GEOGRAPHY ACTION! RIVERS

Celebrate Geography Action! Rivers 2001!

With a Scoop of Goop!

Goop to Geoforms

The following lesson was presented at the National Council for Geographic Education annual conference in Vancouver, British Columbia, in August 2001. Developed by the California Geographic Alliance, Goop to Geoforms can be easily adapted for the celebration of rivers by allowing students to focus on the connection between rivers and the physical and cultural features found on a geographical terms map. Students may ask such questions as:

Ø Where are rivers formed?

Ø What physical features are parts of a river system?

Ø What cultural features have been developed because of river systems? (Using rivers). How are these cultural features dependent upon rivers? (Changing rivers).

Ø What geographic features found on the geographical terms map can be found in your community, region, or state?

Ø How has the absence or presence of rivers affected the cultural landscape in your community, region, or state?

Purpose: This lesson will illustrate geographical terms in three-dimensional form.

Objective: Participants will be able to:

1. Use magic modeling goop and paint to create features of the geographic landscape.

2. Explain the meaning of geographical terms.

Duration: 2 - 3 days (excluding teacher preparation)

Materials: For magic geoforms:

1. Magic modeling goop (make ahead using recipe below).

One ball of goop will complete two geoforms.

2. Sturdy cardboard squares, 5" x 5" (one per geoform)

3. Tongue depressors (one per geoform)

4. Hot glue gun and glue sticks

5. Tempera paint (assorted colors) and brushes

6. Tools for flattening and sculpturing (hands usually enough)

One 3" x 5" index card for each geoform

Directions to make goop:

1. Mix and heat on medium, 5 pounds of salt and 2 cups of water.

2. Mix in a separate bowl 1 pound cornstarch with 2 cups of water. Stir until smooth.

3. Add cornstarch mixture slowly to salt mixture, stirring constantly while on stove.

4. When the two mixtures are thoroughly combined, remove from heat.

5. Roll into tennis sized balls and wrap in plastic wrap. Will keep indefinitely. Makes

10+ balls of goop.

Procedures: Teacher prepares the following ahead of class:

1. Make magic modeling goop at home.

2. Cut cardboard.

3. Glue tongue depressors to cardboard.

4. Gather rest of items on list for student use.

Day 1:

1. Compile a list of geographic terms with which students are familiar and have previously

discussed and/or illustrated.

2. Students choose one term to make with goop.

3. Students write their landform definition on a 3" x 5" index card (copy from book or use class

definition).

4. Glue definition on back of cardboard.

Day 2:

1. Students paint the dry geoforms using small brushes.

2. Students give mini presentations to class. Student creator explains the term and definition with

geoform in full view of group. Students might reinforce what they've learned by orally

quizzing one another, after all have shared.

Day 3:

1. Place the geoforms and cards around the classroom and send the students on an adventure of

discovery (let the students read and explore on their own). Once the students have seen all the

cards and geoforms, begin using the display to reinforce student's knowledge on a daily basis.

2. On a rotating basis display 5 geoforms each day. Call on five students, one at a time, to choose

a geoform, identify and describe it. Then check for accuracy on the back. Eventually students

might try to identify and explain geoforms without the use of cards.

Bibliography: Clements, Andrew. 1992. Mother Earth's Counting Book. Picture Book Studio.

Knowlton, Jack. 1988. Geography From A to Z, A Picture Glossary. Harper Collins Publishers.

Singer, Marilyn. 1991. Puzzle Maps USA. Harper Collin Publishers.

William, Vera B. 1981. Three Days on A River in A Red Canoe. Scholastic, Inc.

Wolfman, Ira. My World and Globe. Workman Publishing.

Display Board: 1. Mount pockets to board using double stick tape.

2. Use glue to mount letters.

3. Geoforms, with tongue depressors attached, are slipped into pockets.

4. Completed index cards are slid into pocket, in front of the sticks.