Where We Are In Place and Time
Central idea:
Knowing our physical environment can help us navigate the world.
Lines of Inquiry:
How landforms impact how we navigate (causation)
Reading maps to identify the world around me (form)
Using maps to find people, places, and things (function)
Related Concepts: Adaptation, Exploration
Learner Profile Attributes: Thinkers, Reflective, Risk-Taking
Attitudes: Independence, Curiosity
Standards:
SS.K.G.1.4: Differentiate land and water features on simple maps and globes.
SS.K.G.3.1: Identify basic landforms.
SS.K.G.3.2: Identify basic bodies of water.
Monday, February 27th
Materials: landform book, pictures of maps and landforms

Show students pictures of various water forms and how they look on a map (lakes, rivers, ocean). Ask
students what they wonder about the different various forms. Have students take guesses as to what they
think they are and have them justify why they think it is what they think. Have students label the different
landforms.

Read aloud a story that connects with water landforms.

Have students think-pair-share what they learned about the water forms. Have students think about what
they learned about a specific form, and share it with a partner.
Tuesday, February 28th
Materials: foldable/book for students to record

Review the water forms that we learned about from the previous day.

Have students rally-robin to name different water forms. Make a list of the various water forms that
students name.

For a grade, have students record at least two different water forms. Students need to explain what it looks
like and draw a picture. Students can complete a foldable or book, whichever the teacher prefers.
Wednesday, March 1st
Materials: Landform book, pictures of landforms

Show students pictures of various forms and how they look on a map (island/peninsula, mountain/hill, plain).
Ask students what they wonder about the different various forms. Have students take guesses as to what
they think they are and have them justify why they think it is what they think. Have students label the
different landforms.

Read aloud a story that connects with landforms.

Have students think-pair-share what they learned about the forms. Have students think about what they
learned about a specific form, and share it with a partner.
Thursday, March 2nd
Materials: foldable/book for students to record

Review the land forms that we learned about from the previous day.

Have students rally-robin to name different land forms. Make a list of the various land forms that students
name.

For a grade, have students record at least two different land forms. Students need to explain what it looks
like and draw a picture. Students can complete a foldable or book, whichever the teacher prefers.
Friday, March 3rd
Materials:

Look at a giant map and have students observe how landforms and water forms are different when shown on a
map. Ask: How can you tell the difference between land forms vs. a water form?

Have students find various landforms on a map and explain how they know.

In partners, play the landform matching game. See if students can use the clues to guess which landform.

<<28108-bainbridge_landform-matching.pdf>>

As a grade, have students sort various landforms into two categories (land vs. water forms).
<<LandformsContinentsOceansActivitiesAScienceWritingLiteracyUnit.pdf>>