Mapping Landforms and Water bodies

Contributor
WGBH
Type Category
Instructional Materials
Types
Game , Interactive Simulation
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

This student activity is a part of a larger unit teachers can use to thoroughly cover this topic, but can easily be used as a stand-alone activity. Students manipulate computer controls to move through simulated landforms in order to visualize phenomena that is not in their local environments or are too large to feasibly visit.

The simulation referred to in the lesson plan can be found at: https://kuac.pbslearningmedia.org/resource/buac17-k2-sci-ess-landwatergame/plums-island-explorer-land-and-water/#.WhXjPEqnGUl

 

 

Intended Audience

Learner
Educational Level
  • Upper Elementary
  • Grade 2
Language
English
Access Restrictions

Free access with user action - The right to view and/or download material without financial barriers but users are required to register or experience some other low-barrier to use.

Performance Expectations

2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Clarification Statement: none

Assessment Boundary: Assessment does not include quantitative scaling in models.

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

Comments about Including the Performance Expectation
The game and simulations within it very clearly represent landforms and how these landforms shape the environment. However, students are not creating this model. To meet the full expectation of the Performance Expectation, teachers should use Lesson One, Part 3 of the unit where small groups make a 3D model of a landforms and water bodies on an island.

Science and Engineering Practices

This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.

Comments about Including the Science and Engineering Practice
The game and simulations within the game enable students to explore various landforms and their relationships to the environments in which they occur. To more fully address this Practice, use all the lessons in the unit provided.

Disciplinary Core Ideas

This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.

Comments about Including the Disciplinary Core Idea
In order to meet the full expectation of this Core Idea, use Lesson One, Part 3 and the assessment ideas provided in the unit

Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
The game and the simulations within the game show examples of landforms in both the natural and designed (as in maps) world. Completing the entire unit would allow students multiple examples and experiences with this Crosscutting Concept.

Resource Quality

  • Alignment to the Dimensions of the NGSS: The resource allows students to experience phenomena that may not be physically accessible and helps them understand landforms and their relationship to the environment. While they do not physically create a model, the simulated one they are using allows students to observe patterns in landforms in both the natural and designed (created maps) world, while manipulating maps that show these landforms and the shapes and kinds of land and water in different areas. If the teacher desires to meet the full expectation of all 3-Dimensions within the standards, it is highly recommended to have students complete the entire unit.

  • Instructional Supports: The phenomena observed in this game/simulation is not easily physically accessible to most students, therefore the delivery mode of the content is very appropriate. To make the topic personally relevant, teachers should follow the instructions, elsewhere in the unit, to guide students in creating a 3-dimensional representation of their local neighborhood.

  • Monitoring Student Progress: Using just the game/simulation will allow students to experience phenomena related to landforms; however, the teacher will need to follow through with the other lessons and assessment provided in the unit to fully monitor students' progress.

  • Quality of Technological Interactivity: The game and simulations within it, allows students to manipulate the navigation through different landforms while performing a specific task. This highly engages the student while learning about the topic. However, a superior application might allow students to affect the results of what they are seeing through their manipulations.