Wet Water, Dry Land
Adapted from a lesson by Cynthia Stinson-Chennell

Overview:

This introduction to land and water forms at the primary level is meant to be an observation of the relationship between land forms and bodies of water and an initial exposure to their names. These activities become the foundation for further lessons and can be adapted for higher grades. Students will recognize the difference between a land form and a body of water, define island, peninsula, isthmus, archipelago, lake, bay, straight, system of lakes, recognize the relationship between land and water, identify land and water areas on a map.

Connection to the Curriculum: Geography, Language Arts, and Science

Teaching Level: K-3

Connection to State Content Standards:

Standards 1 Read interpret and make maps, charts and graphs to explain spatial relationships.

Connection to National Standards:

Standards 1 How to use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective.
Standards 7 The physical processes that shape the patterns of Earth's surface.

Materials:

Tubs or trays with sand
Gravel or dirt, clay
Pitcher of water
Blue food color
Study prints
Post cards and magazine pictures
Aerial photos
Maps, etc., illustrating the terms to be presented

Procedure:

  1. The teacher uses the tub of sand and dirt to create an island or a lake, being careful to leave "land" under where the water will be. Water is slowly added to the scene so that the relationship between the land and the water areas becomes apparent.
  2. Follow with a discussion about how the land and water work together to create the formations. A whole class search of a regional map to find lakes and islands may follow. More permanent displays of the terms above can be made from clay and blue water.
  3. After the presentation and discussion of each set of terms, cooperative groups or individuals may make their own pair of land and water forms out of dirt and gravel. They may be landscaped with twigs, grass, etc.
  4. Give students drawings of each term with the labels (attached) have students label and color land and water.

Extensions:
  1. Read or tell stories of how people live on different land and water forms.
  2. Make cards using pictures or maps and have students put them into the proper classification, using as many of the terms as possible.
  3. Have students draw a fantasy map or picture of a place using one or more of the land and/or water forms.
  4. Similar methods may be used for demonstrating other geographical terms such as mountain, plains, valley, and plateau.