Try to elicit responses for water bodies the class may not have thought of.
  2. Show pictures of different bodies of water: ocean, river, lake, pond, stream, creek, pool, etc.. Explain other terms that may come up: for example, sea and gulf.
  3. Discuss with students how these bodies of water are different. Having pictures will be extremely helpful to the students.
  4. Begin to discuss how important water is. Things cannot survive without water and in places with little water, few plants grow. A good example of this is a desert. In places with more water many more plants grow, for example in a forest.
  5. Tell the students the class will conduct an experiment to see the effects of water on the growth of plants. They will set up two pans of soil both with grass seed planted. One pan will be watered daily or as much as needed to produce a crop of grass. The other pan will be watered once every week to two weeks.
  6. The class will observe what effects water is having on the two pans of grass seed.
  7. Record on chart paper the class observations. This should be ongoing until the class comes to the conclusion that the amount of water affects plant growth.

ACTIVITY 9 Desert Diorama

Overview

After referring students to the desert portion of the map of physical characteristics of the U.S. from Activity 6, read books about the desert, show filmstrips or videos before making the diorama so that students can become familiar with the desert environment. With the teacher's help students can create a desert diorama out of a cardboard box, sand, and cactus plants.

Materials

Procedures

  1. Cut down the edges of a cardboard box until there is approximately a 5" edge.
  2. Line the inside of the box with foil.
  3. Fill the box with sand.
  4. Add cactus plants and small stones.
  5. Students may want to add plastic desert creatures such as snakes, lizards or spiders.
  6. Water and feed cactus plants as directed by plant instructions.

ACTIVITY 10 A Close Look at a Cactus Plant

Overview

In this activity students compare a cactus and palm plant learning how a cactus plant stores water inside its stem.

Materials

Procedures

  1. Show students the cactus plant. Explain that they will need to be very careful not to touch the sharp needles or spikes.
  2. Ask students why they think the cactus plant has spikes.
  3. Let each student take a close look at the plant.
  4. Ask students to describe the plant. Write descriptive words on the chalkboard or chart paper.
  5. Show students the palm. Pass it around so that students can observe the plant.
  6. Ask students to explain how the palm and cactus are alike and different.
  7. Read Deserts by Richard Stephen, or read another book about cactus plants.
  8. Talk with the class about how the cactus plant stores water inside the spongy stem.
  9. Cut open a small piece of the cactus plant.
  10. Let the students observe how the inside of this plant is soft and juicy.

Extension

ACTIVITY 11 Building Sandcastles

Overview

Students will love to experiment with sand in this center activity.

Materials

Procedures

  1. Set up a center area with a sandbox and different sizes of containers which would be useful in building a sandcastle. Moisten half of the sand in the sandbox.
  2. Discuss and demonstrate for the students how to pack moist sand into a container and then carefully turn over to create a molded object.
  3. Ask students if they think a house could be built out of sand. What would happen to the house when it rained? Demonstrate the results for the class by pouring water over the sandcastle.
  4. Talk with the students about the differences between wet sand and dry sand. Try to build a sandcastle out of dry sand. What happens?
  5. Ask students to think about what happens to sand when the wind blows. Demonstrate by using a blow dryer to carefully move the dry sand in the sandbox. This is how sand dunes are formed.
  6. Explain to students that this area will be a center activity where they can create sandcastles.

ACTIVITY 12 Plowing and Planting the Grasslands

Overview

This will be an ongoing activity throughout the grassland/farm unit of study. The activity enables the students to see firsthand the steps involved in preparing the land and growing crops. The needs of plants can be discussed along with this activity. Several items are needed to do the activity so the teacher may want to ask parents to donate some.

Teacher Background

Grasslands, or plains, have many names. In North America the grasslands can be referred to as prairies. The Great Plains is the name given to the large grassland region in the middle of North America. It is mostly flat and has few trees. It is one of the best farming areas in the world. Dairy cattle and other animal and agricultural farms are the kinds of farms that can be found in this area.

Animal farms in these areas raise such animals as: hogs, turkeys, cattle, and sheep. Agricultural farms raise wheat, cherries, beans, corn, and soybeans. Farmers feed the people of the world by raising animals and plants. The plants they grow are called crops.

Materials

Procedure

    Creating the Grassland

  1. Pour soil into the large, plastic container so that it's about two-thirds full.
  2. Have students make 1/2 to 1 inch holes in the dirt. Drop grass seed in the holes and cover with dirt.
  3. Water daily.

    Planning the Crops

  4. This part will begin once the grass has grown. Compare the class "grassland" to the grassland/plains area in the middle of the United States. (North: Large flat area, few trees would be found here.) This could be done through books, filmstrips and videos.
  5. Talk about the farms that are in this area and the term crops.
  6. Discuss different kinds of crops; show different seed packets that were brought in.
  7. Students will choose the "crops" (seeds) that they want to plant in the grassland.
  8. Work with students to make a map of where they want to plant their "crops." Make the map on a piece of white butcher paper, noting where each crop will be planted as their grassland becomes a farm. Save map to use as a guide for plowing and planting the grassland.

    Plowing and Planting the Grassland

  9. This part will begin once the "farm map" has been made.
  10. Divide the class into small groups.
  11. Work with students to read the farm map and mark off the different planting areas on their grassland. Use popsicle sticks to make boundaries.
  12. Each group will take turns planting. To plant, students will plow their area (pull out the grass). Then, using finger or popsicle stick, form rows in the dirt, drop seeds in the rows, cover the seeds with dirt, and give the seeds water.
  13. After all the groups have planted, choose children to water the crops each day.

Extension

ACTIVITY 13 Farming Equipment

Overview

This activity introduces children to different kinds of farming equipment.

Materials

Procedures

  1. Prior to this activity send a note home to parents requesting that the students bring in their toy farm equipment and vehicles.
  2. Students sit in a circle and take turns sharing their farm toys. Encourage students to tell the names of their toys. Have the group figure out the ones whose names are not known.
  3. Read a book about farmers and their equipment.

Extensions

ACTIVITY 14 Making a Farm Diorama

Overview

Old MacDonald's farm comes to life as students sing and play with this cardboard box farm diorama.

Materials

Procedures

  1. Turn cardboard box on its side.
  2. Paint a barn, trees, fence, etc. on the inside of the box.
  3. Purchase plastic farm animals and small bales of hay from a craft shop.
  4. Place the hay inside the box near the barn.
  5. Have the farm animals outside the box on a table.
  6. Sing the song "Old MacDonald Had a Farm" with the class. As the students name the farm animals set them inside the box.
  7. This activity could become a fun center activity for small groups of students.

ACTIVITY 15 Big Book of "Old MacDonald Had a Farm"

Overview

Student will enjoy seeing this favorite children's song illustrated and put together in a book.

Materials

Procedures

  1. Teach students the song, "Old MacDonald Had a Farm."
  2. Explain to the students they are going to make a big book of this song.
  3. Make a list on chart paper or the chalkboard of the farm animals that students will include in the book.
  4. Group the students to work cooperatively (two or three per group is best).
  5. Assign or let students choose the farm animal they will color.
  6. Give each group its materials and have the students work together to create their pictures.
  7. When pictures are finished, write the words to go with each picture and bind pages together.

ACTIVITY 16 Farm Mural

Overview

In this culminating activity students will work in small, cooperative groups to design and create a farm mural. Students will decide the type of farm, animals, and equipment that will be found on their mural.

Materials

Procedures

  1. Cut five sheets of butcher paper (approximately 3' x 5').
  2. Set up five work areas with glue, scissors, construction paper, etc..
  3. Review with students things found on a farm. (e.g., crops, equipment, animals, etc.). Show drawings of farm equipment.
  4. Explain to the class that they will be working together to make a mural of a farm. When students break up into groups they will need to decide: who will make the barn, what kinds of animals will be on the farm; will there be farm equipment; who will make the garden; etc..
  5. Divide the class into five groups. Each group will make a farm mural. Students may use farm equipment drawings as models for their own drawings of farm equipment or you may duplicate drawings which students may then color and paste on their murals.
  6. When group projects are finished, students will share their murals.
  7. Discuss with students: How the farm murals are alike or different? How were decisions made within their group? Do the students think it would be hard work to run a farm? What kinds of jobs and responsibilities would a farmer have?

ACTIVITY 17 What is a Forest?

Overview

This activity introduces children to characteristics of a forest.

Materials

Teacher Background

What distinguishes a forest from other communities of plants and animals such as deserts and grasslands? A forest is usually recognized by its trees. Forests also are abundant with wildlife, and often include rivers or streams of water.

In the United States, most undisturbed forests are on government owned land, in the far North and West, in mountainous or swampy areas. Most forests are found on dry land. A forest found on wet land is referred to as a swamp. Southern Florida has cypress swamps (in freshwater areas) and mangrove swamps (in or very near salt water).

Forests cover about 1/3 of the earth's land surface. "Forests grow everywhere except above the timber line on high mountains, in the frozen, ice-covered areas of the Arctic and Antarctic regions, and on the hot, dry deserts and grasslands. Forests provide homes for birds, insects, and larger animals such as deer and bears." (World Book Encyclopedia, Vol. 6, pg. 336)

Procedures

  1. Prior to the lesson the teacher needs to make and cut out a number of construction paper tree patterns.
  2. Ask children to tell what they know about forests. Accept all responses and list them on the chart paper entitled Forests.
  3. Read a book depicting characteristics of a forest. Tell students to look carefully at the pictures to see what is in a forest.
  4. Discuss the characteristics learned about a forest. Add or delete ideas about the forest on the chart paper.
  5. Using a U.S. physical map, show students where forests are in the United States.
  6. Children will create a forest by using the large crayons without paper casings, newsprint or lightweight paper, and tree patterns. To make the forest they will:
  7. When students are finished with the tree rubbings, the forest of overlapping trees may be put together to form a mural.

Extension

ACTIVITY 18 Maple Syrup

Overview

This activity involves a product of the maple tree-maple syrup. This activity should provide tasty fun for the students.

Materials

Teacher Background

Some people in New England look forward to early spring when nights are still very cold and the days are getting warmer. This time of the year is called sugaring time. Sugaring time occurs in March. It is during this time that the sap begins flowing in the maple grove or sugarbush, as it is called.

Most crops are just being planted in the spring but not the maple sap crop; it is harvested in the spring. To harvest sap, holes are drilled into tress that are at least 12" in diameter and spouts are inserted. After the tree has been tapped, the sap drips into a bucket that has been hung under the spout. Often, more than one hole is drilled in tree but people are careful not to drill too many holes or go too deep into the tree. After all, the sap is the tree's nourishment and to take all of its sap would mean the death of the tree.

Once the buckets are full of the clear sap, they are emptied into a gathering bucket. The gathering buckets are emptied into a gathering tank that is on a sled. When the gathering tank is full (128 gallons), horses pull the sled to the sugar house. The sap is then emptied into a storage tank. The sap is boiled for about 15 hours. The boiling sap turns darker and becomes syrup.

The first taste of the new syrup is generally on pancakes. However, another syrup treat is called sugar-on-snow. Syrup is boiled and then taken outside. It is poured on a smooth patch of snow. In a few seconds it turns cold, waxy, and chewy. It is then eaten by twisting it around a fork or by picking it up with your fingers.

Procedures

  1. Prior to the activity, the pancake ingredients and materials should be on one table. Also, it may be helpful to set up four different work areas where small groups of students can work on their maple trees. Each work area needs: white, red, green, yellow, and orange scraps of construction paper; glue; sheets of 18" x 24" manila paper folded in fourths; and brown crayons.
  2. Explain that maple trees generally grow in forests where it is cold in winter.
  3. Read the book Red Leaf, Yellow Leaf by Lois Ehert.
  4. Discuss how the maple tree looks in the different seasons. Hang a piece of chart paper divided in fourths. Label the sections: winter, spring, summer, and fall. In each section draw and talk about how the maple tree would look.
  5. Go back to the section entitled "spring" and talk about this being the time when the maple tree can give us something very special- maple syrup. Talk briefly about the syrup process.
  6. Ask students what comes to mind when they hear syrup. Tell class that they are going to get to eat pancakes.
  7. Explain that as the pancakes are being prepared, the students will work on their "seasons of the maple tree" picture. Divide the class into four groups and send each group to a work area. The students will:
  8. Prepare pancakes.
  9. Eat pancakes.
  10. Conclude activity with reading the book, Pancakes for Breakfast by Tomie DePaola.

Extensions

ACTIVITY 19 Berries from the Forest

Overview

In this activity students learn about berries that grow in the forest. Then the students can enjoy themselves by making blueberry popovers.

Materials

Teacher Background

Blueberries grow wild in many areas of the world. The United States and Canada are leading suppliers of blueberries. They supply approximately 95 percent of all the blueberries that are used by the food industry.

Blueberries grow on a bush that has green leaves and white or pink flowers. The blueberries grow in clusters and range in color from light blue to black.

There are two main kinds of blueberries, low bush and high bush. High bush blueberries are the kind that you buy in the store. Farmers plant and cultivate this type. These bushes grow about 3 to 6 feet tall. Low bush blueberries grow wild. They are about 6 to 18 inches tall. Farmers gather these blueberries and then sell them to be used in canned and processed foods.

Blueberry bushes can produce 20 pints of blueberries annually and can live more than 50 years. Sixty percent of blueberries are picked by hand.

Procedures

  1. Read The Little Girl and the Big Bear by Joanna Galdone.
  2. Talk about blueberries- how and where they grow.
  3. Make blueberry popovers:

Extensions

ACTIVITY 20 Transportation, Mountains, and Spatial Concepts

Overview

Students will learn about terminology and spatial concepts while problem solving in this activity. Using a model of a mountain, students will need to figure out how to travel over, through, across, up, down, around, etc., this landform.

Materials

Procedures

  1. Discuss with students the idea of getting around a mountain. How could this be done? What would have to be done to the mountain, if anything?
  2. Discuss and write down on chart paper these words: over, around, through, top, bottom, across, up, down and any other directional words which depict spatial concepts and may relate to travel and mountains.
  3. Discuss how these terms relate to people dealing with the mountain in order to get from one place to the next.
  4. Take clay and begin forming a mountain, demonstrating what the class will do in small cooperative groups. Explain to the students that they will explore ways in which to travel, dealing with the terms listed on the chart and their own mountain model.
  5. Have students, in small cooperative groups with clay and utensils, problem solve ways to deal with the mountains according to the spatial concepts listed by each group. Demonstrate one spatial concept in mountain travel to the rest of the class. (Note: Not all spatial concepts listed may be demonstrated.)
  6. Discuss how interventions by people are affecting the mountains. What would have to be done to the mountain? (i.e., making a tunnel; making a spiral road up around the mountain; etc.). What problems might there be in order to go over or through a mountain? To go to the top, across, around, etc.?
  7. Try to elicit as much response and discussion from students as possible. Remember that people also climb mountains. What problems do they have to deal with? (i.e., snow, rocks, animals, etc.)
  8. This activity should help students to understand the different spatial concepts listed above. For further exploration, set up a center for students to work with these concepts on their own. They may also use miniature toy cars and trees to authenticate the look of their mountain. A rebus chart may be created with the terms listed pertaining to a mountain and travel. Put this chart in the center.

Extension

ACTIVITY 21 "She'll Be Coming Around the Mountain" Big Book

Overview

Bringing music to an activity is always a lot of fun. This classic song will make a great big book plus the students can use the knowledge they have from the other activities to improvise.

Materials

Procedures

  1. Teach the class the song, "She'll Be Coming Around the Mountain." This song may be learned over a period of days before actually doing the big book.
  2. When the students know the song, have them think of variations to the song. (i.e., instead of "around the mountain": how about "over the mountain," "through...," "under...," "up...," etc.)
  3. What would it look like for the woman in the story to be traveling in these ways? Would she always be driving six white horses? Have the students come up with other modes of transportation. Write the students' variations on chart paper.
  4. Record other variations to the song. Tell the class they are to change the song and then make a big book. Each verse will be changed but still keep the same basic theme of the mountain and activities.
  5. The class then will cooperatively come up with the changes they most want to have in the big book. This may be difficult for there will be different suggestions. This is where the teacher takes some creative control!
  6. When new lyrics of the song are decided, sing the song to see how everyone likes it.
  7. Separate the class into small cooperative groups and divide the work. The groups are to illustrate their verse of the song. The teacher writes the lyrics.
  8. Bind the book and enjoy.

Extensions

ACTIVITY 22 Wall Mural of Land Features

Overview

In this culminating activity students are to work in small cooperative groups to create a wall mural which represents one of the following regions: mountains, deserts, grasslands, and forests.

Materials

Procedures

  1. Cut four sheets of poster-size butcher paper.
  2. Set up four work areas with construction paper, crayons, glue and scissors.
  3. Review with the students the terms deserts, mountains, forests, and grasslands.
  4. Explain to students they are going to work as a team to create a mural of one of the regions. They are to add anything that could be found in the regions: animals, plants, etc. They may look at the land features books and pictures for ideas.
  5. Divide the class into groups, or let students choose where they would like to work.
  6. Give each group a piece of butcher paper and assign them to a work area.
  7. Students are to use the construction paper to create the pictures. Glue onto butcher paper.
  8. When the murals are finished, have each group share its project.
  9. Label each mural and, if possible, hang the murals all together to form one large mural. Glue a border around each mural so that students see the distinct land regions.

ACTIVITY 23 Gingerbread Landscape

Overview

This activity will involve the students in making a tasty gingerbread landscape of different landforms.

Materials

Procedures

  1. This makes a good culminating activity after students have been exposed to different landforms. Explain to the students they will be making a landscape that they can eat. There shouldn't be much problem gaining enthusiasm for this project. This project may take a couple of days to complete for the gingerbread and saltwater taffy will need to be made. Decide whether the students will be involved in making these items. If so, gather the materials necessary for this. The recipes are not provided here but can easily be found in most general cookbooks.
  2. Discuss with the students what landforms are to be included (i.e., mountains, forests, rivers, deserts, etc.).
  3. Some ideas: mountains may be made with sugar cones, chocolate syrup, and marshmallow cream; rivers from blue saltwater taffy; deserts from gingerbread with sprinkles; forests from green gumdrops; etc. Use imagination and get ideas from the class before starting.
  4. Make this landscape on a large tray. Have students involved as much as possible, most likely in small groups. (Good activity using a parent volunteer.) Remember not to wait too long before consuming the gingerbread landscape. The students probably won't allow this to happen.

ACTIVITY 24 Making a Relief Map of the United States

Overview

Students will use materials such as rocks, sand and twigs to make a physical/relief map of the United States.

Materials

Procedures

  1. Draw and cut out a blank U.S. map approximately 3' x 5'.
  2. Show students a relief map or globe.
  3. Ask if students can find the United States on the map or globe.
  4. Invite students to feel the texture of the map. What do students think the raised areas mean? Why are different colors used on the map? What do the different colors mean?
  5. Show students the teacher-made U.S. map.
  6. Explain to students that they will be working together to make a map of the U.S. that will show where there are mountains, forests, deserts, etc.
  7. Brainstorm with the students different materials that could be used to represent landforms such as mountains, deserts, forests and grasslands: rocks could be used for mountains; tissue paper leaves could be glued on twigs; sand could be glued on for the desert regions and tissue paper could be used for the grasslands.
  8. Small groups of students can take turns adding natural features to the map. Make sure to have a physical and/or relief map in the work area so that students can refer to these maps. The teacher, of course, will have to help with the placement of materials.
  9. The map should remain on a table or on the floor so that students can continue to add additional land features such as rivers, lakes, etc.

ACTIVITY 25 Legend and Symbol Map of United States

Overview

This activity involves orienting and introducing students to a legend and its symbols on a map of the United States. The map will show crops, industry, and resources produced in the United States. The students can then become familiar with the legend symbols and see where in the United States food is produced.

Materials

Procedures

  1. Orient students to where the United States is on the world map and where their home town is within the U.S. This is a difficult concept for the students at this age to understand but exposure will be beneficial to them.
  2. Explain to the students that the United States is a country and that Florida is a state within the country (ask students to try to name some other states as examples). Show the students the transparency on the overhead of the legend/symbol map or the enlarged version.
  3. Ask the students what they see. What do they think the pictures are on the map? This would be a good opportunity to write down their answers on the chalkboard or, if space is available, on the overhead.
  4. Explain to the students that these pictures are symbols of what the United States produces. The pictures (symbols) are placed to show where in the country the crops and animals are raised and where natural resources and other special products are found.
  5. Discuss the symbols and what they actually represent. Show the students the legend containing the symbols and their names. Remind them that this legend is a guide to the map in the same way that their legend was a guide in Activity 5.
  6. Give to each student or small group of students a legend/symbol map of the United States.
  7. Explain that the placement of each symbol represents the place where that product is found, and that more symbols suggests more of a certain type of product. Tell the students that they will find and count each symbol on their maps.
  8. As the students are counting, they may record the number they find next to the picture on the legend or another recording sheet that has been devised.

Extensions

Part of the Geographic Education and Technology Program's collection of lesson plans.