Mississippi Landforms

Subject Area: Science

Grade Level(s): 7

Duration of Activity: Five to seven, 50-minute class periods

Description of Activity:

Using the World Wide Web, students will research information on landforms that are found in Mississippi. Students will write and type descriptive paragraphs about a Mississippi landform of their choice. After research and writing is completed, students will exchange papers for editing. Student teams will create a map of Mississippi and plot various counties on the map. Students will scan this document so that it can be inserted into Microsoft PowerPoint presentations. Symbols will be created to represent various types of landforms in Microsoft Paint. Next, students will create a bar graph to compare Mississippi's highest landform, Woodall Mountain, with highest landforms in neighboring states using Microsoft Excel. Finally, students will create a Microsoft PowerPoint presentation to include all work completed.

Objectives: The students will

• correctly access the World Wide Web.
• navigate through the World Wide Web.
• conduct research about a particular landform found in Mississippi such as plains, hills, plateaus, and so forth.
• write descriptive paragraphs about a Mississippi landform that each student selects to research.
• type descriptive paragraphs using word-processing software.
• exchange papers for editing.
• save the paragraphs to floppy diskettes.
• sketch an outline map of Mississippi.
• plot various counties in Mississippi on the map.
• scan the map document into digital format.
• insert the digital map document into Microsoft PowerPoint.
• create symbols in Microsoft Paint to represent specific landforms found in Mississippi such as plains, hills, plateaus, and so forth.
• insert the symbols that represent various landforms on the map in the correct landforms' locations.
• create bar graphs to compare Mississippi's highest landform Woodall Mountain's height with neighboring states' highest points using Microsoft Excel.
• create Microsoft PowerPoint presentations that include all work created throughout project.

Materials/Equipment:

• Computers with access to the World Wide Web
• Word-processing software such as Microsoft Word
• Presentation software such as Microsoft PowerPoint
• Draw/paint software such as Microsoft Paint
• Graphing software such as Microsoft Excel
• Scanner
• Floppy diskettes (optional)
• Printer (optional)
• English/Language Arts textbooks (optional)
• Atlas/Geography textbooks
• Handout 1: Rubric-Mississippi Landforms

Prerequisites (skills or background needed):

• The teacher will need to share a brief overview of the various landforms found in Mississippi before beginning this project.
• The teacher will need information about the location of Mississippi's main landforms. Examples of landforms are the Fall Line Hills, the Jackson Prairie, the Coastal Pine Meadows, and the Black Prairie Belt.
• The teacher will need a basic knowledge of all software to be used as a part of the lesson.
• Students will need basic knowledge of how to navigate through the World Wide Web.
• Students will need basic word-processing skills.

Procedure

Teacher Component: The teacher will

1. complete an overview of the various landforms found in Mississippi.
2. assist students as they navigate through the World Wide Web.
3. assist students in writing their descriptive paragraphs.
4. assist students as they edit their paragraphs.
5. print copies of the descriptive paragraphs.
6. lead students as they sketch outlines of Mississippi, create symbols for the landforms, and plot counties on the map.
7. lead students in creating bar graphs using Microsoft Excel or other spreadsheet software.
8. assist students as they create Microsoft PowerPoint presentations.
9. provide students with a copy of Handout 1: Rubric-Mississippi Landforms, the rubric for use throughout the project.

Student Activities: The student will

1. conduct research about a particular landform using both text and World Wide Web resources.
2. write a rough draft of his/her descriptive paragraph about his/her landform.
3. exchange papers and have a peer edit his/her work.
4. type paragraph using word-processing software.
5. sketch an outline map of Mississippi.
6. plot counties on the student-created map.
7. scan the map document into digital format.
8. insert the digital map into Microsoft PowerPoint presentation.
9. insert the student-created symbols on the map that represent the various landforms of Mississippi.
10. create a bar graph comparing Mississippi's highest landform to those of neighboring states using Microsoft Excel.
11. create a Microsoft PowerPoint presentation containing the descriptive paragraph, map, and bar graph.
12. print their finished product.

Accommodations (Special Needs):

• To save class time, have students write the rough draft of their descriptive paragraph as a homework assignment.
• Bookmark various Web sites for students. This will cut down on research time. [See Using Favorites/Bookmarks in the K-12 Classroom.]
• Have books available for any information students may not be able to find or for those students who do not have permission for World Wide Web usage.

Extension Activities:

• Create a different type of graph using the lowest points of various states.
• Allow students to share their presentations and information with the class.
• If possible, share presentations with students from another state or country and compare topography.
• Create printed booklets for use as a future class reference.

Integration:

• Science
• Social Studies (Geography)
• Language Arts / English
• Math

Assessments:

• Handout 1: Rubric-Mississippi Landforms

URLs:

• America's Roof
  http://www.americasroof.com/usgs.shtml
  This site lists highest points by state.
• America's Roof
  http://www.americasroof.com/lowest.shtml
  This site lists lowest points by state.

Curriculum Frameworks

Mississippi:

Seventh Grade

Science

6. Explore the composition and changes of the Earth System. (E, P)
   5. Research landforms and fossils found in Mississippi.

Language Arts

1. Communicate for a variety of purposes through different forms of writing using processes of reading, writing, listening, and viewing for an expanding audience. (R, W, L, V)
   1. Accomplish a writing process through planning, drafting, revising, editing, publishing, and self-reflecting on written communications such as various types of paragraphs (narrative, descriptive, expository, persuasive), essays, research papers, creative writing, etc. for different audiences and purposes with minimal guidance.

11. Demonstrate continuous progress toward control of penmanship, grammar, mechanics, sentence structure, and usage of standard English in the context of writing and speaking. (R, W, S, L, V)
1. Demonstrate knowledge of grammar and usage, including, but not limited to, parts of speech, all punctuation marks, capitalization, verb tenses, subject-verb agreement, subordination, pronoun reference, and basic sentence elements.
2. Interact with increasing competency using standard English skills when writing and speaking in a variety of situations.
3. Apply correct grammar skills in speaking and writing.
4. Apply correct usage in speaking, writing, and editing/proofreading.
5. Use correct sentence structure in speaking, writing, editing/proofreading.

2. Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, political cartoons, charts, graphs, a compass, technology, etc.). (H, G, E)
10. Interpret special purpose maps (e.g., climate, vegetation, population, historical, etc.).
11. Analyze information using social studies tools (e.g. graphs, maps, charts, tables, political cartoons, etc.).

Math

4. Collect, organize, and summarize data and use simple probability. (P, D, M, G, N)
2. Interpret and construct histograms, line, and bar graphs.

NETS Performance Indicators for Grade Level [6-8] / NETS Standard(s):

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3,5)
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3,6)

TerraNova:

Science

22 Earth and Space Science (Level 11-21/22)
Demonstrate an understanding of the fundamental concepts and principles of Earth and space science. Apply Earth and space science knowledge to investigations and real- world contexts.

Through text, diagrams, and drawings provide explanations of Earth and space science concepts and principles. English/Reading

05 Identify Reading Strategies (level 11-21/22)
Demonstrate awareness of techniques that enhance comprehension, such as using existing knowledge, summarizing content, comparing information across tests, using graphics and test structure, and formulating questions that deepen understanding.

Write responses that interpret and extend the use of information from documents and forms, and that demonstrate knowledge and use of strategies.

08 Writing Strategies (11-21/22)
Demonstrate knowledge of information sources, outlines, and other pre-writing techniques.

Demonstrate an understanding of the use of topic sentences, concluding sentences, connective and transitional words and phrases, supporting statements, sequencing ideas, and relevant information in writing expository prose.

Social Studies

26 Geographic Perspectives (11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of the world's people, places, and environments, and their interactions over time.

Construct answers, use geographic tools, and create solutions or products using inquiry skills and knowledge related to geographic perspectives.

Math

15 Data Analysis, Statistics, and Probability (10-21/22)
Analyze, interpret, and evaluate data in various forms; and apply the concepts and processes of data analysis, statistics, and probability to real-world situations.

Represent and interpret data, model probability situations, describe trends, and evaluate or construct arguments based on data.

Link and Feedback to Author(s):

Misty Little, Tupelo Middle School, Tupelo, MS
littmm@tupelo.k12.ms.us

Talina Knight, Tupelo Middle School, Tupelo, MS -English
knigtm@tupelo.k12.ms.us

Marlo Hendrix, Tupelo Middle School, Tupelo, MS-Social Studies
hendma@tupelo.k12.ms.us

Lily Scott, Tupelo Middle School, Tupelo, MS-Math
scotla@tupelo.k12.ms.us