LAND AND WATER FORM DEFINITIONS (small group presentation)
An ISLAND is a piece of land surrounded by water.
A LAKE is a body of water surrounded by land.
A BAY is an inlet of the sea surrounded mostly by land.
A CAPE is a piece of land jutting into a body of water beyond the rest of the coast line.
A PENINSULA is a piece of land jutting out into the water and is almost surrounded by water.
A GULF is an arm of the sea extending far into the land.
An ISTHMUS is a narrow strip of land which joins larger portions of land.
A STRAIT is a narrow waterway connecting two larger bodies of water.
An ARCHIPELAGO is a group of islands.
A SYSTEM OF LAKES is a formation of several lakes grouped together. OUTLINE MAPS
Identifying major land and water forms world-wide.
Outline maps large enough to show major land and water forms.
Use one map for each set of forms.
Two colored pencils brown or green for land, blue for water.
Invite a child to join you. show the child where the outline maps are located.
Start with the map of the world. Use one map for each land or water form.
Decide which land or water form you are going to look for, i.e. island, and select the appropriate pencil crayon.
Say that you are looking for all the major/large examples of islands.
Child locates first example.
Show how to color it in carefully.
Child locates next example and colors it in.
Have him point out the other examples which he will color in.
Child proceeds for as long as he wishes.
When finished, label the map according to its geographical form, i.e. Islands.
As in presentation, repeat the process for all geographical forms.
Child may use maps of continents or his own country, as long as he knows the appropriate language.
LAND AND WATER DEFINITIONS (individual presentation)
Classified cards of the land and water forms and printed labels.
One set of cards with whole definitions and the key word outlined in red.
One set of cards with the key word cut out.
Bring classified cards, booklet and printed labels to a mat or table with a small group of children who are able to read and have learned the geographical forms.
Read the booklet to the children and put it aside.
Have the children set out the cards in an orderly fashion.
Isolate a printed label and invite a child to read and place it underneath the corresponding card.
Continue until all labels are matched.
Children can check their work with the booklet.
As in presentation.
In the same manner, introduce the paragraph definitions which the children can match to the cards.
In the same manner, introduce the second set of definitions which have the key word missing.
Here the children will match the definition to the cards and replace the key word.