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Geology, Geography, and Climate

Activities

Books

Using the Checklist provided below, have students write and illustrate a children’s book on weather in North Dakota. It could be either fiction or nonfiction. Share the books with students in kindergarten through third grade after sharing them with classmates.

Children's Literature Checklist

Maps

Students can create a climate map of North Dakota using information found on the Internet. Web sites can be found at the link below:

Field Trips

Take a field trip to a weather station.

Meteorology

Invite a guest meteorologist into your classroom to speak.

Have students pretend they are meteorologists and create a simulated radio or television weather forecast using the current weather predictions as found on the Internet or in the local newspaper. Have them take into consideration the jet stream, air pressure, winds, and any other variable that may affect the weather.

Poetry

Have students create poetry corresponding to the North Dakota Studies unit they are studying:

Couplets (two-line stanza that rhymes).

Triplets (three-line poems). A triplet may be written in the shape of a triangle and can be read by starting at any corner.

  • Patterns include ABB (two of the lines rhyme)
  • AAA (all three lines rhyme)
  • ABC (no lines rhyme)

Haiku

  • Line 1—five syllables
  • Line 2—seven syllables
  • Line 3—five syllables

Cinquain

  • Line 1—one word (title)
  • Line 2—two words (describe the title)
  • Line 3—three words (describe an action)
  • Line 4—four words (describe a feeling)
  • Line 5—one word (refer back to the title)

Diamanté (Diamond)

  • Line 1—one noun (subject #1)
  • Line 2—two adjectives (describing subject #1)
  • Line 3—three participles (ending in –ing, telling about subject)
  • Line 4—four nouns (first two related to subject #1, second two related to subject #2)
  • Line 5—three participles (about subject #2)
  • Line 6—two adjectives (describing subject #2)
  • Line 7—one noun (subject #2)

ABC Poetry (Start with A and go through the alphabet writing a word for each letter. You may make several sentences, but the information should be about North Dakota.)

Acrostic Poems (The first letters of the line spell out a word that has something to do with the poem.)

Lanterns (Japanese poem that is written in the shape of a Japanese lantern).

  • Line 1—one syllable
  • Line 2—two syllables
  • Line 3—three syllables
  • Line 4—four syllables
  • Line 5—one syllable

Seasons

Divide the class into four groups (seasons) and assign each group to list the pros and cons for their assigned season in North Dakota. Rotate the lists for each season so all groups will have contributed to the four seasons. Discuss.

Vocabulary

Have students use the climate vocabulary included in this packet to create word games, word searches, mazes, crack the code, etc. These can be created by subscribing to following site. This site grants you the right to reproduce as many worksheets as needed for noncommercial, individual, or classroom use.

edhelper.com

Have students take any climate vocabulary word and create as many words as possible using only the letters found in that word (e.g., precipitation = price, pie, trip, pain, etc.).

Have students compose a fiction/nonfiction story using North Dakota weather vocabulary.

Have students create a rap song or a jingle which could be used to teach others about the climate and weather of North Dakota. Use the vocabulary and definitions provided. Good tunes to use for a jingle include: “Row, Row, Row Your Boat,” “Twinkle, Twinkle Little Star,” etc. However, students can create their own tunes with songs they are familiar with.

Water Cycle

Have students “Create Their Own Water Cycle” by placing about an inch of water in a plastic bowl. Cover the bowl with plastic wrap and seal with a rubber band.

Set the bowl in the sun or in a heated place. The heat will evaporate the water, which will then rise and collect on the plastic. As it cools, it will condense and fall back into the container as precipitation.

Have the students illustrate what is happening throughout the experiment. (Variations: Students can dramatize the water cycle where one person acts as precipitation, one as condensation, and one as evaporation.)