Project GLAD
Landforms of Washington State
Project GLAD
Spokane Public Schools
Landforms of Washington State
Level 4
IDEA PAGES
I.
UNIT THEME/CROSS-CULURAL
Washington State is composed of many different landforms which can be identified by their
physical properties. Views of landform formation vary with culture and are represented in
regional Native American folklore across the state. Scientifically, these landforms have been
shaped, and are constantly changed by weathering and erosion. Plants, animals, and humans
depend on the assorted ecosystems within various landforms across the state.
II.
FOCUS/MOTIVATION
 Cognitive Content Dictionary with Signal Word
 Super Scientist Awards
 Big Book
 Inquiry Chart
 Picture file cards
 Observation Charts
 Prediction/Reaction Guide
 Realia
III.
INPUT
 Graphic Organizer – World Map
 Graphic Organizer – Washington State
 10/2 lecture with primary language
 Pictorial Input - Volcano
 Narrative Input – Apple Sees Washington State
IV.
Guided Oral Practice
 T Graph for Social Skills
 Team Points
 Poetry/Chants
 Mind Map/Process Grid
 Picture File Sort
 Exploration Report
 Personal Interaction
 Guess My Category
 Sentence Patterning Chart
 Team Tasks
V.
Reading and Writing
 Found Poetry
 Poetry Booklet
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Expert Groups
Learning Logs
Writer’s Workshop
Team Tasks
Story Map
Coop Strip Paragraph
Ear to Ear Reading
Listen and Sketch
Focused Reading
Leveled Reading Groups
VI.
CLOSURE
 Process all charts and learning
 Add to Living Wall
 Student Generated Tests
 Portfolios
 Home – School Connection
 Team Presentations
 Student Made Big Books
 Graffiti Wall
 Personal Exploration
 Evaluation of week, Letter Home to Parents
 Learning Logs – on-going assessment logs
VII.
CONCEPTS-SOCIAL STUDIES – Grade 4 Washington State Grade Level Expectations
EALR 2: ECONOMICS
The student applies understanding of economic concepts and systems to analyze decision-making and the
interactions between individuals, households, businesses, governments, and societies.
Component 2.2: Understands how economic systems function.
2.2.1 Understands the basic elements of Washington State’s economic system, including agriculture,
businesses, industry, natural resources, and labor.
Examples:
Compares how the geography, available natural resources, climate, and the available labor force affect the
economic opportunities available in rural and urban Washington State.
Component 2.4: Understands the economic issues and problems that all societies face.
2.4.1 Understands how geography, natural resources, climate, and available labor contribute to the
sustainability of the economy of regions in Washington State.
Examples:
Draws conclusions about how the economy in each region of Washington State could
change as a result of the depletion of natural resources specific to the regions.
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EALR 3: GEOGRAPHY
The student uses a spatial perspective to make reasoned decisions by applying the concepts of location region, and
movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions,
and spatial patterns on the Earth’s surface.
3.1.1 Constructs and uses maps to explain the movement of people.
3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the
Pacific Northwest, including the difference between cities, states, and countries.
Examples:
Explains the differences in the physical characteristics, including landforms, climate, and natural resources,
of the different regions within Washington State.
Component 3.2: Understands human interaction with the environment.
3.2.1 Understands how the environment affects cultural groups and how cultural groups affect the environment.
3.2.3 Understands that the geographic features of the Pacific Northwest have
influenced the movement of people.
Component 3.3: Understands the geographic context of global issues.
3.3.1 – Explains that learning about the geography of Washington State helps us understand cultures from around
the world.
EALR 4: HISTORY
The student understand and applies knowledge of historical thinking, chronology, eras, turning points, major
ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to
evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
4.1.1 Understands and creates timelines to show how historical events are organized
into time periods and eras.
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
4.3.1 Understands that there are multiple perspectives regarding the interpretation of
historical events and creates an historical account using multiple sources.
EALR 5: SOCIAL STUDY SKILLS
The student understands and applies reasoning skills to conduct research deliberate, form, and evaluate positions
through the processes of reading, writing, and communicating.
Component 5.2: Uses inquiry-based research.
5.2.1 Creates and uses a research question to conduct research on an issue or event.
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VIII.
CONCEPTS – SCIENCE – Grade 4-5 Science Standards
EALR 1: SYSTEMS
Big Idea: Systems (SYS)
Core Content: Complex Systems
4-5 SYSB – A system can do things that none of its subsystems can do by themselves
EARL2: INQUIRY
Big Idea: Inquiry (INQ)
Core Content: Planning investigations
4 -5 INQA - Question – Scientific investigations involve asking ans answering questions and comparing the
answers with evidence from the real world.
4-5 INQB – Investigate – Scientists plan and conduct different kinds of investigation depending on the
questions they are trying to answer.
4-5 INQD – Investigate – Investigation involve systematic collection and recording of relevant observations
and data.
4-5 INQF- Models – A scientific model is a simplified representation of an object, event, system, or process
created to understand some aspect of the natural world. When learning from a model, it is important to realize
that the model is not exactly the same as the thing being modeled.
4-5 INQG – Explain – Scientific explanations emphasize evidence, have logically consistent argument, and
use known scientific principles, models, and theories.
4-5 INQH – Communicate – Scientists communicate the results of their investigation verbally and in writing.
They review and ask questions about the results of other scientists’ work.
4-5 INQI – Intellectual Honesty – Scientists report the results of their investigations honestly, even when
those results show their predictions were wrong or when they cannot explain the results.
EARL 3: APPLICATION
Big Idea: Application (APP)
Core Content: Different Technologies
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4-5 APPE – Possible solutions should be tested to see if they solve the problem. Building a model or prototype
is one way to test a possible solution.
EARL 4: EARTH AND SPACE SCIENCE
Big Idea: Earth Systems, structures, and Processes (ES2)
Core Content: Formation of Earth Materials
4--5 ES2A – Earth materials include solid rocks and soil, water, and gases of the atmosphere. Materials have
different physical and chemical properties which make them useful in different ways. Earth materials provide
many of the resources that humans use.
4-5 ES2B – Weathering is the breaking down of rock into pebbles and sand caused by physical processes such
as heating, cooling, and pressure, and chemical processes such as acid rain.
4-5 ES2C – Erosion is the movement of earth materials by processes such as wind, water, ice, and gravity.
4-5 ES2D – Soils are formed by weathering and erosion, decay of plant matter, settling of volcanic ash,
transport by rain through streams and rivers and deposition of sediments in valleys, riverbeds, and lakes.
4-5 ES2E – Soils are often found in layers, with each layers having a different chemical composition and
different physical properties.
4-5 ES2F – Erosion plays an important role in the formation of soil, but too much erosion can wash away
fertile soil from ecosystems and farms.
EARL 4: EARTH AND SPACE SCIENCE
Big Idea: Earth History (ES3)
Core Content: Focus on Fossils
4-5 ES3A – Different kinds of events caused the formation of different kinds of fossils.
EARL 4: LIFE SCIENCE
Big Idea: Structures and Functions of Living Organisms (LS1)
Core Content: Structures and Behaviors
4-5 LS1C – Certain structures and behaviors enable plants and animals to respond to changes in their
environment.
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EARL4: LIFE SCIENCE
Big Idea: Ecosystems (LS2)
Core Content: Food Webs
4-5 LS2D – Ecosystems can change slowly or rapidly. Big changes over a short period of time can have a
major impact on the ecosystem and the populations of plants and animals living there.
4-5 LS2E – All plants and animals change the ecosystem where they live. If this change reduces another
organism’s access to resources, that organism may move to another location or die.
EARL4: LIFE SCIENCE
Big Idea: Biological Evolution (LS3)
Core Content: Heredity and Adaptation
4-5 LS3A – In any ecosystem, some populations of organisms thrive and grow, some decline, and others do not
survive at all.
4-5 LS3C – Some characteristics and behaviors result from an individuals plant’s or animal’s interactions with
the environment and are not passed from one generation to the next by heredity.
VII.
MATH
 Classification of objects
 Modeling numbers with visual representations
 Ordering numbers
 Comparing numbers and concepts (length, etc.)
 Measuring
 Recording data
 Choosing appropriate strategy to solve a problem
 Scientific thinking processes: observing, communicating, relating, inferring, applying
 Participation and study skills
VIII. VOCABULARY
alluvial fan
basin
beach
boundary
canyon
channel
erosion
flash flood
flood
flood plain
gorge
gravity
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
peninsula
plain
plateau
properties
pyroclastic
ravine
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cliff
crystal
dam
delta
deposit
deposition
downhill
drainage basin
dune
erode
flow
geology
IX.
island
levee
lowlands
materials
meander
minerals
mountains
particle
gorge
gravity
rain forest
range
region
ravine
sediment
slope
sound
stream table
topographic
valley
velocity
volcano
weathering
RESOURCES AND MATERIALS
Student Books
Anderson, Sheila; Coasts, 2007
Anderson, Sheila; Islands, 2007
Anderson, Sheila; Mountains, 2007
Anderson, Sheila; Plateaus, 2007
Anderson, Sheila; Valleys, 2007
Arqueta, Manlio; Magic Dogs of the Volcanoes/Los Perros Magicos de los Volcanos; Children’s
Book Press,1997
Barr, Linda; Volcano, When a Mountain Explodes
Berger, Melvin and Gilda; Why do Volcanoes low Their Tops?: Questions and Answers About
Volcanoes and Earthquakes, Scholastic, New York, NY, 1999
Bernay, Emma, Valleys 2008
Caplan, Jeremy; Volcanoes; Harper Collins, New York, NY. 2006
Cosgrove, Stephen, Wheedle on the Needle, Sasquatch books, Seattle, 2009
Coupe, Robert; Volcanoes; Weldon Owen, Sydney, Australia, 2008
Easterbrook, Don; Landforms of Washington; the Geologic Environment, Bellingham, WA 1970
Eder, Oyawin; The Makah
Evans, Mary; Landforms; Newbridge, New York, NY 2001
Gieseke, Fran; Mt. St. Helens and the Secret of the Bar-Roo Forest, AuthorHouse, 2004
Green, Jen; Mount St. Helens, Gareth Stevens Pub. Milwaukee, Wis 2005
Halpern, Monica; Volcanoes
Herman, Gail; The Magic School bus Blows Its Top, Scholastic, 1996
Kalman, Bobbie; Introducing Landforms (Looking at Earth) 2008
Kamma, Anne; If you Lived With the Indians of the Northwest Coast, Scholastic, 2002
Lauber, Patricia; The Volcano: The Eruption and Healing of Mt St. Helens, Bradbury Press, New
York, NY 1986
McFalrane, Sheryl; Jessie’s Island, Orca Press, 2002
McHugh, Erin; State Shapes: Washington, Black Dog & Leventhal, 2008
Meeker, Clare Hodgson; Lootas, Little Wave Eater: An Orphaned Sea Otter’s Story, Sasquatch
Books, Seattle, 1999
Mitten, Ellen; Looking at Landforms (Little World Geography) 2009
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Morris, Neil; Volcanoes, Crabtree Pub, New York, NY 1996
Nadeau, Isaac; Canyons, Rosen Pub, New York, NY, 2006
Nadeau, Isaac; Islands, Rosen Pub, New York, NY, 206
Nelson, Sharlene and Ted; Mount St. Helens National Volcanic Monument, Children’s Press, New
York, NY, 1997
O’Mara, Anna; Oceans, Bridgestone Books, Mankato, MN 1996
Phelan, Glen; Volcanoes and Earthquakes, A Moving Crust; Millmark, Bethesda, MD. 2008
Rissman, Rebecca; What is a Landform? 2009
Royston, Angela; My World of Geography, Coasts; Heinemann, Chicago, Ill. 2005
Royston, Angela; My World of Geography, Islands; Heinemann, Chicago, Ill. 2005
Royston, Angela; My World of Geography, Lakes; Heinemann, Chicago, Ill. 2005
Royston, Angela; My World of Geography, Mountains; Heinemann, Chicago, Ill. 2005
Royston, Angela; My World of Geography, Oceans; Heinemann, Chicago, Ill. 2005
Royston, Angela; My World of Geography, Rivers; Heinemann, Chicago, Ill. 2005
Schreiber, Anne; Volcanoes; Scholastic, New York, NY, 2008
Sepehri, Sandy; Continents, 2010
Skewes, John; Larry Gets Lost in Seattle, Sasquatch Books, Seattle, 2007
Smith, Roland; E is for Evergreen: A Washington State Alphabet, Sleeping Bear Press, 2004
Steele, Phillip, Islands; Carolrhoda Books, Minneapolis, MN 1996
Stein, Conrad; Seattle
Van Gorp, Lynn; Investigating Landforms; Earth and Space Science, 2008
Walker, Sally; Volcanoes: Earth’s Inner Fire, Carolrhoda Books, Minneapolis, MN 1994
Webster, Christine; Plains
Webster, Christine; Valleys
Wenatchee High School; W is for Washington: Written by Kids for Kids, West Winds Press, 2008
Wood, Lily; Volcanoes; Scholastic, New York, NY, 2000
Wright-Frierson; A North American Rain Forest Scrapbook, Turtleback Books, 2008
Wyckoff, Jerome; Reading the Earth; Landforms in the Making, 2003
Teacher
Nagel, Rob; UXL Ecyclopedia of Landforms and Other Geologic Features
Prosser, Robert, Landmark Geography – Landform Systems
Van Gorp, Lynn; Landforms
Wyckoff, Jerome; Reading the Earth: Landforms in the Making
Map Skills; Creative Publications
Down to Earth Geography Grade 4, Creative Publications
District Resources
Foss Kit – Landforms
http://www.fossweb.com/modules3-6/Landforms/index.html - Foss Landforms Website
Technology
Landform games and activities http://geography.mrdonn.org/landforms.html
State of Washington State www.access.wa.gov
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Washington States Legislature for Kids www.leg.wa.gov/legislature/StudentsPage
Washington State Tourism www.experiencewashington.com
Spokane Tribe www.spokanetribe.com
Eldrbarry’s Raven Tales http://www.eldrbarry.net/rabb/rvn/rvn.htm
Washington Landforms www.worldatlas.com/webimage/countrys/...
Association Of American State Geologists (student and teacher resource)
http://www.stategeologists.org/
Cascades Volcanoes Images (student and teacher resource)
http://vulcan.wr.usgs.gov/Photo/Volcanoes/framework.html
Color Landform Atlas of the United States (student and teacher resource)
http://fermi.jhuapl.edu/states/states.html
Earth Explorer (student and teacher resource) http://edcsns17.cr.usgs.gov/EarthExplorer/
Earthquakes for Kids (student resource) http://earthquakes.usgs.gov/learning/kids.php
Get Lost: The Compass Game (student and teacher resource)
http://www.pbs.org/wgbh/nova/everest/earth/lost.html
Google Earth (student and teacher resource) http://earth.google.com/
The National Map Viewer (teacher resource) http://nmviewogc.cr.usgs.gov/viewer.htm
TerraWeb for Kids: U.S. Geological Survey (student resource)
http://TerraWeb.wr.usgs.gov/TRS/kids/
U.S. National Parks Page (student and teacher resource) http://www.us-national-parks.net/
Virtual Field Trips (teacher resource) http://www.desertusa.com/qtvr/du_qtvr.html
VolcanoWorld (student and teacher resource) http://volcano.oregonstate.edu/
Videos
Geology: Why Bother?
Author: --- - Length: 26
Level: 5-12 - Publisher: --- - Year: 2003 - ISBN: --Description: Geology - Why Bother? Because geology is more than just pretty rocks! This video will interest
students in geology and other earth sciences and encourage career choices in earth science. This nontechnical video or DVD shows why a basic knowledge of geology is important in everyday, contemporary
life. Available at Why Bother Films.
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Landforms of Washington State
Project GLAD
Spokane Public Schools
Landforms of Washington State
Level 4
UNIT PLANNING PAGES
I.
FOCUS/MOTIVATION
 Super Scientist Awards
 Cognitive Content Dictionary
 Observation Charts
 Inquiry Chart
 Picture File Cards
 Big Book – Native American Legends About Washington State
 Prediction/Reaction Guide
 Realia
II.
INPUT
 Graphic Organizer – World Map
 10/2 lecture with primary language
 Graphic Organizer – Washington State
 Pictorial Input – Volcano
 Narrative Input – Apple Sees Washington State
III.
GUIDED ORAL PRACTICE
 Heads Together
 T-Graph for Social Skills with Team Evaluation
 Team Points
 Poetry/Chants
 Mind Map / Process Grid
 Picture File Cards
 Exploration Report
 Personal interaction
 Guess My Category
 Sentence Patterning Chart
-Reading Game
-Trading Game
-Flipchant
 Team Tasks
IV.
READING/WRITING
 Found Poetry
 Poetry Booklet
 Big Books
 Expert Groups
 Learning Logs
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Writer’s Workshop
Team Tasks
Story Map
Coop Strip Paragraph (Read, Revise, Edit)
Ear to Ear Reading
Listen/Sketch
Focused Reading
Leveled Reading Groups
-Coop Strip Paragraph (Struggling Readers)
-ELD Group Frame (Narrative Input Retell)
-Clunkers and Links (At or Above Grade Level Readers)
V.
REINFORCEMENT/EXTENTION ACTIVITIES
 Highlighting and Sketching on Chants
 Guest Speaker
 Video/DVD
 Chant/Poetry Writing
 Art Activities (posters, dioramas)
 Nature Walk
 Songs/Music/Movement
 Role Playing
 Independent Research Projects
VI.
CLOSURE/EVALUATION
 Student Generated Tests
 Student-Made Big Book
 Portfolios
 Home School Connection – Daily Closure
 Revisit the Inquiry Chart
 Team presentations
 Graffiti Wall
 Letter home
 Assessment
-Independent Writing to Prompt
-District mandated summative assessment
-Student portfolio
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Spokane Public Schools, Project GLAD (2010-2011)
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Landforms of Washington State
Project GLAD
Spokane Public Schools
Landforms of Washington State
Level 4
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
 Three Standards / Awards
 Numbered Heads
 Super Scientist Awards
 Cognitive Content Dictionary with Signal Word - Pyroclastic
 Observation Charts
 Inquiry Charts
 Big Book- Native American Legends About Washington State
 Portfolios
INPUT
 Graphic Organizer - World Map
 ELD Review
 10-2 interactions – primary language encouraged
 Learning logs
 Chants-Landforms here, Landforms There
 Graphic Organizer – Washington State Landforms
 ELD Review
 10-2 interactions – primary language encouraged
 Learning logs
GUIDED ORAL PRACTICE
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T-Graph for Social Skills – Cooperation
Picture File Sort – list, group, label
Exploration Report
READING/WRITING
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Interactive Journals
Writer’s Workshop
 Mini-lesson
 Write
 Author’s Chair
 Publish
CLOSURE
 Home/School Connection
 Process Inquiry Chart
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Landforms of Washington State
Project GLAD
Spokane Public Schools
Landforms of Washington State
Level 4
SAMPLE DAILY LESSON PLAN
Day 2
FOCUS/MOTIVATION
 Three Standards / Awards
 Cognitive Content Dictionary with Signal Word
 Home/School Connection-Process
 Review input with smart cards
 Process Chant – highlight, sketch, add picture file cards
INPUT
 Pictorial Input-Volcano
 Learning Logs
 ELD Review
 10/2 lecture with Primary Language
 Narrative Input-Apple Sees Washington State
GUIDED ORAL PRACTICE
 Chants/Poetry
READING/WRITING
 Team Tasks
 Expert Groups
 Writer’s Workshop
 Mini-lesson
 Write
 Author’s Chair
 Publish
CLOSURE
 Read Aloud Big Book – Native American Legends About Washington State
 Home/School Connection
 Process Inquiry Chart
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Spokane Public Schools, Project GLAD (2010-2011)
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Landforms of Washington State
Project GLAD
Spokane Public Schools
Landforms of Washington State
Level 4
SAMPLE DAILY LESSON PLAN
Day 3
FOCUS/MOTIVATION
 Three Standards / Awards
 Cognitive Content Dictionary with Signal Word
 Home/School Connection-Process
 Process Chant - highlight, sketch, add picture file cards
 Review input with smart cards
 Review narrative with word cards, conversation bubbles
GUIDED ORAL PRACTICE
 Chants / Poetry
 Sentence Patterning Chart: volcanos
- Reading game
-Trading game
-Flipchant
 Expert Groups
 Team Tasks
 Review T-graph
 Oral Team Evaluation
 Mind Map
 Process Grid
READING/WRITING
 Co-op Strip Paragraph
 Revise, Edit Co-op Strip Paragraph
CLOSURE
 Interactive Journals
 Home/School Connection
 Process Inquiry Chart
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Landforms of Washington State
Project GLAD
Spokane Public Schools
Landforms of Washington State
Level 4
SAMPLE DAILY LESSON PLAN
Day 4
FOCUS/MOTIVATION
 Three Standards / Awards
 Cognitive Content Dictionary with Signal Word-student selected vocabulary
 Home/School Connection-Process
 Read Aloud
 Process Chants – highlight, sketch, add picture file cards
GUIDED ORAL PRACTICE
 Chants
 Guess my category (landforms)
READING/WRITING
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Story Map from Apple Sees Washington State
Reading Groups
-Clunkers and Links (At or above grade level readers)
- ELD Group Frame
Team Tasks
 Team oral evaluations
Found Poetry
Read the walls with personal Cognitive Content Dictionary – Focused Reading
Listen and Sketch
CLOSURE
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
Process Inquiry Chart
Interactive Writing
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Spokane Public Schools, Project GLAD (2010-2011)
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Project GLAD
Landforms of Washington State
Project GLAD
Spokane Public Schools
Landforms of Washington State
Level 4
SAMPLE DAILY LESSON PLAN
Day 5
FOCUS/MOTIVATION
 Three Standards / Awards
 Cognitive Content Dictionary with Signal Word-students choose from living wall
 Re-read big book – Native American Legends About Washington State
 Process Chants – highlight, sketch, add picture file cards
READING/WRITING
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Reading Groups
-Struggling / Emergent Readers with Coop Strip Paragraph
Team Tasks
 Process T-graph
 Written Evaluation
 Team Presentations
Ear-to-Ear Reading of Poetry Booklet
Listen and Sketch
CLOSURE
 Jeopardy
 Graffiti Wall
 Student’s Reflect-What helped me learn?
 Student made tests
 Process Inquiry Chart
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Landforms of Washington State
Landforms of Washington State
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Landforms of Washington State
Landforms Here, Landforms There
By Becky Madden & Jaki Shrauger
Landforms here, landforms there,
Landforms, landforms everywhere!
Jagged mountains towering majestically,
Rushing rivers winding quickly,
Isolated islands emerging slowly,
And unstable volcanoes erupting violently.
Mountains in the clouds,
Rivers around the landscape,
Islands throughout the Sound,
And plateaus across the Palouse.
Landforms here, landforms there,
Landforms, landforms everywhere,
LANDFORMS! LANDFORMS! LANDFORMS!
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Landforms of Washington State
Washington Landforms Bugaloo
Adapted by Becky Madden & Jaki Shrauger
I’m a Washingtonian and I’m here to say,
I travel past unique landforms almost everyday.
Sometimes I walk, sometimes I drive a car.
As long as I go from near to far.
Valleys, mountains, deltas too.
Doing the Washington landforms BUGALOO!
Mt. St. Helens lying dormant for years,
Woke up one day arousing people’s fears.
Volcanic ash blew near and far,
There was so much you couldn’t drive a car.
Plateaus, volcanoes, islands too.
Doing the Washington landforms BUGALOO!
The Columbia River begins in Canadian mountains high,
With help from dams it generates electricity by and by.
It winds through our state from east to west.
Washingtonians claim it is the BEST!
Rivers, valleys, peninsulas too.
Doing the Washington landforms BUGALOO!
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Landforms of Washington State
Washington’s First Rate Rap
Adapted by Becky Madden
Cascade Mountains topped with snow
Tower over valleys down below.
Part of the Pacific Ring of Fire
Sleeping volcanoes wait to demonstrate their ire.
The Columbia plateau occupies one-third of our state
Ancient lava flows formed the region at a slow rate
Large dry canyons, sagebrush flats, and hot sun
You’ll find irrigated vegetation or none.
Don’t forget the San Juan Island Chain
Originally discovered by an explorer from Spain
Islanders find whale watching a favorite past time
The hilly countryside provides opportunities to climb.
In the Olympic Peninsula it rains all year
More than 150 inches, oh dear!
Here people fish from the ocean near
And chop down lumber with no fear.
These are landforms of our state
We think Washington’s First Rate.
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YES, MA’AM
By Melissa Pearcy
Is this a strato volcano?
Is this a strato volcano?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, ma’am
Yes, ma’am
Layers of rock and magma
Violent eruptions
Mt. St. Helens, Mt Hood
Mt Rainier, Mt Shasta
Is this a shield volcano?
Is this a shield volcano?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, ma’am
Yes, ma’am
Formed on ocean plates
Lava flowing out of a vent
Mostly in the Hawaiian Islands
Mt.Kilauea , Mauna Loa
Is this a cinder cone?
Is this a cinder cone?
How do you know?
How do you know?
Give me some examples.
Give me some examples.
Yes, ma’am
Yes, ma’am
Can grow quickly
Built around lava vents
Paricutín in Mexico
Cerro Negro in Nicaragua
Are you through?
Did you tell me the truth?
What did you chant?
Yes, ma’am
Yes, ma’am
Volcanoes!
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Earth Materials? Yes Ma’am!
by Melissa Pearcy
Is this a rock ?
Is this a rock?
Well, how do you know?
Well, how do you know?
Where do you find it?
Where do you find it?
Yes, ma’am!
Yes, ma’am!
Mineral and chemical composition
Texture and hardness
Beaches, sand dunes and deserts
Mountain streams and city roads
Is this a mineral?
Is this a mineral?
Well, how do you know?
Well, how do you know?
Where do you find it?
Where do you find it?
Yes, ma’am!
Yes, ma’am!
Naturally occurring substance
Hardness according to Mohl’s scale
Toothpaste, chalk, and salt
Chocolate, green beans and eggs
Is this soil?
Is this soil?
Well, how do you know?
Well, how do you know?
Where do you find it?
Where do you find it?
Yes, ma’am!
Yes, ma’am!
Mixture of rocks and minerals
Erosion and weathering
On the trail, or in a garden
Under grass, and in a pile
Is this water?
Is this water?
Well, how do you know?
Well, how do you know?
Where do you find it?
Where do you find it?
Yes, ma’am!
Yes, ma’am!
Liquid, h2o
Stagnant, or rushing
71% of the Earth’s surface
Lakes, rivers, and oceans
Are all of these earth materials?
Are all of these earth materials?
Well, how do you know?
Well, how do you know?
Yes, ma’am!
Yes, ma’am!
Naturally occur from the Earth
Naturally occur from the Earth
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Earth Materials BUGALOO
by Melissa Pearcy
I am a geologist and I’m here to say,
I study landforms all over the state,
Sometimes I see coulees or hear a river rushing by,
Thinking about layers of rock, I won’t lie.
Igneous, Sedimentary, Metamorphic too
Doing the Landforms BUGALOO!
I observe volcanoes and mountains all around,
Mt. St. Helens, Mt. Spokane are easily found,
I stand on different layers of rock all day long
Igneous rock meets heat, I know I’m not wrong.
Igneous, Sedimentary, Metamorphic too
Doing the Landforms BUGALOO!
I observe metamorphic rock under pressure to form,
Through physical and chemical changes it is born,
I collect examples of gnesis, marble and slate
I research many more so I am never out of date.
Igneous, sedimentary, metamorphic too.
Doing the Landforms BUGALOO!
Sedimentary rocks just lying in a river bed,
Erosion and weathering going in to my head
I accurately record my geological observations
To share with geologists in a rockin’ celebration!
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Landforms Cadence
Adapted by Becky Madden
We just know what we’ve been told.
Washington’s worth its weight in gold.
Unique Landforms from east to west,
Make our state the absolute best.
Sound Off … Washington
Sound Off … Landforms
Sound Off … 1 – 2 – 3 – 4 We’re the best!
Plateaus, Gorges, Lakes and Rivers too,
Mountains and Volcanoes to name a few,
Islands and lowlands along our shore,
Peninsulas and deltas who could ask for more?
Sound Off … Washington
Sound Off … Landforms
Sound Off … 1 – 2 – 3 – 4 We’re the best!
No matter where I travel across the state,
Farmlands, forests and cities are first rate.
I’m excited to call it home.
Never far do I want to roam.
Sound Off … Washington
Sound Off … Landforms
Sound Off … 1 – 2 – 3 – 4 We’re the best!
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Volcano Pictorial Input
Region/Climate
Washington State has five active volcanoes, all located in the Cascade mountain range, which
runs along the northern Pacific coast. Mount Rainier is the highest at 14,410 feet, followed in order
of elevation by Mount Adams, Mount Baker, Glacier Peak and the lowest, Mount St. Helens, at
8,364 feet. The Cascade Volcanoes are part of the Pacific Ring of Fire, the ring of volcanoes and
associated mountains around the Pacific Ocean. All active volcanoes in Washington are composite
volcanoes. Summers are cool and comparatively dry and winters are mild, wet and cloudy.
The process forming this landform
A volcano is formed when plates hit each other causing one of the plates to go under the other.
This is when the earth heats and melts the underground rock into magma and gases. This can
happen as deep as 100 miles below the earth. Magma settles in pools or chambers near the
earth’s surface. Geologists distinguish composite volcanoes from other types of volcanoes by their
layered structure, steep slopes and core craters.
Characteristics
A volcano is an opening in the ground that spits out hot gases, rock and lava. Eruption can be so
bad it can blow the top off mountains. Active volcanoes in Washington have features and
characteristics common to all composite volcanoes. They are formed from layers of rock and lava,
and are usually large. They are conically shaped and can have one or more summits. A common
characteristic of composite volcanoes is their explosive eruptions. Unlike other volcanoes that vent
their lava more often, thick magma and accompanying noxious gases push upward in composite
volcanoes and get trapped for longer periods of time in the core vent, building up pressure to an
eventual catastrophic explosion.
Interesting Facts
The volcanoes and mountains of the Cascade Mountain Range provide homes to many different
types of wildlife. Many flora (flowers) or fauna( animals) flourish in the lower ranges. Deer, rare
gray wolves, grizzly bears and even banana slugs call the Cascades home. The Western slopes of
the Cascades are in a rainshadow. The Cascades high elevation causes a rainshadow, preventing
rain clouds to pass. The western slopes are densely covered with Douglas-fir, Western Hemlock
and Red alder, while the drier eastern slopes are mostly Ponderosa Pine, with Western Larch at
higher elevations. The volcanic ash makes the soil very fertile with minerals which help produce
crops.
Human Impact
Humans have impacted the Cascade region in positive and negative ways. In May 1980 Mt St
Helens erupted creating a massive explosion that destroyed the forest and land around it. It killed
many trees, animals and fish in the area. The soil from the volcanic eruption however, is rich in
minerals which helped the soil in surrounding areas more fertile. This fertile soil helps to grow
crops that we can eat.
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Narrative Input
Adapted by Melissa Pearcy and
Becky Madden
From Tulip Sees America by
Cynthia Rylant
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When I was a boy,
I didn’t see much of Washington.
My parents were homebodies,
So I stayed home.
But when I grew up,
I knew I was different.
I wanted to see Washington.
#1
#2
#3
So I bought a red ten speed bicycle and I packed
a saddle bag of clothes, a saddle bag of food, and my dog, Apple.
We left Spokane
and started our journey across Washington State.
This is what we saw:
#4
The farms in Columbia Plateau.
Rich, rich, rolling hills
And black ancient volcanic soil all around.
There is no plateau like the Columbia Plateau.
I rode my bicycle across the Columbia Plateau
A plateau is an elevated piece of land.
The Columbia Plateau was formed when lava flowed slowly
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over the landscape for millions of years.
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#5
The skies in the Columbia Gorge
A large barge feels even smaller,
As it chugs beneath them.
There is no gorge like the Columbia
#6
So, I loaded my bicycle aboard a barge
And traveled down the Columbia River
A gorge is a deep canyon with steep, narrow walls.
The Columbia Gorge was formed when erosion left the volcanic rock
exposed.
#7
The peaks around Mount St Helens
The huge, majestic dome
The major eruption of 1980
There are no volcanoes like Washington’s
#8
So, I loaded my bicycle on a passenger train
And traveled through the Cascades
A volcano is an opening in the ground that spits out hot gases, rock,
and lava.
Mount St. Helens was formed when layers of molten rock deep
within the earth erupted, cooled, and piled upon the surface.
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#9
The islands of the Puget Sound
Patches of habitat, green and lush.
Bald eagles hunting and soaring above
There are no islands like those of Puget Sound.
#10
So, I loaded my bicycle on a ferry
And traveled among the San Juan Islands
An island is a land mass completely surrounded by water.
The San Juan Islands were formed when volcanic activity pushed
land up above the water’s surface.
#11
The Pacific Ocean around the Olympic Peninsula
Crystal blue expanding for miles
Whales breaching while singing to their young
There are no beaches like those on the Olympic Peninsula
#12
So, I loaded my bicycle on a helicopter
And flew over the Olympic Peninsula
A Peninsula is a land mass surrounded by water on three sides of it.
The Olympic Peninsula was formed when two plates collided with one
being pushed downward.
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#13
I landed on a high cliff
And saw water below as far as I could see
I felt like the earth had dropped away.
When we made it to the beach
Apple could not stop running.
I think he is an ocean dog.
#14
Now we have found a new home.
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Narrative Input Background
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Big Book
Native American Legends about
Washington State Landforms
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Page 1
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
The Yakima Tribe tells this tale about the Columbia Plateau.
 In the beginning, the world was all water. Whee-me-meow-ah, the
Great Chief, lived up in the sky all alone. When he decided to make
the world, he went down to the shallow places in the water and began
to throw up great handfuls of mud that became land. He piled some
mud so high that it froze hard and made the mountains.
 With a ball of mud, he made man and told him to take fish from the
waters and deer from the forests. When man became lonely, the
Great Chief made a woman and taught her how to collect food, to
cook, sew and to make baskets.
 But in spite of all the things Great Chief did for them, the new people
quarreled. They bickered so much, Mother Earth was angry. In her
anger she shook the mountains so hard that those hanging over the
narrow part of the Big River fell down. Rocks, falling into the water,
dammed the streams, made rapids, and created waterfalls. Many
people and animals were killed and buried under rocks and mountains.
One day the Great Chief overturned the mountains and rocks
creating the Columbia Plateau.
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
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Page 2
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
The Spokane Tribe shares this tale about the Spokane River.
 Ages ago, people all over the land lived in fear of a monstrous dragon
that had fetid, or stinking and reeking breath. He also had claws
that could uproot the largest of pine trees. One summer day, an
Indian girl was gathering berries and discovered the dragon sleeping
on a hillside near what is now the mouth of the Spokane River.
Slipping away quietly, she ran to her village and told everyone about
her astonishing vision of the dragon.
 Instantly, the chief assembled his warriors with all their weapons and
ropes. They snuck up on the dragon and bound him to all nearby trees
and rocks. Once securely tied, the tribe climbed on the drowsy
creature and attacked him with all the implements of war.
 The dragon woke up, and with one mighty lunge broke all of his bonds
and vanished like the wind. As he disappeared he tore a deep path to
Lake Coeur d’Alene. Imprisoned waters rolled down the gorge which
was created. Ever since, waters of eastern Washington have traveled
this path to the sea; from Lake Coeur d’Alene to the Spokane River,
to the mighty Columbia River, and finally to the Pacific Ocean.
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
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Page 3
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
The Samish people share a story about the San Juan Islands called, “The Woman Who
Married the Sea.”
 There was once a young woman who loved swimming the waters of the Sound.
She loved the feel of rushing water against her dark hair floating behind her.
The Sea saw her swimming and fell in love with her. One day, while digging for
clams she heard a deep low voice, “You are beautiful. You have seen many sea
creatures above the water, but have you seen a kelp forest which grows up from
the bottom of the sea. As it gets to the surface of the water, it branches out
just like the branches of trees in a forest.”
 After talking together for four days, the Sea asked the girl’s father if he could
marry her. When the father said, “No,” the Sea got mad and replied, “Then
your people will die because I will not feed them.” Soon, no one had anything to
eat; no salmon, no clams, no food from the waters.
 The girl pleaded with her father to let her marry the Sea. He finally agreed
and they were married. The next day the sea was full of food again and to this
day, it has always been full. Today, on Rosaria Beach on Orcas Island, there is a
23 foot red cedar totem pole that is carved on two sides. Facing land is the
young woman with her long hair and her dress, holding a salmon. But, the side
facing the sea, has clams and sea life covering her dress. Her hair is made of
kelp with the smallest of sea creatures hiding in its strands. She, too, is holding
a salmon.
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
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Page 4
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
The Quillayute Tribe tells this tale about the Olympic Peninsula.
 Long ago there was a great time of storms in the land of Quillayute. Rain,
hail, sleet, and snow fell on land for days and days. The Quillayute were
driven from their coast villages to the great prairie, where they were
unable to provide for their tribe.
 At last, the Great Chief called a meeting of his people. “We will call upon
the Great Spirit for help. If no one comes then we will know it is His will
that we perish. If we perish, then we will die bravely as our ancestors.”
Suddenly, from the silence and darkness came the whirring sound of giant
wings beating. People saw a huge bird whose wings were twice as long as a
war canoe. It had a huge, curving beak and its eyes glowed like fire. They
called this animal Thunderbird. In its great talons it held a living, giant
whale.
 Watching in silence Thunderbird carefully lowered the whale to the
ground. It then flew high into the sky and went back to its home of
thunder and lightning. Thunderbird and the giant whale saved the
Quillayute from dying. The people knew that the Great Spirit had heard
their prayer. Even today, the Quillayute never forget that Thunderbird’s
visit ended their long days of hunger and death.
Just thought you’d want to know!
Native Americans in Washington State have many different
legends about landforms.
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Page 5
Just thought you’d want to know!
Native Americans in Washington State have many different legends
about landforms.
The Klickitat Tribe share this tale about Mt. St. Helens.
 The chief of all gods had two sons, Pahto and Wy’east, who were in search
of a place to live. In their search, they came across a piece of land, now
called the Dalles. They thought it was the most beautiful place they had
ever seen. The sons quarreled over the land, so their father shot two
arrows from his mighty bow. One went north which Pahto followed and one
traveled south which Wy’east followed. The chief of all gods then built a
bridge of stone connecting the two areas so that his family could meet
occasionally. Once called the “the Great Cross Over,” it is now called the
Bridge of the Gods.
 Both brothers then fell in love with a beautiful maiden named Loowit. They
fought over her, burying villages and forests until the area was devastated
and the earth shook so violently that the bridge fell into a river, creating
the cascades of the Columbia River Gorge.
 The chief was so angry he punished the brothers by turning them into
mountains. Wy’east, with his head lifted in pride, became the volcano
known as Mt. Hood. Pahto, his brother, with his head bent toward his
fallen love, became Mt. Adams. Finally, Loowit, the maiden, became Mt. St.
Helens, known to the Klickitats as Lourwala-Clough, which means “smoking
or fire mountain” in their language.
Just thought you’d want to know!
Native Americans in Washington State have many different legends
about landforms.
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Gorge
Region/Climate
The Columbia River Gorge is located in the south, central part of Washington State along the
Columbia River. The western side has moderate temperatures, compared to the eastern side
which is much more arid and dry.
The process forming this landform
The Columbia River slowly eroded (changed) the land creating a gorge. During the Ice Age, the
Missoula Floods cut many steep walls that still exist today. Most of the gorge was formed by a
process of lont-time erosion from a plateau level.
Characteristics
The Columbia River Gorge is 80 miles long and can be up to 4,000 feet deep with winds up to 35
mph (miles per hour). The Gorge is a river canyon cutting the only sea-level route trough the
Cascade Mountain Range.
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Gorge (Continued)
Interesting Facts
Sagebrush grows in the lower elevation while various types of pine trees grow in higher elevations.
The Gorge is habitat to many type of animals and birds as well as the western rattlesnake.
Human Impact
More than half of the original vegetation has been eliminated by grazing and farming. Due to the
Columbia River’s many dam’s salmon and steelhead populations have decreased or dropped. The
Grand Coulee Dam provides hydroelectricity for the Northwest. In order for the Grand Coulee to
be built many animal habitats were destroyed.
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Puget Sound Islands
Region/Climate
The Puget Sound is located in the north western area of Washington State. San Juan Islands,
about 740 islands lie in the Puget Sound. Summer typically includes sunny skies, calm winds, and
moderate temperatures, while winters in the San Juans are relatively mild. Water surrounding the
San Juan islands keep temperatures well above freezing most of the time.
The process forming this landform
The Puget Sound includes islands called archipelgo. Archipelagos are formed through volcanic
activity combined with tectonic movement such as underwater volcanoes, or hot spots allowing
magma to seep out. As more and more magma is released, rock formations eventually peak out
over the surface, creating an island.
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Puget Sound Islands (con)
Characteristics
This area is 175 square miles of land (29%) and 446 square miles of water. (71%) The four main
islands are San Juan Island, Lopez Island, Shaw Island, and Orcas Island. However, 15 islands
are accessible by public ferry. Orcas Island has the tallest peak of any San Juan island, Mt
Constitution hovering at 2,407 feet above sea level.
Interesting Facts
The San Juan islands supports a coastal ecosystem which includes a temperate rain forest, and
shrubs. Lodgepole pine, and Douglas Fir trees are a few of the larger forest species. The shores
of the San Juans are known for the red barked shrubs called Manzanita.
Human Impact
Since the Pudget Sound has many islands, people use a ferry system to travel from island to
island. These boats pollute the water which affects the sounds wildlife.
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Olympic Peninsula
Region/Climate
The Olympic Peninsula is located on the western most side of Washington State. The Western
side is known for its temperate rain forests. The south west portion is the wettest with the driest
area in the north eastern corner. Rain fall has been recorded as low as 15 inches and as high as
180 inches.
The process forming this landform
The Olympic Peninsula is a new addition to the west coast of North America, with oldest rocks
dating back only about 50 million years. Juan De Fuca’s plate began to collide with the North
American continental pushing it downward. Olympic terrain (land) began emerging above water
about 12 million years ago as a consequence of continued uplifting.
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Olympic Peninsula (continued)
Characteristics
The Olympic mountain range sits in the center of the Olympic Peninsula meaning 3 sides are
surrounded by water. This range is the second highest in Washington State. Its highest peak is
Mt. Olympus. The Olympic Peninsula consists of five major landscape stings: rain forest,
mountains, large lowland lakes, rivers, and saltwater beaches.
Interesting Facts
The Olympic Peninsula mountains block the passage of rain-producing weather creating a drier
climate. The most famous trees of this area are Giant Sequoia redwoods, standing as tall as 175
feet and can be up to 57 feet around. The Olympic marmot, Olympic snow mole and Olympic
torrent salamander are found here and nowhere else in the world!
Human Impact
Many people use the Olympic Peninsula for recreation activities like hiking and camping. The
Olympic Peninsula is the setting for the movie Twilight. Humans have also been known to cut
down many trees in the Olympic rain forest. Some of these trees can be close to over 100 years
old. However, recently people have begun to take out dams in the area to help salmon survive.
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Columbia Plateau
Region/Climate
The Columbia River Plateau covers one third of the Washington State. It is located in south and
central Eastern Washington. Elevation increases from approximately 400 feet at the confluence
(the meeting of two or more bodies of water) to 1,800 feet along the eastern edge. This is the
lowest and driest section in eastern Washington. The temperatures average around high 90’s in
summer, with winter season snowfall from 10 to 35 inches.
The process forming this landform
One of the largest basaltic lava floods ever to appear engulfed about 63,000 square miles of the
Pacific Northwest. Lava flow after lava flow poured out, accumulating to a thickness of more than
6,000 feet. As molten rock came to the surface, the earths crust gradually sank into space left by
rising lava. This created a large, slightly depressed lava plain now known as Columbia Plateau.
The ancient Columbia River was forced into its present course by lava.
Characteristics
Columbia Plateau is an elevated piece of land. In Washington, the Columbia Plateau’s landscape
ranges from an elevation of 160 feet to nearly 4,000 feet above sea level. The Columbia Plateau
spans 63,000 miles. Some prominent landforms in the region include the Palouse Hills, the
Channeled Scablands, the Pasco Basin, and the Yakima Fold Hills.
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Columbia Plateau (continued)
Interesting Facts
The Columbia Plateau is a grassland area with shrubs. Native grasslands remain in scattered
pockets of the Palouse and in some canyons. Sagebrush and bitterbrush offer camouflage to a
wide range of wildlife. Forests of ponderosa pine and Douglas-fir grow where the foothills of the
Columbia Plateau meet the surrounding mountain ranges. About 45% of Washington’s 829
species of vertebrates are found in the Columbia Plateau region. This region also has wetlands
that are homes to many types of birds, such as, sandhill cranes.
Human Impact
About 900,000 people live in the Columbia Plateau. They use water for irrigation, crops , fields,
and animals. 70% of this area provides farm land, which has destroyed many wild life animal
homes. This area has a lot of pesticides due to extensive farming. Hanford Nuclear plant was
created to help make atomic weapons. As a result, this left atomic waste in this area.
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Mind Map
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Landforms Process Grid
Landform
Region/Climate
Process forming
this landform?
Characteristics
Interesting
Facts
Human
Impact
Volcano
Plateau
Gorge
Peninsula
Island
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Home School Connection
Sketch the Washington State map for a family member. Label some
landforms that can be found across the state.
Date: ________________
Family Member: ___________________
Student: _________________________
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Home School Connection
Russian
Date: ________________
Family Member: ___________________
Student: _________________________
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Landforms of Washington State
Home School Connection
Napali
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
55
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Spanish
Sketch the Washington State map for a family member. Label some
landforms that can be found across the state.
Dibuje el mapa del estado de Washington para un miembro de su
familia. Escribe algunas Las Caracteristicas De La Tierra se que
encuentra por el estado de Washington.
Fecha: _______________ miembro de su familia: _________________
estudiante: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
56
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Sketch a volcano for a family member. Label some of its parts and
explain how it was formed.
Date: ________________
Family Member: ___________________
Student: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
57
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Napali
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
58
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Russian
Date: ________________
Family Member: ___________________
Student: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
59
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Spanish
Sketch a volcano for a family member. Label some of its parts and
explain how it was formed.
Dibuje un volcan para un miembro de su familia. Escriba algunas
partes y explique como lo se formaba.
Fecha: _______________ miembro de su familia: _________________
estudiante: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
60
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Talk to a family member about a landform in Washington State where
Apple, the dog, could stop / or did stop. Sketch and label the landform.
Date: ________________
Family Member: ___________________
Student: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
61
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Russian
Date: ________________
Family Member: ___________________
Student: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
62
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Napali
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
63
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Spanish
Talk to a family member about a landform in Washington State where
Apple, the dog, could stop / or did stop. Sketch and label the landform.
Hable con un miembro de su familia de una caracteristicas de la
tierra donde Apple, el perro, podria parar o se paro. Dibuje y escriba
la caracteristicas de la tierra.
Fecha: _______________ miembro de su familia: _________________
estudiante: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
64
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Ask a family member to tell you a legend/story about your family’s history.
Sketch or write about this story.
Date: ________________
Family Member: ___________________
Student: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
65
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Russian
Ask a family member to tell you a legend/story about your family’s history.
Sketch or write about this story.
Date: ________________
Family Member: ___________________
Student: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
66
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Napali
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
67
Project GLAD
Landforms of Washington State
Landforms of Washington State
Home School Connection
Spanish
Ask a family member to tell you a legend/story about you families history.
Sketch or write about this story.
Pregunte un miembro de su familia de un ley o un cuento de su
historia de su familia. Dibuje o escriba de ese cuento.
Fecha: _______________ miembro de su familia: _________________
estudiante: _________________________
Landforms of Washington State
Spokane Public Schools, Project GLAD (2010-2011)
68