Name: Scott, Carolyn P.
E-mail: cwill2405@aol.com
Topic: Landforms: Geomorphology of Arkansas
Grade: Second
Time: 12 Days (one month)
Ark. Hist. Framework: 1.1.2; 1.1.3; 1.1.4; 2.1.2; 2.1.3; 3.1.3;
4.1.4
Objective: Students will develop an awareness of the six natural divisions
in the state of Arkansas while recognizing the appropriate position of each of
these divisions on maps and globes.
Set: Using a scan converter connected to our wireless laptop (http://geography.about.com/library), I will project a large,
colored geomorphology of Arkansas onto our classroom receiver (monitor) and open
a discussion of "What do you think we are looking at?"
Materials: *Arkansas maps: large wall map; individual student maps showing topographical
information
*Pizza boxes for dioramas;
*Paint and associated equipment
*Salt-dough ingredients: salt, flour, large mixing bowls, wooden mixing
spoons
Key Terms: geomorphology, geographic, regions, uplands, lowlands, plateau,
Arkansas River Valley, Gulf Coastal Plain, Mississippi (Delta) Alluvial Plain,
Ozark Mountains, Ouachita Mountains, Crowley's Ridge, landscape, populated,
isolated, transportation, agriculture
Key Facts: #We can better understand Arkansas by studying the landscape and
geography.
#About 400 million years ago, Arkansas was under the ocean!
#Uplands have mountains and are rocky.
#Lowlands can be hilly, low, flat, and wet in some places.
#Each of the six natural divisions has its own unique geographical
features.
#Most of our wet weather comes from the Gulf of Mexico and NOT the Pacific
Ocean.
Activities: 1)Draw the face of a clock on the marker board and review
counter clockwise direction as well as north-south-east-west positions.
2)Using the large wall map of Arkansas, superimpose the clock face over the
map and call attention to the "o'clocks" which face north-south-east-west.
3)Call attention to the fact that six other states 'touch' Arkansas. Name
those states and use the "o'clock" times to point out their locations in
reference to Arkansas ie., Missouri=12 o'clock; Tennessee= 2 o'clock, etc.
4)Read books "On Earth" by A. Rockwell, "Me On A Map" by J. Sweeney, "I Am
Water" by J. Marxollo, "Maps and Symbols" by A. Royston.
5)Plan a large portion of time over the four week period to work on the
salt-dough maps of Arkansas. Students will make their maps using a mixture of
table salt, flour, and water. They will paint their relief maps and label the
important geomorphological areas based upon what they've been learning
throughout this unit.
Closure: Upon completion of this unit, the children should be able to
discuss the six natural regions of the state of Arkansas while sharing how each
region is unique.
Assessment: Observation, demonstration and class discussion will be
included in informal assessing. Also, the children will respond to a writing
prompt reflecting 1) the location of our state of Arkansas on a map of the
United States with accurate labeling and 2) using sentences, write three
important facts they learned while studying the natural regions of
Arkansas.
Resources: Baker, T. & Browning, J., "An Arkansas History For Youngg
People", 1997.
Allender, J., Arkansas Geography Made Easy (Really Easy!)
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