Landforms and Erosion - Third Grade Physical Kit
Written By Rachael Freed
The following resources are included in the physical kit and will
need to be returned to HCOS:
1. Earth’s Landforms and Bodies of Water by Natalie Hyde
2. I Can Write a Book about Landforms by Bobbie Kalman
3. Cracking Up, A Story about Erosion by Jacqui Bailey and
Matthew Lilly
All unit studies are checked to ensure links are working. You can access the upto-date guides with live links on our website: hcslearningcommons.org, under
Distance Learning Resource, Unit Study Kits K-9. Or you can log in to L4U and
search for the unit study title. The guides can be found in the title record at the
bottom of the page, under Resources, and can be downloaded.
HCOS Subscriptions
HCOS families have access to a wide variety of wonderful subscriptions which can
be used to enhance student learning. Several of these subscriptions are used
throughout the unit. Each year, a document containing the usernames and
passwords for each subscription is sent to families. If you have not received this
document please contact your child’s teacher.
SW 06/28/2016
Goals of the British Columbia Education Plan
Our curriculum team is excited to bring you a summarized version of the new BCEd plan core
goals (competencies), strategies and content. As we develop the kits we will be personalizing
the content to suit your students’ need and interests. Big ideas and concepts will be the focus as
well as curricular threads, inquiry learning (discovering how to ask the right questions based on
who, how and why things occur, as opposed to what things occur), technology integration, and
collaboration. First Peoples content will include the natural history/culture of our province and
encourage our God given diversity. The kits are designed to help you gain a greater
understanding of the following:
Biblical Worldview:
We believe that every child in our school needs to hear the voice of God interwoven into their
entire curriculum. Therefore we will be striving to make sure that this goal is an overarching
strategy.
Communication Competency:
Involves imparting and exchanging information, experiences and ideas, to explore the world
around them, and to understand and effectively engage in the use of digital media.
Thinking Competency:
Encompasses the knowledge, skills and processes we associate with intellectual
development. It is through their competency as thinkers that students take subject-specific
concepts (ideas that interest them) and content, (topics that need to be covered to increase
knowledge, and transform them into a new understanding to increase knowledge), and
transform them into a new understanding. This includes specific thinking skills as well as how
students are allowed to learn, make mistakes and grow from failure. Encompassed in this
thinking is the ability to feel safe and comfortable so that students can explore their
surroundings.
Creative Thinking Competency:
Involves the ability to generate new ideas and concepts that have value to the individual or
others, and then develop these ideas and concepts from thought to reality. It requires a curiosity
SW 06/28/2016
and a wondering reflection about God’s creation, with a desire to make something new and
different from what they have read, seen or observed.
Critical Thinking Competency:
Encompasses a set of abilities that students use to examine their own thinking and that of
others, and process information they receive through observation, experience, and various
forms of communication.
Social Responsibility:
Involves the ability and disposition to consider the interdependence of people with each other
and the natural environment; to contribute positively to one’s family, community, society, and the
environment; to resolve problems peacefully; to empathize with others and appreciate their
perspectives; and to create and maintain healthy relationships.
Personal and Social Competency:
Is the set of abilities that relate to students' identity in the world, both as individuals and as
members of their community and society.
Learning Strategies
In response to the goals set out by the BC Ministry of Education, HCOS has made it a priority to
make use of the following learning strategies throughout our unit studies and courses.
Biblical Worldview: Biblical worldview refers to the framework of ideas and beliefs through
which a Christian individual, group or culture interprets the world and interacts with it. Individuals
with a biblical worldview believe their primary reason for existence is to love and serve God. A
Biblical worldview is based on the infallible Word of God. When you believe the Bible is true,
then you allow it to be the foundation of your life. We believe that every student at HCOS needs
to develop a worldview based on their Biblical thinking and beliefs.
Inquiry-Based Learning/Mindset: Students with an inquiry mindset have a God-given
curiosity; a desire to dream big, constantly challenge themselves, and a desire to research more
for increased understanding and clarity. Students who actively inquire will scan their
SW 06/28/2016
environments, generate good questions, try new approaches, observe and collect evidence,
synthesize the information, draw conclusions, and generate new questions from their research.
Maker Education: The Maker Education Initiative’s mission is to create more opportunities for
all young people to develop confidence, creativity, and interest in science, technology,
engineering, math, art, and learning as a whole through making. This may be through STEAM –
science, technology, engineering, art and mathematics. The “maker mindset” includes learning
to use your imagination to make connections, use intuition, persist through difficult
circumstances in learning, collaborate with other team members and community, and become
disciplined learners. Maker education often involves an interdisciplinary approach, teaching
science, math and art together. Here is an example. To learn more go to this page.
First Peoples Content: First Peoples content has been interwoven into every grade in the new
BCEd plan. Aboriginal content is for all learners of all ages, and includes a healthy diversity of
approaches. From learning about cultural traditions and schooling injustice, creative ways of
storytelling, and good stewardship of land and resources, we can gather rich learning from the
traditions of the people groups indigenous to BC. As Christians we can draw many similarities
from their holistic thinking, and share how our beliefs and traditions might be similar or different.
Big Ideas
“Big ideas are statements that are central to one’s understanding in an area of learning. A big
idea is broad and abstract.” (CT) Big ideas represent the overarching theme of each unit. They
contain references to the content and key questions students will be investigating throughout
the unit. Big ideas are often cross-curricular in nature. Similar themes can be found in many
different subject areas within each grade-level.
Science
● Wind, water and ice change the shape of the land.
Curricular Competencies
“Competency represents the combined skills, processes, behaviours and habits of mind
that learners use to make sense of the world.” (CT)
SW 06/28/2016
Science
● Questioning and Predicting: Cause and effect
● Demonstrate curiosity about the Natural World
● Observe objects and events in familiar contexts
● Identify questions about familiar objects and events that can be investigated
scientifically
● Make predictions based on prior knowledge
● Consider ethical responsibilities when deciding how to conduct an experiment
● Safely use appropriate tools to make observations and measurements, using
formal measurements and digital technology as appropriate
● Make observations about living and non-living things in the local environment
● Collect simple data
● Experience and interpret the local environment
● Sort and classify data and information using drawings or provided tables
● Use tables, simple bar graphs, or other formats to represent data and show
simple patterns and trends
● Compare results with predictions, suggesting possible reasons for findings
● Make simple inferences based on their results and prior knowledge
● Reflect on whether an investigation was a fair test
● Demonstrate an understanding and appreciation of evidence
● Identify some simple environmental implications of their and others’ actions
● Transfer and apply learning to new situations
● Generate and introduce new or refined ideas when problem solving
● Represent and communicate ideas and findings in a variety of ways, such as
diagrams and simple reports, using digital technologies as appropriate
● Express and reflect on personal or shared experiences of place
SW 06/28/2016
Language Arts
● Begin to use sources of information and prior knowledge to make meaning
● Use age-appropriate reading, listening, and viewing behaviours and strategies to
make meaning from texts
● Engage actively as listeners, viewers, and readers, as appropriate, to develop
understanding of self, identity, and community
● Exchange ideas and perspectives to build shared understanding
● Create stories and other age-appropriate texts to deepen awareness of self,
family, and community
● Communicate in print, using letters and words and basic conventions of English
spelling, grammar, and punctuation
Content and Key Questions
Content refers to the topics that will be investigated throughout the unit. The key
questions serve as a guide, as you and your child explore the content. Throughout this
unit the key questions will be the starting point for learning.
Science
Content: Major local landforms
Elaborations: mountains, hills, plateaus, valleys, riverbeds, deltas, glaciers, etc.
Content: Observable changes in the local environment caused by erosion and
deposition by wind, water and ice
Key Question: How is the shape of the land changed by environmental factors?
Key Question: What are landforms?
Key Question: What landforms do you have in your local area?
SW 06/28/2016
How to Use This Kit
The Ministry of Education is in the final stages of overhauling curriculum, learning
strategies, and learning goals for students in the Province of British Columbia. This kit is
designed with those goals in mind. On the next several pages you will discover the
content that serves as the “bulk” of this kit. Rather than being divided by day, the unit
plan uses the key questions detailed on page 8 to breakdown content, activities, and
experiences.
Each key question will have books to read from the HCS Overdrive E-Library, (if you do
not have your client code & pin, please contact Shandra Wiebe at
[email protected] ), videos to watch, and activities to share with your child. You
will not be required to complete all activities listed under each key question, instead, you
will be able to choose activities which most appeal to you and your child. Each key
question featured in the unit will include recommendations on how many activities to
complete in order to fully address the curriculum content and competencies. Finally,
each activity will have icons (shown on pages 2 and 3) showing which goals of the
BCEd Plan the activity addresses.
***You are encouraged to choose varied activities to ensure all goals are being
addressed. In order to fully meet the goals of this kit, it is important to read 6 or
more of the recommended books, and watch 12-16 videos..***
Reading and discussing/watching and discussing the books and videos listed in this unit
will consistently address the following goals of the BCEd Plan:
It is our hope that our redesigned format will allow for flexibility, individual preference,
and student-centered learning. When selecting activities to complete with your child we
recommend selecting a variety of activities to ensure that you touch on each BCEd Plan
goal throughout the unit. Most activities are designed to address multiple goals.
SW 06/28/2016
Unit Guide
How is the shape of the land changed by environmental factors?
Books to Read and Talk About:
Cracking Up: A Story about Erosion by Jacqui Bailey and Matthew Lilly
What things cause erosion? Have you seen erosion any place near where you live?
What is soil made of? How is sand made? What is the difference between them? What
are rocks made of? How does that effect erosion? Look on pages 26 and 27. There are
experiments that you can do. You could record your results on this page.
Videos to Watch and Talk About:
Erosion: Video Vocab (Learn 360)
Weathering and Erosion (Learn 360)
Water Erosion (Learn 360)
Wonder World of Science: Where Does Sand Come From (Learn 360)
The Rock Cycle (Learn 360)
Changes on Earth (Learn 360)
Natural Phenomena: Spectacular Canyons (Discovery Education)
Landforms (Discovery Education)
Weathering and Erosion (Discovery Education)
TLC Elementary School: Protecting Our Planet (Discovery Education)
Rocks: The Solid Earth Materials (Discovery Education)
I Want to Know: Caves (Discovery Education)
The Magic School Bus Rocks and Rolls (Discovery Education)
Junior Geologist: How Does the Land Wear Down? (Discovery Education)
SW 06/28/2016
Activities (Select 2-3):
KidBlog: Read The Bay School Blogger by Nan Walker from the HCS Overdrive ELibrary together. Talk about blogging, what is a blog? Who writes blogs? What sort of
information do you share on a blog? After reading the book together, visit Kidblog to
create a learning blog for your child. Kidblog allows students to publish writing, post
pictures of completed projects, and share information with family, friends, and teachers
in a protected environment. Using Kidblog can be a wonderful means of creating a
digital portfolio that your child can use throughout their grade-school years. Initially, your
child will need assistance with learning how to use the site and share information. In
time, your child will be able to post their work on Kidblog without assistance.
Simple Erosion Experiment: Erosion is the process of eroding or being eroded by
wind, water, or other natural agents. For this simple experiment you and your child will
be using colourful ice, salt, and water to demonstrate erosion. To conduct this
experiment you will need six-seven balloons. Place a few drops of liquid food-colouring
in each and top up with water. Tie the ends and freeze overnight. The next day, remove
your colourful ice balls from the balloons (cut or tear the balloons away). Sprinkle salt
over the ice balls. Have fun stacking and experimenting with your ice balls. Before they
begin melting, use a baster or dropper to begin squirting water on sections of the ice.
Can you make a hole? Can you eat away a whole section of one of the ice balls? When
you are ready to be done with your ice, take one of the balls to your kitchen sink and
watch what happens when a steady force is applied to the ice. Can you make a hole?
Can you eat away a whole section of one of the ice balls? Document your experiment to
share on KidBlog. Photographs of the experiment can be found here.
Erosion Detective: Erosion is all around us! You can find many examples of erosion in
your community. Watch Weathering and Erosion from Learn360. Then, spend time
exploring around your house, in your neighborhood, and even in your wider community
to find examples of erosion. Take photographs of each example of erosion you find; be
sure to take note of where you found it, and what you think caused the erosion. Share
your erosion discoveries on KidBlog, or create a presentation using EduBuncee. Share
your erosion images with family members and see if they can guess where you found
them. What do they think caused the examples of erosion you found?
SW 06/28/2016
Glacial Erosion Experiment: As you have been learning, erosion can be caused by a
variety of different factors. Today you will be experimenting with erosion caused by ice.
Glaciers are amazing ice structures that have shaped landscapes all around the world.
British Columbia has many glaciers. Turn safe-search on and use Advanced Google
Images to take a peek at some of the extraordinary glaciers in British Columbia. For this
activity you will need modeling clay (any colour), one or two small plastic bottles, water,
and a little gravel and dirt. Start by filling the water bottles ¼ full with water, toss in a
little gravel and dirt for good measure. Then, freeze them overnight. An adult will need
to cut the glaciers out of the water bottles. Take modeling clay and flatten it to represent
land. Then, take your glacier and move it gradually across the land. What happens?
What changes take place? What sort of changes do you think would take place if the
move through the land for five years? Ten years? Fifty years? One hundred years? One
thousand years? Longer? Use Explora to take a peek at pictures of glaciers from
around the world. In what ways have the glaciers in the photographs changed the land
around them?
Image Inquiry: View this photo from Discovery Kids. What do you see in the photo?
What questions do you have? Do you know what the ice in the image is called? What is
a glacier? Where are glaciers located? How do glaciers change the land? How can you
find the answers to your questions? Use World Book Kids or Explora to research
mountains, then, create a model of a glacier using clay and/or other household/art
materials.
Investigate Erosion: For this activity you will be preparing pans of earth to investigate
soil erosion. You will need two aluminum lasagna-size trays, or two similarly-sized
plastic containers. You will also need soil: some with plants/grass, some without
plants/grass. Prepare your trays: one should have soil without any plant life; the other
should have soil with plants or grass. Fill ⅓ of each tray to create hills. Create rain by
slowly pouring water over your soil. What happens? What changes took place in each
tray? Was the reaction in each tray different, or the same? Did one tray lose less soil
than the other? Why do you think this was? What helps to protect soil? How can we
protect soil outside on hills and in other places around our community? What could
happen if we removed too many plants from the soil?
SW 06/28/2016
Image Inquiry: View this photo. What questions does the photo bring to mind? What
sort of problems do you see? What might have caused the problem? How could the
situation be fixed? What sorts of tools would you need? Is the solution simple, or
difficult? What else do you wonder about the picture? How could you find the answers
to your questions? Use World Book Kids or Explora to learn more about landslides and
avalanches. What causes landslides? What problems can they cause?
Mystery Science Exploration: Will a mountain last forever? Find out in this fun
interactive science exploration.
Mount Saint Helens and Erosion: Watch this interesting video from Answers in
Genesis about Mount Saint Helens, erosion, and evidence for the Genesis flood. You
may also enjoy this video featuring a perspective on the formation of canyons and
another on the ice age also from Answers in Genesis. What is your perspective on the
formation of mountains and canyons?
Erosion Experiment: Follow the instructions here to conduct an excellent comparative
erosion experiment.
Weathering, Erosion or Deposition Sorting Activity: Have fun with this sorting
activity which will enable your child to differentiate between weathering, erosion, or
deposition.
Shoreline Science: Exploring the Power of Waves: Conduct this excellent
experiment from Scientific American! You will need a paint-roller pan, a measuring cup,
sand, water, a timer, a digital camera, a plastic 500-milliliter water bottle, aquarium
gravel, and an adult.
SW 06/28/2016
The Power of Erosion: Follow the instructions from education.com to conduct this
simple erosion experiment. You will need 3 plastic cups, 3 small pieces of candy, and
water.
What are landforms?
Books to Read and Talk About:
Earth’s Landforms and Bodies of Water by Natalie Hyde
Can a mountain become sand over time? Why or why not? How is a plateau different
from a mountain? How is a plateau different from a hill? To find streams or ponds near
your home would you use a map or globe? Why? How many different landforms have
you seen before? How many have you only seen in photos? On pages 20-21 there are
instructions to make your own salt dough map with instructions for creating landforms.
You may want to do this project and send a picture of it to your teacher. There are
several websites on page 23 that you may want to look at to learn more about
landforms.
I Can Write a Book about Landforms by Bobbie Kalman
How to Use This Book: This is a fun book that will provide information about landforms
and provide the instructions for creating a book about landforms. Consider using this as
one of your activity choices for the landform section of the unit. This project will also
cover many language-arts related skills.
Videos to Watch and Talk About:
Continents and Oceans of Our World (Learn 360)
Geographically Speaking (Learn 360)
Geology of North America (Learn 360)
Landforms (Learn 360)
Geographical Terms: Landforms (Learn 360)
Topography and the Earth (Learn 360)
SW 06/28/2016
Landforms: Number One (Discovery Education)
Exploring Landforms (Discovery Education)
Geographical Features: Landforms (Discovery Education)
Paul the Penguin: Models, Maps, and More (Discovery Education)
Geologist's Notebook: Why Land Goes Up and Down (Discovery Education)
The Ultimate Geography Starter Collection: Earth’s Physical Features (Discovery Education)
Geography Concepts for Students: Land on Earth (Discovery Education)
Physical Geography (Discovery Education)
The Magic School Bus Blows Its Top (Discovery Education)
Geography for Everyone (Discovery Education)
Exploring Geology (Discovery Education)
Activities (Select 3-4):
Landform Poster: Try this wonderful activity from Kid World Citizen to create a poster
showing many different types of landforms. For this project you will need different types
of paper. For example, corrugated cardboard, foils, sandpaper, velvety paper, glitter
paper (for snow or water features), scrapbooking paper (paper with grass, pine forest,
and clouds), and other earth-toned sheets.
“Starting at the top or the bottom, begin to cut 1-2″ strips of the different papers. We laid
them all out first, and only glued them on once we knew how it would look and where
the different landforms would go. Consider the layers as you look over the list: where
would you find a cave? An island? A glacier? How could a canyon be formed? Which
landforms are taller and should be in the background?”
After you have cut out and arranged all of your landforms, begin gluing them down onto
a large sheet of paper. Suggested landforms include: island, volcano, mountain, desert,
valley, plateau, bay, ocean, peninsula, river, glacier, plain, lake, waterfall, delta, forest,
coast, marsh, prairie, and cave. How many of these different landforms can be found in
Canada? If you are unsure about any of these landforms use World Book Kid or Explora
to learn fun facts and find an image or two. Read Genesis 1-2 and talk about how we
can see God’s hand in creation! You can see more ideas for a landform poster from
Crayola.
SW 06/28/2016
Landform Explorer Project: Unique landforms are all around us! Throughout the unit
you have been learning all about different landforms. You may have even seen or
visited some of these landforms in your own community. For this project you will be
creating a photo album with pictures (photographs or hand-drawn) of 6 landforms and a
written description of each one, writing a true or fictional story about visiting one of the
landforms, and making a souvenir of the visit to the landform. Begin by selecting 6
landforms that interest you. Then, decide whether you can photograph these landforms,
or whether you will need to draw postcard sized pictures of them. On the back of your
pictures, write four-five sentences describing each landform--use World Book Kids or
Explora to find factual information. OR, scan or photograph your landform pictures, load
them onto KidBlog, and type your descriptions in your blog post.
Use Storybird, or paper and pencils, to write a true or fictional short story about visiting
one of these landforms. What happened to you there? What was it like? Who came with
you? What did you learn? Did you have an adventure? Post your story on your KidBlog
to accompany your landform pictures. Finally, create a souvenir from your visit to the
landform you wrote about in your story. Have fun! Be creative! Use materials from
around your home when creating your souvenir. Design and create something that you
would want to purchase in real-life. Photograph your souvenir and share it on your
KidBlog as well.
Papier-Mâché Globe: Follow the instructions from Enchanted Learning to create a
papier-mâché globe. For this fun project you will need a round balloon (or inexpensive
round ball), lots of newspaper, flour and water glue, an old plastic container and mixing
spoon, a printer, pencil, blue and green tempera paint, paint brushes, a dark marker.
Read Genesis 1-2 and talk about how we can see God’s hand in creation!
Salt and Flour Landforms: Construct your very own mini-landform. Begin by creating
salt dough (2 cups of flour, 1 cup of salt, 1 cup of water, 1 teaspoon of marjoram).
Select a landform that you would like to create out of salt dough. It can be any landform
in which you are most interested. After you have selected your landform, use Explora to
find pictures of the landform you have chosen. Reference these pictures when creating
your landform. Use a cardboard shoebox lid as your base. Take your time shaping your
SW 06/28/2016
landform out of salt dough. Try to make it as accurate as possible. Once your salt dough
has dried. Paint and label your landform. Take photos and share it on your KidBlog.
Book of Landforms: Create a free Teachers-Pay-Teachers account and download this
lovely landforms booklet to colour and complete.
Landform Layers Book: Download and create the free landform layers book.
Island Creator: What is an island? Have you ever visited an island? What do islands
look like? What else do you know about islands? Read about islands on World Book
Kids. Use air dry clay to build an imaginary island (on a paper plate or the lid of a
shoebox), be creative! Your island can be completely imaginary, but it needs to be
located in a real ocean near a real continent. Your island should have at least three
different landforms. Next, draw a map of your island--the map should include all of the
landforms you have included on your island. Include a map key if you desire. Draw a
compass rose in the corner of your map. Write the name of your island at the top of your
map. Use Storybird or a pencil and paper to write an imaginary personal narrative about
life on your island. Use descriptive words to help people picture your island in their
minds. Finally, draw a postcard featuring a scene from life on your island. Write a note
to a friend on the back! Take photos of your amazing island project and share it on your
KidBlog.
Landform Model: Create a clay model showing different landforms (more detailed
instructions here). Read more about the different landforms your child selects using
Explora or World Book Kids.
Texture Landscapes: Draw a picture of a landscape using black pencil or marker. Do
not colour inside the landscape, just draw the outline. Try to include one or two different
SW 06/28/2016
landforms in your landscape. Then, use colorful pencils, pens, or gel writers to create
patterns inside the outline. See picture ideas here.
BrainPOP Landforms: Explore Landforms and Slow Land Changes with BrainPOP Jr.
What landforms do you have in your local area?
Videos to Watch and Talk About:
CG Kids: Thunder Bay, In Search of Sleeping Giants
(Discovery Education)
CG Kids: Gros Morne, Newfoundland, Exploring the Big Hill (Discovery Education)
Treks in a Wild World: Trekking in British Columbia’s Coastal Mountains (Discovery
Education)
CG Kids: Kootenay National Park of British Columbia (Discovery Education)
Activities (Select 2-3):
Salt Dough Maps: Follow the instructions here to create a 3D salt dough map of your
province. The children in the blog post use other countries, but the instructions will
enable you to create British Columbia as well. After you have completed filling in the
outline of British Columbia, use Mapmaker Interactive to view mountains and other large
geographical features. How many can you fit on your map?
Canadian Landscape Diorama: Throughout this unit you will be learning about
different places in Canada. Canada is a diverse country with a vast array of landscapes
and terrain. What is the land like where you live? What features do you see? How many
different types of terrain are there? How close are the mountains? How close are the
valleys? How close are bodies of water? Is your community very flat? Does it have a lot
SW 06/28/2016
of hills? Watch The Geography of Canada from Discovery Education. Take note of what
you see. For this project, your child is going to create a diorama showing the landscape
of their community. Use World Book Kids and or Explora to learn more about your
province. Turn safe search on and use Advanced Google images to find pictures of your
community, OR, take a walk or a drive and explore your community on your own. Use a
cellphone or camera to take photographs from which to work. Use a cardboard box and
various household and craft items to construct your diorama--sculpting clay will be
helpful in this project. Encourage your child to do as much of the work on their own as
they can. Write a mini-report about your province using a graphic organizer from
Enchanted Learning to go alongside your diorama. Share your report and photos of
your diorama on KidBlog.
Technology Time: Take a look at Canada on Mapmaker Interactive. Mapmaker
Interactive is a wonderful tool from National Geographic with a variety of interesting
features. Use the drop down menu at the top of the map screen to select Canada; you
can then narrow your search down by individual province. The sliding scale allows you
to zoom in and out. The far right button on the toolbar allows you to change the type of
map you are looking at (street view, satellite image etc.) Explore different types of maps
with your child. Encourage your child to make observations about the terrain they see. If
your child is new to the idea of maps, this site provides a fabulous introduction!
Image Inquiry: View this photo of a mountain. What do you know about mountains?
Where are mountains located? Are all mountains the same height? How are mountains
different? Do you have mountains where you live? Do they have names? What sorts of
animals live in the mountains? How were mountains created? What else do you wonder
about mountains? How could you find the answers to your questions? Use World Book
Kids or Explora to research mountains, then, create a model of a mountain using clay
and/or other household/art materials.
Painting in the Wild: Visit a local landform, bring art supplies with you. Spend an
afternoon painting the landform from different angles, in different colours, using different
materials etc. Once your artwork dries, attach each image to a large sheet of poster
board and write “Views of (the landform’s name)” at the top. Display in your home
and/or share on your KidBlog. What are some of the verses or passages in the Bible
SW 06/28/2016
that talk about the beauty of God’s creation? Why do you think God made His creation
beautiful? What does God say about His creation in Genesis 1?
Landform Field Trip: Take a field trip to visit local landforms. Take photographs of
yourself by as many different landforms as possible.
Make a Volcano: Have fun constructing your own volcano and making it erupt. For
eruption instructions look here at Science Bob. For papier-mâché volcano instructions
take a peek here.
Bibliography
Around the Kampfire: Learning About Landforms. (n.d.). Retrieved May 03, 2016, from
http://www.aroundthekampfire.com/2014/09/learning-about-landforms.html
Colorful Ice and Salt Experiment. (2015). Retrieved May 03, 2016, from
http://www.powerfulmothering.com/colorful-ice-and-salt-experiment/
Geography Unit. (n.d.). Retrieved from
http://twoboysandadadteacher.blogspot.ca/2015/09/how-i-taught-geography-unit.html
Tales of Frogs and Cupcakes. (n.d.). Retrieved May 03, 2016, from
http://frogsandcupcakes.blogspot.ca/2012/02/ice-erosion.html?m=1
Third Grade Thinkers. (n.d.). Retrieved May 03, 2016, from
http://thirdgradethinkers8.blogspot.ca/search?updated-max=2014-07-31T14:58:0007:00
SW 06/28/2016