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Lesson Plan: 1. Show the Poster Pal T-chart “Landforms and Bodies of Water.” Review that landforms are physical features of a place. Discuss the landforms that students have learned about. a. Have the students do the body movements or gestures that they made in the previous lesson to represent the types of landforms they learned about. 2. Have the students locate the title of the article. Read the title together. Point out the images associated with the article. Have the students use the pictures to determine what they will be learning about. 3. Read the first sentence of the article. a. Explain: Bodies of water are physical features. They are areas on the Earth where water collects and covers part of the land. There are many different bodies of water in the world. 4. Rewatch the video “Landforms, Bodies of Water, and Physical Features - 1st.” This time, have students watch for one body of water they have seen, visited, or heard of. After the video, discuss the bodies of water in the video. Write student answers on the Poster Pal T-chart, under the heading “Bodies of Water.” a. What bodies of water from the video have you seen or visited? (Answers may vary.) 5. Read the remainder of the article. As you read, have the students highlight the bodies of water mentioned in the article. Discuss the similarities between what is written in the text, and the images associated with the article. 6. Discuss each body of water. Show the bodies of water cards in the Landforms and Bodies of Water Cards as you discuss. Have the students come up with body movements or gestures to remember each type of body of water. Write the bodies of water under the “Bodies of Water” heading on the Poster Pal T-chart. Note: There are additional bodies of water included that are not mentioned in the article. You may choose to introduce these. a. Gulf: A part of the ocean or sea that is almost surrounded by land. b. Oceans: The largest bodies of water. They cover about 71 percent of the Earth. c. Rivers: Bodies of water that flow over land. This means the water in them moves. d. Lakes: Large areas filled with water. They are surrounded by land. The water in lakes usually remains still or moves very slowly. e. Ponds: Small bodies of water. The water remains still or moves slowly. 7. Explain to the students that we can find bodies of water on maps and globes. a. Show the image “Physical Map of the United States,” included in related media. Point out the key/legend. Discuss which symbols stand for bodies of water on the map. Identify the bodies of water on the map. b. Point out the areas of your state on the map. Identify any bodies of water found in your state on the map. c. Show a globe. Together, identify the bodies of water on the globe. 8. Have a discussion about the bodies of water found in your community and state. Make a list of these bodies of water on the board. Have the students share any experiences they may have with these bodies of water. 9. Use the graphic organizer Landforms and Bodies of Water. a. Have the students draw a picture of two bodies of water they learned about. 10.Extension activity: Show the images of landforms and bodies of water, included in related media. Physical Characteristics of a Place | Week 16
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