Revised Landforms of Washington State Unit Plan2

Project GLAD Landforms of Washington State

Landforms of Washington State Spokane Public Schools, Project GLAD (2010-2011)

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Project GLAD Spokane Public Schools

Landforms of Washington State Level 4

IDEA PAGES

I. UNIT THEME/CROSS-CULURAL Washington State is composed of many different landforms which can be identified by their physical properties. Views of landform formation vary with culture and are represented in regional Native American folklore across the state. Scientifically, these landforms have been shaped, and are constantly changed by weathering and erosion. Plants, animals, and humans depend on the assorted ecosystems within various landforms across the state.

II. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Super Scientist Awards Big Book Inquiry Chart Picture file cards Observation Charts Prediction/Reaction Guide Realia

III. INPUT

Graphic Organizer – World Map Graphic Organizer – Washington State 10/2 lecture with primary language Pictorial Input - Volcano Narrative Input – Apple Sees Washington State

IV. Guided Oral Practice

T Graph for Social Skills Team Points Poetry/Chants Mind Map/Process Grid Picture File Sort Exploration Report Personal Interaction Guess My Category Sentence Patterning Chart Team Tasks

V. Reading and Writing

Found Poetry Poetry Booklet



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Expert Groups Learning Logs Writer’s Workshop Team Tasks Story Map Coop Strip Paragraph Ear to Ear Reading Listen and Sketch Focused Reading Leveled Reading Groups

VI. CLOSURE Process all charts and learning Add to Living Wall Student Generated Tests Portfolios Home – School Connection Team Presentations Student Made Big Books Graffiti Wall Personal Exploration Evaluation of week, Letter Home to Parents Learning Logs – on-going assessment logs

VII. CONCEPTS-SOCIAL STUDIES – Grade 4 Washington State Grade Level Expectations

EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies. Component 2.2: Understands how economic systems function. 2.2.1 Understands the basic elements of Washington State’s economic system, including agriculture,

businesses, industry, natural resources, and labor. Examples: � Compares how the geography, available natural resources, climate, and the available labor force affect the economic opportunities available in rural and urban Washington State.

Component 2.4: Understands the economic issues and problems that all societies face.

2.4.1 Understands how geography, natural resources, climate, and available labor contribute to the sustainability of the economy of regions in Washington State. Examples: � Draws conclusions about how the economy in each region of Washington State could change as a result of the depletion of natural resources specific to the regions.



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EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments. Component 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions,

and spatial patterns on the Earth’s surface. 3.1.1 Constructs and uses maps to explain the movement of people.

3.1.2 Understands the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries. Examples: � Explains the differences in the physical characteristics, including landforms, climate, and natural resources,

of the different regions within Washington State.

Component 3.2: Understands human interaction with the environment. 3.2.1 Understands how the environment affects cultural groups and how cultural groups affect the environment. 3.2.3 Understands that the geographic features of the Pacific Northwest have

influenced the movement of people. Component 3.3: Understands the geographic context of global issues. 3.3.1 – Explains that learning about the geography of Washington State helps us understand cultures from around

the world. EALR 4: HISTORY The student understand and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future. Component 4.1: Understands historical chronology.

4.1.1 Understands and creates timelines to show how historical events are organized into time periods and eras.

Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.

4.3.1 Understands that there are multiple perspectives regarding the interpretation of historical events and creates an historical account using multiple sources.

EALR 5: SOCIAL STUDY SKILLS The student understands and applies reasoning skills to conduct research deliberate, form, and evaluate positions through the processes of reading, writing, and communicating. Component 5.2: Uses inquiry-based research. 5.2.1 Creates and uses a research question to conduct research on an issue or event.



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VIII. CONCEPTS – SCIENCE – Grade 4-5 Science Standards

EALR 1: SYSTEMS

Big Idea: Systems (SYS)

Core Content: Complex Systems

4-5 SYSB – A system can do things that none of its subsystems can do by themselves

EARL2: INQUIRY

Big Idea: Inquiry (INQ)

Core Content: Planning investigations

4 -5 INQA - Question – Scientific investigations involve asking ans answering questions and comparing the

answers with evidence from the real world.

4-5 INQB – Investigate – Scientists plan and conduct different kinds of investigation depending on the

questions they are trying to answer.

4-5 INQD – Investigate – Investigation involve systematic collection and recording of relevant observations

and data.

4-5 INQF- Models – A scientific model is a simplified representation of an object, event, system, or process

created to understand some aspect of the natural world. When learning from a model, it is important to realize

that the model is not exactly the same as the thing being modeled.

4-5 INQG – Explain – Scientific explanations emphasize evidence, have logically consistent argument, and

use known scientific principles, models, and theories.

4-5 INQH – Communicate – Scientists communicate the results of their investigation verbally and in writing.

They review and ask questions about the results of other scientists’ work.

4-5 INQI – Intellectual Honesty – Scientists report the results of their investigations honestly, even when

those results show their predictions were wrong or when they cannot explain the results.

EARL 3: APPLICATION

Big Idea: Application (APP)

Core Content: Different Technologies



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4-5 APPE – Possible solutions should be tested to see if they solve the problem. Building a model or prototype

is one way to test a possible solution.

EARL 4: EARTH AND SPACE SCIENCE

Big Idea: Earth Systems, structures, and Processes (ES2)

Core Content: Formation of Earth Materials

4--5 ES2A – Earth materials include solid rocks and soil, water, and gases of the atmosphere. Materials have

different physical and chemical properties which make them useful in different ways. Earth materials provide

many of the resources that humans use.

4-5 ES2B – Weathering is the breaking down of rock into pebbles and sand caused by physical processes such

as heating, cooling, and pressure, and chemical processes such as acid rain.

4-5 ES2C – Erosion is the movement of earth materials by processes such as wind, water, ice, and gravity.

4-5 ES2D – Soils are formed by weathering and erosion, decay of plant matter, settling of volcanic ash,

transport by rain through streams and rivers and deposition of sediments in valleys, riverbeds, and lakes.

4-5 ES2E – Soils are often found in layers, with each layers having a different chemical composition and

different physical properties.

4-5 ES2F – Erosion plays an important role in the formation of soil, but too much erosion can wash away

fertile soil from ecosystems and farms.

EARL 4: EARTH AND SPACE SCIENCE

Big Idea: Earth History (ES3)

Core Content: Focus on Fossils

4-5 ES3A – Different kinds of events caused the formation of different kinds of fossils.

EARL 4: LIFE SCIENCE

Big Idea: Structures and Functions of Living Organisms (LS1)

Core Content: Structures and Behaviors

4-5 LS1C – Certain structures and behaviors enable plants and animals to respond to changes in their

environment.



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EARL4: LIFE SCIENCE

Big Idea: Ecosystems (LS2)

Core Content: Food Webs

4-5 LS2D – Ecosystems can change slowly or rapidly. Big changes over a short period of time can have a

major impact on the ecosystem and the populations of plants and animals living there.

4-5 LS2E – All plants and animals change the ecosystem where they live. If this change reduces another

organism’s access to resources, that organism may move to another location or die.

EARL4: LIFE SCIENCE

Big Idea: Biological Evolution (LS3)

Core Content: Heredity and Adaptation

4-5 LS3A – In any ecosystem, some populations of organisms thrive and grow, some decline, and others do not

survive at all.

4-5 LS3C – Some characteristics and behaviors result from an individuals plant’s or animal’s interactions with

the environment and are not passed from one generation to the next by heredity. VII. MATH

Classification of objects Modeling numbers with visual representations Ordering numbers Comparing numbers and concepts (length, etc.) Measuring Recording data Choosing appropriate strategy to solve a problem Scientific thinking processes: observing, communicating, relating, inferring, applying Participation and study skills

VIII. VOCABULARY

alluvial fan erosion peninsula basin flash flood plain beach flood plateau boundary flood plain properties canyon gorge pyroclastic channel gravity ravine



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cliff island region crystal levee ravine dam lowlands sediment delta materials slope deposit meander sound deposition minerals stream table downhill mountains topographic drainage basin particle valley dune gorge velocity erode gravity volcano flow rain forest weathering geology range

IX. RESOURCES AND MATERIALS Student Books

Anderson, Sheila; Coasts, 2007 Anderson, Sheila; Islands, 2007 Anderson, Sheila; Mountains, 2007 Anderson, Sheila; Plateaus, 2007 Anderson, Sheila; Valleys, 2007 Arqueta, Manlio; Magic Dogs of the Volcanoes/Los Perros Magicos de los Volcanos; Children’s

Book Press,1997 Barr, Linda; Volcano, When a Mountain Explodes Berger, Melvin and Gilda; Why do Volcanoes low Their Tops?: Questions and Answers About

Volcanoes and Earthquakes, Scholastic, New York, NY, 1999 Bernay, Emma, Valleys 2008 Caplan, Jeremy; Volcanoes; Harper Collins, New York, NY. 2006 Cosgrove, Stephen, Wheedle on the Needle, Sasquatch books, Seattle, 2009 Coupe, Robert; Volcanoes; Weldon Owen, Sydney, Australia, 2008 Easterbrook, Don; Landforms of Washington; the Geologic Environment, Bellingham, WA 1970 Eder, Oyawin; The Makah Evans, Mary; Landforms; Newbridge, New York, NY 2001 Gieseke, Fran; Mt. St. Helens and the Secret of the Bar-Roo Forest, AuthorHouse, 2004 Green, Jen; Mount St. Helens, Gareth Stevens Pub. Milwaukee, Wis 2005 Halpern, Monica; Volcanoes Herman, Gail; The Magic School bus Blows Its Top, Scholastic, 1996 Kalman, Bobbie; Introducing Landforms (Looking at Earth) 2008 Kamma, Anne; If you Lived With the Indians of the Northwest Coast, Scholastic, 2002 Lauber, Patricia; The Volcano: The Eruption and Healing of Mt St. Helens, Bradbury Press, New

York, NY 1986 McFalrane, Sheryl; Jessie’s Island, Orca Press, 2002 McHugh, Erin; State Shapes: Washington, Black Dog & Leventhal, 2008 Meeker, Clare Hodgson; Lootas, Little Wave Eater: An Orphaned Sea Otter’s Story, Sasquatch

Books, Seattle, 1999 Mitten, Ellen; Looking at Landforms (Little World Geography) 2009



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Morris, Neil; Volcanoes, Crabtree Pub, New York, NY 1996 Nadeau, Isaac; Canyons, Rosen Pub, New York, NY, 2006 Nadeau, Isaac; Islands, Rosen Pub, New York, NY, 206 Nelson, Sharlene and Ted; Mount St. Helens National Volcanic Monument, Children’s Press, New

York, NY, 1997 O’Mara, Anna; Oceans, Bridgestone Books, Mankato, MN 1996 Phelan, Glen; Volcanoes and Earthquakes, A Moving Crust; Millmark, Bethesda, MD. 2008 Rissman, Rebecca; What is a Landform? 2009 Royston, Angela; My World of Geography, Coasts; Heinemann, Chicago, Ill. 2005 Royston, Angela; My World of Geography, Islands; Heinemann, Chicago, Ill. 2005 Royston, Angela; My World of Geography, Lakes; Heinemann, Chicago, Ill. 2005 Royston, Angela; My World of Geography, Mountains; Heinemann, Chicago, Ill. 2005 Royston, Angela; My World of Geography, Oceans; Heinemann, Chicago, Ill. 2005 Royston, Angela; My World of Geography, Rivers; Heinemann, Chicago, Ill. 2005 Schreiber, Anne; Volcanoes; Scholastic, New York, NY, 2008 Sepehri, Sandy; Continents, 2010 Skewes, John; Larry Gets Lost in Seattle, Sasquatch Books, Seattle, 2007 Smith, Roland; E is for Evergreen: A Washington State Alphabet, Sleeping Bear Press, 2004 Steele, Phillip, Islands; Carolrhoda Books, Minneapolis, MN 1996 Stein, Conrad; Seattle Van Gorp, Lynn; Investigating Landforms; Earth and Space Science, 2008 Walker, Sally; Volcanoes: Earth’s Inner Fire, Carolrhoda Books, Minneapolis, MN 1994 Webster, Christine; Plains Webster, Christine; Valleys Wenatchee High School; W is for Washington: Written by Kids for Kids, West Winds Press, 2008 Wood, Lily; Volcanoes; Scholastic, New York, NY, 2000 Wright-Frierson; A North American Rain Forest Scrapbook, Turtleback Books, 2008 Wyckoff, Jerome; Reading the Earth; Landforms in the Making, 2003

Teacher Nagel, Rob; UXL Ecyclopedia of Landforms and Other Geologic Features Prosser, Robert, Landmark Geography – Landform Systems Van Gorp, Lynn; Landforms Wyckoff, Jerome; Reading the Earth: Landforms in the Making Map Skills; Creative Publications Down to Earth Geography Grade 4, Creative Publications District Resources Foss Kit – Landforms http://www.fossweb.com/modules3-6/Landforms/index.html - Foss Landforms Website Technology Landform games and activities http://geography.mrdonn.org/landforms.html State of Washington State www.access.wa.gov



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Washington States Legislature for Kids www.leg.wa.gov/legislature/StudentsPage Washington State Tourism www.experiencewashington.com Spokane Tribe www.spokanetribe.com Eldrbarry’s Raven Tales http://www.eldrbarry.net/rabb/rvn/rvn.htm Washington Landforms www.worldatlas.com/webimage/countrys/... Association Of American State Geologists (student and teacher resource) http://www.stategeologists.org/ Cascades Volcanoes Images (student and teacher resource) http://vulcan.wr.usgs.gov/Photo/Volcanoes/framework.html Color Landform Atlas of the United States (student and teacher resource) http://fermi.jhuapl.edu/states/states.html Earth Explorer (student and teacher resource) http://edcsns17.cr.usgs.gov/EarthExplorer/ Earthquakes for Kids (student resource) http://earthquakes.usgs.gov/learning/kids.php Get Lost: The Compass Game (student and teacher resource) http://www.pbs.org/wgbh/nova/everest/earth/lost.html Google Earth (student and teacher resource) http://earth.google.com/ The National Map Viewer (teacher resource) http://nmviewogc.cr.usgs.gov/viewer.htm TerraWeb for Kids: U.S. Geological Survey (student resource) http://TerraWeb.wr.usgs.gov/TRS/kids/ U.S. National Parks Page (student and teacher resource) http://www.us-national-parks.net/ Virtual Field Trips (teacher resource) http://www.desertusa.com/qtvr/du_qtvr.html VolcanoWorld (student and teacher resource) http://volcano.oregonstate.edu/

Videos

Geology: Why Bother? Author: --- - Length: 26 Level: 5-12 - Publisher: --- - Year: 2003 - ISBN: --- Description: Geology - Why Bother? Because geology is more than just pretty rocks! This video will interest students in geology and other earth sciences and encourage career choices in earth science. This non-technical video or DVD shows why a basic knowledge of geology is important in everyday, contemporary life. Available at Why Bother Films.



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UNIT PLANNING PAGES I. FOCUS/MOTIVATION

Super Scientist Awards Cognitive Content Dictionary Observation Charts Inquiry Chart Picture File Cards Big Book – Native American Legends About Washington State Prediction/Reaction Guide Realia

II. INPUT Graphic Organizer – World Map 10/2 lecture with primary language Graphic Organizer – Washington State Pictorial Input – Volcano Narrative Input – Apple Sees Washington State

III. GUIDED ORAL PRACTICE Heads Together T-Graph for Social Skills with Team Evaluation Team Points Poetry/Chants Mind Map / Process Grid Picture File Cards Exploration Report Personal interaction Guess My Category Sentence Patterning Chart

-Reading Game -Trading Game -Flipchant

Team Tasks IV. READING/WRITING

Found Poetry Poetry Booklet Big Books Expert Groups Learning Logs



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Writer’s Workshop Team Tasks Story Map Coop Strip Paragraph (Read, Revise, Edit) Ear to Ear Reading Listen/Sketch Focused Reading Leveled Reading Groups

-Coop Strip Paragraph (Struggling Readers) -ELD Group Frame (Narrative Input Retell) -Clunkers and Links (At or Above Grade Level Readers)

V. REINFORCEMENT/EXTENTION ACTIVITIES

Highlighting and Sketching on Chants Guest Speaker Video/DVD Chant/Poetry Writing Art Activities (posters, dioramas) Nature Walk Songs/Music/Movement Role Playing Independent Research Projects

VI. CLOSURE/EVALUATION Student Generated Tests Student-Made Big Book Portfolios Home School Connection – Daily Closure Revisit the Inquiry Chart Team presentations Graffiti Wall Letter home Assessment

-Independent Writing to Prompt -District mandated summative assessment -Student portfolio



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SAMPLE DAILY LESSON PLAN

Day 1 FOCUS/MOTIVATION

Three Standards / Awards Numbered Heads Super Scientist Awards Cognitive Content Dictionary with Signal Word - Pyroclastic Observation Charts Inquiry Charts Big Book- Native American Legends About Washington State Portfolios

INPUT Graphic Organizer - World Map

ELD Review 10-2 interactions – primary language encouraged Learning logs

Chants-Landforms here, Landforms There Graphic Organizer – Washington State Landforms

ELD Review 10-2 interactions – primary language encouraged Learning logs

GUIDED ORAL PRACTICE T-Graph for Social Skills – Cooperation Picture File Sort – list, group, label Exploration Report

READING/WRITING Interactive Journals Writer’s Workshop

Mini-lesson Write Author’s Chair Publish

CLOSURE

Home/School Connection Process Inquiry Chart



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SAMPLE DAILY LESSON PLAN Day 2 FOCUS/MOTIVATION

Three Standards / Awards Cognitive Content Dictionary with Signal Word Home/School Connection-Process Review input with smart cards Process Chant – highlight, sketch, add picture file cards

INPUT Pictorial Input-Volcano

Learning Logs ELD Review 10/2 lecture with Primary Language

Narrative Input-Apple Sees Washington State GUIDED ORAL PRACTICE

Chants/Poetry

READING/WRITING Team Tasks Expert Groups Writer’s Workshop

Mini-lesson Write Author’s Chair Publish

CLOSURE

Read Aloud Big Book – Native American Legends About Washington State Home/School Connection Process Inquiry Chart



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Three Standards / Awards Cognitive Content Dictionary with Signal Word Home/School Connection-Process Process Chant - highlight, sketch, add picture file cards Review input with smart cards Review narrative with word cards, conversation bubbles

GUIDED ORAL PRACTICE Chants / Poetry Sentence Patterning Chart: volcanos

- Reading game -Trading game -Flipchant

Expert Groups Team Tasks Review T-graph Oral Team Evaluation

Mind Map Process Grid

READING/WRITING

Co-op Strip Paragraph Revise, Edit Co-op Strip Paragraph

CLOSURE Interactive Journals Home/School Connection Process Inquiry Chart



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SAMPLE DAILY LESSON PLAN

Day 4 FOCUS/MOTIVATION

Three Standards / Awards Cognitive Content Dictionary with Signal Word-student selected vocabulary Home/School Connection-Process Read Aloud Process Chants – highlight, sketch, add picture file cards

GUIDED ORAL PRACTICE

Chants Guess my category (landforms)

READING/WRITING Story Map from Apple Sees Washington State Reading Groups

-Clunkers and Links (At or above grade level readers) - ELD Group Frame

Team Tasks Team oral evaluations

Found Poetry Read the walls with personal Cognitive Content Dictionary – Focused Reading Listen and Sketch

CLOSURE Process Inquiry Chart Interactive Writing



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Three Standards / Awards Cognitive Content Dictionary with Signal Word-students choose from living wall Re-read big book – Native American Legends About Washington State Process Chants – highlight, sketch, add picture file cards

READING/WRITING Reading Groups

-Struggling / Emergent Readers with Coop Strip Paragraph Team Tasks

Process T-graph Written Evaluation Team Presentations

Ear-to-Ear Reading of Poetry Booklet Listen and Sketch

CLOSURE

Jeopardy Graffiti Wall Student’s Reflect-What helped me learn? Student made tests Process Inquiry Chart



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Landforms Here, Landforms There By Becky Madden & Jaki Shrauger

Landforms here, landforms there, Landforms, landforms everywhere! Jagged mountains towering majestically, Rushing rivers winding quickly, Isolated islands emerging slowly, And unstable volcanoes erupting violently. Mountains in the clouds, Rivers around the landscape, Islands throughout the Sound, And plateaus across the Palouse. Landforms here, landforms there, Landforms, landforms everywhere, LANDFORMS! LANDFORMS! LANDFORMS!



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Washington Landforms Bugaloo

Adapted by Becky Madden & Jaki Shrauger

I’m a Washingtonian and I’m here to say, I travel past unique landforms almost everyday. Sometimes I walk, sometimes I drive a car. As long as I go from near to far. Valleys, mountains, deltas too. Doing the Washington landforms BUGALOO! Mt. St. Helens lying dormant for years, Woke up one day arousing people’s fears. Volcanic ash blew near and far, There was so much you couldn’t drive a car. Plateaus, volcanoes, islands too. Doing the Washington landforms BUGALOO! The Columbia River begins in Canadian mountains high, With help from dams it generates electricity by and by. It winds through our state from east to west. Washingtonians claim it is the BEST! Rivers, valleys, peninsulas too. Doing the Washington landforms BUGALOO!



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Washington’s First Rate Rap Adapted by Becky Madden

Cascade Mountains topped with snow Tower over valleys down below. Part of the Pacific Ring of Fire Sleeping volcanoes wait to demonstrate their ire. The Columbia plateau occupies one-third of our state Ancient lava flows formed the region at a slow rate Large dry canyons, sagebrush flats, and hot sun You’ll find irrigated vegetation or none. Don’t forget the San Juan Island Chain Originally discovered by an explorer from Spain Islanders find whale watching a favorite past time The hilly countryside provides opportunities to climb. In the Olympic Peninsula it rains all year More than 150 inches, oh dear! Here people fish from the ocean near And chop down lumber with no fear. These are landforms of our state We think Washington’s First Rate.



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YES, MA’AM By Melissa Pearcy

Is this a strato volcano? Yes, ma’am Is this a strato volcano? Yes, ma’am How do you know? Layers of rock and magma How do you know? Violent eruptions Give me some examples. Mt. St. Helens, Mt Hood Give me some examples. Mt Rainier, Mt Shasta Is this a shield volcano? Yes, ma’am Is this a shield volcano? Yes, ma’am How do you know? Formed on ocean plates How do you know? Lava flowing out of a vent Give me some examples. Mostly in the Hawaiian Islands Give me some examples. Mt.Kilauea , Mauna Loa Is this a cinder cone? Yes, ma’am Is this a cinder cone? Yes, ma’am How do you know? Can grow quickly How do you know? Built around lava vents Give me some examples. Paricutín in Mexico Give me some examples. Cerro Negro in Nicaragua Are you through? Yes, ma’am Did you tell me the truth? Yes, ma’am What did you chant? Volcanoes!



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Earth Materials? Yes Ma’am!

by Melissa Pearcy

Is this a rock ? Yes, ma’am! Is this a rock? Yes, ma’am! Well, how do you know? Mineral and chemical composition Well, how do you know? Texture and hardness Where do you find it? Beaches, sand dunes and deserts Where do you find it? Mountain streams and city roads

Is this a mineral? Yes, ma’am! Is this a mineral? Yes, ma’am! Well, how do you know? Naturally occurring substance Well, how do you know? Hardness according to Mohl’s scale Where do you find it? Toothpaste, chalk, and salt Where do you find it? Chocolate, green beans and eggs

Is this soil? Yes, ma’am! Is this soil? Yes, ma’am! Well, how do you know? Mixture of rocks and minerals Well, how do you know? Erosion and weathering Where do you find it? On the trail, or in a garden Where do you find it? Under grass, and in a pile

Is this water? Yes, ma’am! Is this water? Yes, ma’am! Well, how do you know? Liquid, h2o Well, how do you know? Stagnant, or rushing Where do you find it? 71% of the Earth’s surface Where do you find it? Lakes, rivers, and oceans

Are all of these earth materials? Yes, ma’am! Are all of these earth materials? Yes, ma’am! Well, how do you know? Naturally occur from the Earth Well, how do you know? Naturally occur from the Earth



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Earth Materials BUGALOO

by Melissa Pearcy

I am a geologist and I’m here to say, I study landforms all over the state, Sometimes I see coulees or hear a river rushing by, Thinking about layers of rock, I won’t lie. Igneous, Sedimentary, Metamorphic too Doing the Landforms BUGALOO! I observe volcanoes and mountains all around, Mt. St. Helens, Mt. Spokane are easily found, I stand on different layers of rock all day long Igneous rock meets heat, I know I’m not wrong. Igneous, Sedimentary, Metamorphic too Doing the Landforms BUGALOO! I observe metamorphic rock under pressure to form, Through physical and chemical changes it is born, I collect examples of gnesis, marble and slate I research many more so I am never out of date. Igneous, sedimentary, metamorphic too. Doing the Landforms BUGALOO! Sedimentary rocks just lying in a river bed, Erosion and weathering going in to my head I accurately record my geological observations To share with geologists in a rockin’ celebration!



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Landforms Cadence

Adapted by Becky Madden We just know what we’ve been told. Washington’s worth its weight in gold. Unique Landforms from east to west, Make our state the absolute best. Sound Off … Washington Sound Off … Landforms Sound Off … 1 – 2 – 3 – 4 We’re the best! Plateaus, Gorges, Lakes and Rivers too, Mountains and Volcanoes to name a few, Islands and lowlands along our shore, Peninsulas and deltas who could ask for more? Sound Off … Washington Sound Off … Landforms Sound Off … 1 – 2 – 3 – 4 We’re the best! No matter where I travel across the state, Farmlands, forests and cities are first rate. I’m excited to call it home. Never far do I want to roam. Sound Off … Washington Sound Off … Landforms Sound Off … 1 – 2 – 3 – 4 We’re the best!



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Volcano Pictorial Input Region/Climate Washington State has five active volcanoes, all located in the Cascade mountain range, which runs along the northern Pacific coast. Mount Rainier is the highest at 14,410 feet, followed in order of elevation by Mount Adams, Mount Baker, Glacier Peak and the lowest, Mount St. Helens, at 8,364 feet. The Cascade Volcanoes are part of the Pacific Ring of Fire, the ring of volcanoes and associated mountains around the Pacific Ocean. All active volcanoes in Washington are composite volcanoes. Summers are cool and comparatively dry and winters are mild, wet and cloudy. The process forming this landform A volcano is formed when plates hit each other causing one of the plates to go under the other. This is when the earth heats and melts the underground rock into magma and gases. This can happen as deep as 100 miles below the earth. Magma settles in pools or chambers near the earth’s surface. Geologists distinguish composite volcanoes from other types of volcanoes by their layered structure, steep slopes and core craters. Characteristics A volcano is an opening in the ground that spits out hot gases, rock and lava. Eruption can be so bad it can blow the top off mountains. Active volcanoes in Washington have features and characteristics common to all composite volcanoes. They are formed from layers of rock and lava, and are usually large. They are conically shaped and can have one or more summits. A common characteristic of composite volcanoes is their explosive eruptions. Unlike other volcanoes that vent their lava more often, thick magma and accompanying noxious gases push upward in composite volcanoes and get trapped for longer periods of time in the core vent, building up pressure to an eventual catastrophic explosion. Interesting Facts The volcanoes and mountains of the Cascade Mountain Range provide homes to many different types of wildlife. Many flora (flowers) or fauna( animals) flourish in the lower ranges. Deer, rare gray wolves, grizzly bears and even banana slugs call the Cascades home. The Western slopes of the Cascades are in a rainshadow. The Cascades high elevation causes a rainshadow, preventing rain clouds to pass. The western slopes are densely covered with Douglas-fir, Western Hemlock and Red alder, while the drier eastern slopes are mostly Ponderosa Pine, with Western Larch at higher elevations. The volcanic ash makes the soil very fertile with minerals which help produce crops. Human Impact Humans have impacted the Cascade region in positive and negative ways. In May 1980 Mt St Helens erupted creating a massive explosion that destroyed the forest and land around it. It killed many trees, animals and fish in the area. The soil from the volcanic eruption however, is rich in minerals which helped the soil in surrounding areas more fertile. This fertile soil helps to grow crops that we can eat.



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Narrative Input

Adapted by Melissa Pearcy and Becky Madden

From Tulip Sees America by Cynthia Rylant



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#1 When I was a boy, I didn’t see much of Washington. My parents were homebodies, So I stayed home.

#2 But when I grew up, I knew I was different. I wanted to see Washington.

#3 So I bought a red ten speed bicycle and I packed a saddle bag of clothes, a saddle bag of food, and my dog, Apple. We left Spokane and started our journey across Washington State. This is what we saw:

#4 The farms in Columbia Plateau. Rich, rich, rolling hills And black ancient volcanic soil all around. There is no plateau like the Columbia Plateau. I rode my bicycle across the Columbia Plateau A plateau is an elevated piece of land. The Columbia Plateau was formed when lava flowed slowly over the landscape for millions of years.



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#5 The skies in the Columbia Gorge A large barge feels even smaller, As it chugs beneath them. There is no gorge like the Columbia

#6 So, I loaded my bicycle aboard a barge And traveled down the Columbia River A gorge is a deep canyon with steep, narrow walls. The Columbia Gorge was formed when erosion left the volcanic rock

exposed.

#7 The peaks around Mount St Helens The huge, majestic dome The major eruption of 1980 There are no volcanoes like Washington’s

#8 So, I loaded my bicycle on a passenger train And traveled through the Cascades A volcano is an opening in the ground that spits out hot gases, rock, and lava. Mount St. Helens was formed when layers of molten rock deep

within the earth erupted, cooled, and piled upon the surface.



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#9 The islands of the Puget Sound Patches of habitat, green and lush. Bald eagles hunting and soaring above There are no islands like those of Puget Sound.

#10 So, I loaded my bicycle on a ferry And traveled among the San Juan Islands An island is a land mass completely surrounded by water. The San Juan Islands were formed when volcanic activity pushed

land up above the water’s surface.

#11 The Pacific Ocean around the Olympic Peninsula Crystal blue expanding for miles Whales breaching while singing to their young There are no beaches like those on the Olympic Peninsula

#12 So, I loaded my bicycle on a helicopter And flew over the Olympic Peninsula A Peninsula is a land mass surrounded by water on three sides of it. The Olympic Peninsula was formed when two plates collided with one

being pushed downward.



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#13 I landed on a high cliff And saw water below as far as I could see I felt like the earth had dropped away.

#14 When we made it to the beach Apple could not stop running. I think he is an ocean dog. Now we have found a new home.



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Narrative Input Background



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Big Book

Native American Legends about Washington State Landforms



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Page 1 Just thought you’d want to know! Native Americans in Washington State have many different legends about landforms. The Yakima Tribe tells this tale about the Columbia Plateau. In the beginning, the world was all water. Whee-me-meow-ah, the

Great Chief, lived up in the sky all alone. When he decided to make the world, he went down to the shallow places in the water and began to throw up great handfuls of mud that became land. He piled some mud so high that it froze hard and made the mountains.

With a ball of mud, he made man and told him to take fish from the waters and deer from the forests. When man became lonely, the Great Chief made a woman and taught her how to collect food, to cook, sew and to make baskets.

But in spite of all the things Great Chief did for them, the new people quarreled. They bickered so much, Mother Earth was angry. In her anger she shook the mountains so hard that those hanging over the narrow part of the Big River fell down. Rocks, falling into the water, dammed the streams, made rapids, and created waterfalls. Many people and animals were killed and buried under rocks and mountains. One day the Great Chief overturned the mountains and rocks creating the Columbia Plateau.

Just thought you’d want to know! Native Americans in Washington State have many different legends about landforms.



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Page 2 Just thought you’d want to know! Native Americans in Washington State have many different legends about landforms. The Spokane Tribe shares this tale about the Spokane River. Ages ago, people all over the land lived in fear of a monstrous dragon

that had fetid, or stinking and reeking breath. He also had claws that could uproot the largest of pine trees. One summer day, an Indian girl was gathering berries and discovered the dragon sleeping on a hillside near what is now the mouth of the Spokane River. Slipping away quietly, she ran to her village and told everyone about her astonishing vision of the dragon.

Instantly, the chief assembled his warriors with all their weapons and ropes. They snuck up on the dragon and bound him to all nearby trees and rocks. Once securely tied, the tribe climbed on the drowsy creature and attacked him with all the implements of war.

The dragon woke up, and with one mighty lunge broke all of his bonds and vanished like the wind. As he disappeared he tore a deep path to Lake Coeur d’Alene. Imprisoned waters rolled down the gorge which was created. Ever since, waters of eastern Washington have traveled this path to the sea; from Lake Coeur d’Alene to the Spokane River, to the mighty Columbia River, and finally to the Pacific Ocean.




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Page 3


The Samish people share a story about the San Juan Islands called, “The Woman Who Married the Sea.” There was once a young woman who loved swimming the waters of the Sound.

She loved the feel of rushing water against her dark hair floating behind her. The Sea saw her swimming and fell in love with her. One day, while digging for clams she heard a deep low voice, “You are beautiful. You have seen many sea creatures above the water, but have you seen a kelp forest which grows up from the bottom of the sea. As it gets to the surface of the water, it branches out just like the branches of trees in a forest.”

After talking together for four days, the Sea asked the girl’s father if he could marry her. When the father said, “No,” the Sea got mad and replied, “Then your people will die because I will not feed them.” Soon, no one had anything to eat; no salmon, no clams, no food from the waters.

The girl pleaded with her father to let her marry the Sea. He finally agreed and they were married. The next day the sea was full of food again and to this day, it has always been full. Today, on Rosaria Beach on Orcas Island, there is a 23 foot red cedar totem pole that is carved on two sides. Facing land is the young woman with her long hair and her dress, holding a salmon. But, the side facing the sea, has clams and sea life covering her dress. Her hair is made of kelp with the smallest of sea creatures hiding in its strands. She, too, is holding a salmon.




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Page 4

Just thought you’d want to know! Native Americans in Washington State have many different legends about landforms. The Quillayute Tribe tells this tale about the Olympic Peninsula. Long ago there was a great time of storms in the land of Quillayute. Rain,

hail, sleet, and snow fell on land for days and days. The Quillayute were driven from their coast villages to the great prairie, where they were unable to provide for their tribe.

At last, the Great Chief called a meeting of his people. “We will call upon the Great Spirit for help. If no one comes then we will know it is His will that we perish. If we perish, then we will die bravely as our ancestors.” Suddenly, from the silence and darkness came the whirring sound of giant wings beating. People saw a huge bird whose wings were twice as long as a war canoe. It had a huge, curving beak and its eyes glowed like fire. They called this animal Thunderbird. In its great talons it held a living, giant whale.

Watching in silence Thunderbird carefully lowered the whale to the ground. It then flew high into the sky and went back to its home of thunder and lightning. Thunderbird and the giant whale saved the Quillayute from dying. The people knew that the Great Spirit had heard their prayer. Even today, the Quillayute never forget that Thunderbird’s visit ended their long days of hunger and death.




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Page 5


The Klickitat Tribe share this tale about Mt. St. Helens.

The chief of all gods had two sons, Pahto and Wy’east, who were in search of a place to live. In their search, they came across a piece of land, now called the Dalles. They thought it was the most beautiful place they had ever seen. The sons quarreled over the land, so their father shot two arrows from his mighty bow. One went north which Pahto followed and one traveled south which Wy’east followed. The chief of all gods then built a bridge of stone connecting the two areas so that his family could meet occasionally. Once called the “the Great Cross Over,” it is now called the Bridge of the Gods.

Both brothers then fell in love with a beautiful maiden named Loowit. They

fought over her, burying villages and forests until the area was devastated and the earth shook so violently that the bridge fell into a river, creating the cascades of the Columbia River Gorge.

The chief was so angry he punished the brothers by turning them into

mountains. Wy’east, with his head lifted in pride, became the volcano known as Mt. Hood. Pahto, his brother, with his head bent toward his fallen love, became Mt. Adams. Finally, Loowit, the maiden, became Mt. St. Helens, known to the Klickitats as Lourwala-Clough, which means “smoking or fire mountain” in their language.




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Gorge Region/Climate The Columbia River Gorge is located in the south, central part of Washington State along the Columbia River. The western side has moderate temperatures, compared to the eastern side which is much more arid and dry.

The process forming this landform The Columbia River slowly eroded (changed) the land creating a gorge. During the Ice Age, the Missoula Floods cut many steep walls that still exist today. Most of the gorge was formed by a process of lont-time erosion from a plateau level.

Characteristics

The Columbia River Gorge is 80 miles long and can be up to 4,000 feet deep with winds up to 35 mph (miles per hour). The Gorge is a river canyon cutting the only sea-level route trough the Cascade Mountain Range.



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Gorge (Continued) Interesting Facts

Sagebrush grows in the lower elevation while various types of pine trees grow in higher elevations. The Gorge is habitat to many type of animals and birds as well as the western rattlesnake.

Human Impact More than half of the original vegetation has been eliminated by grazing and farming. Due to the Columbia River’s many dam’s salmon and steelhead populations have decreased or dropped. The Grand Coulee Dam provides hydroelectricity for the Northwest. In order for the Grand Coulee to be built many animal habitats were destroyed.



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Puget Sound Islands Region/Climate The Puget Sound is located in the north western area of Washington State. San Juan Islands, about 740 islands lie in the Puget Sound. Summer typically includes sunny skies, calm winds, and moderate temperatures, while winters in the San Juans are relatively mild. Water surrounding the San Juan islands keep temperatures well above freezing most of the time.

The process forming this landform The Puget Sound includes islands called archipelgo. Archipelagos are formed through volcanic activity combined with tectonic movement such as underwater volcanoes, or hot spots allowing magma to seep out. As more and more magma is released, rock formations eventually peak out over the surface, creating an island.



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Puget Sound Islands (con) Characteristics This area is 175 square miles of land (29%) and 446 square miles of water. (71%) The four main islands are San Juan Island, Lopez Island, Shaw Island, and Orcas Island. However, 15 islands are accessible by public ferry. Orcas Island has the tallest peak of any San Juan island, Mt Constitution hovering at 2,407 feet above sea level.

Interesting Facts The San Juan islands supports a coastal ecosystem which includes a temperate rain forest, and shrubs. Lodgepole pine, and Douglas Fir trees are a few of the larger forest species. The shores of the San Juans are known for the red barked shrubs called Manzanita.

Human Impact Since the Pudget Sound has many islands, people use a ferry system to travel from island to island. These boats pollute the water which affects the sounds wildlife.



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Olympic Peninsula

Region/Climate

The Olympic Peninsula is located on the western most side of Washington State. The Western side is known for its temperate rain forests. The south west portion is the wettest with the driest area in the north eastern corner. Rain fall has been recorded as low as 15 inches and as high as 180 inches.

The process forming this landform The Olympic Peninsula is a new addition to the west coast of North America, with oldest rocks dating back only about 50 million years. Juan De Fuca’s plate began to collide with the North American continental pushing it downward. Olympic terrain (land) began emerging above water about 12 million years ago as a consequence of continued uplifting.



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Olympic Peninsula (continued) Characteristics

The Olympic mountain range sits in the center of the Olympic Peninsula meaning 3 sides are surrounded by water. This range is the second highest in Washington State. Its highest peak is Mt. Olympus. The Olympic Peninsula consists of five major landscape stings: rain forest, mountains, large lowland lakes, rivers, and saltwater beaches.

Interesting Facts The Olympic Peninsula mountains block the passage of rain-producing weather creating a drier climate. The most famous trees of this area are Giant Sequoia redwoods, standing as tall as 175 feet and can be up to 57 feet around. The Olympic marmot, Olympic snow mole and Olympic torrent salamander are found here and nowhere else in the world!

Human Impact Many people use the Olympic Peninsula for recreation activities like hiking and camping. The Olympic Peninsula is the setting for the movie Twilight. Humans have also been known to cut down many trees in the Olympic rain forest. Some of these trees can be close to over 100 years old. However, recently people have begun to take out dams in the area to help salmon survive.



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Columbia Plateau Region/Climate The Columbia River Plateau covers one third of the Washington State. It is located in south and central Eastern Washington. Elevation increases from approximately 400 feet at the confluence (the meeting of two or more bodies of water) to 1,800 feet along the eastern edge. This is the lowest and driest section in eastern Washington. The temperatures average around high 90’s in summer, with winter season snowfall from 10 to 35 inches. The process forming this landform One of the largest basaltic lava floods ever to appear engulfed about 63,000 square miles of the Pacific Northwest. Lava flow after lava flow poured out, accumulating to a thickness of more than 6,000 feet. As molten rock came to the surface, the earths crust gradually sank into space left by rising lava. This created a large, slightly depressed lava plain now known as Columbia Plateau. The ancient Columbia River was forced into its present course by lava.

Characteristics Columbia Plateau is an elevated piece of land. In Washington, the Columbia Plateau’s landscape ranges from an elevation of 160 feet to nearly 4,000 feet above sea level. The Columbia Plateau spans 63,000 miles. Some prominent landforms in the region include the Palouse Hills, the Channeled Scablands, the Pasco Basin, and the Yakima Fold Hills.



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Columbia Plateau (continued)

Interesting Facts

The Columbia Plateau is a grassland area with shrubs. Native grasslands remain in scattered pockets of the Palouse and in some canyons. Sagebrush and bitterbrush offer camouflage to a wide range of wildlife. Forests of ponderosa pine and Douglas-fir grow where the foothills of the Columbia Plateau meet the surrounding mountain ranges. About 45% of Washington’s 829 species of vertebrates are found in the Columbia Plateau region. This region also has wetlands that are homes to many types of birds, such as, sandhill cranes.

Human Impact

About 900,000 people live in the Columbia Plateau. They use water for irrigation, crops , fields, and animals. 70% of this area provides farm land, which has destroyed many wild life animal homes. This area has a lot of pesticides due to extensive farming. Hanford Nuclear plant was created to help make atomic weapons. As a result, this left atomic waste in this area.



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Mind Map



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Landforms Process Grid

Landform Region/Climate Process forming this landform?

Characteristics Interesting Facts

Human Impact

Volcano

Plateau

Gorge

Peninsula

Island



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Landforms of Washington State

Home School Connection

Sketch the Washington State map for a family member. Label some landforms that can be found across the state. Date: ________________ Family Member: ___________________

Student: _________________________



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Home School Connection Russian

Date: ________________ Family Member: ___________________

Student: _________________________



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Landforms of Washington State Home School Connection

Napali



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Home School Connection Spanish

Sketch the Washington State map for a family member. Label some landforms that can be found across the state. Dibuje el mapa del estado de Washington para un miembro de su familia. Escribe algunas Las Caracteristicas De La Tierra se que encuentra por el estado de Washington. Fecha: _______________ miembro de su familia: _________________

estudiante: _________________________



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Sketch a volcano for a family member. Label some of its parts and explain how it was formed. Date: ________________ Family Member: ___________________

Student: _________________________



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Napali



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Russian


Student: _________________________



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Spanish

Sketch a volcano for a family member. Label some of its parts and explain how it was formed. Dibuje un volcan para un miembro de su familia. Escriba algunas partes y explique como lo se formaba. Fecha: _______________ miembro de su familia: _________________

estudiante: _________________________



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Talk to a family member about a landform in Washington State where Apple, the dog, could stop / or did stop. Sketch and label the landform. Date: ________________ Family Member: ___________________

Student: _________________________



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Russian


Student: _________________________



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Napali



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Spanish

Talk to a family member about a landform in Washington State where Apple, the dog, could stop / or did stop. Sketch and label the landform. Hable con un miembro de su familia de una caracteristicas de la tierra donde Apple, el perro, podria parar o se paro. Dibuje y escriba la caracteristicas de la tierra.

Fecha: _______________ miembro de su familia: _________________

estudiante: _________________________



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Ask a family member to tell you a legend/story about your family’s history. Sketch or write about this story. Date: ________________ Family Member: ___________________

Student: _________________________



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Russian

Ask a family member to tell you a legend/story about your family’s history. Sketch or write about this story.


Student: _________________________



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Napali



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Spanish

Ask a family member to tell you a legend/story about you families history. Sketch or write about this story. Pregunte un miembro de su familia de un ley o un cuento de su historia de su familia. Dibuje o escriba de ese cuento. Fecha: _______________ miembro de su familia: _________________

estudiante: _________________________

Documents

Revised Landforms of Washington State Unit Plan2