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Birth of Islands

Learn how islands are formed and build models of different kinds of islands to illustrate learning.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Using a world map, students identify islands that are in each continent on the planet. Pose the question: How were these islands formed?
    2. Divide students into teams of 3 or 4 students. Student groups research various island formations and their history. Students organize their research into an electronic format for presentation to classmates.
    3. Prior to presenting their findings, student groups use Crayola Model Magic to create 3-dimensional island models. Students may use recycled cardboard as a base for their island models. Encourage students to incorporate recycled collage materials in their models such as twigs, paper towel tubes, craft sticks, toothpicks, or cotton balls to form island features. Attach these items with Crayola School Glue. Allow model to dry overnight.
    4. When the Model Magic is dry, cover the work area with recycled newspaper. Paint the island's land forms and bodies of water with Crayola Watercolor Paint or Tempera Paint and Brushes.
    5. Choose names for the island as well as its parts, such as peninsulas, inlets, coves, basins, valleys, mountain ranges, and lakes. Make labels with Crayola Colored Pencils or Washable Markers.
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Draw evidence from literary or informational texts to support analysis, reflection, and research.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    SCI: Ask questions about the natural an human-built worlds.

    SCI: Construct explanations of phenomena using knowledge of accepted scientific theory and linking it to models and evidence.

    SS: Use appropriate resources, data resources, and geographic tools to generate, manipulate, and interpret information.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

    VA: Identify connections between the visual arts and other disciplines in the curriculum.

  • Adaptations

    Encourage students to research natural resources available on the islands they have researched, geography, topography, climate, vegetation, and population.

    Students investigate life on an island. What particular challenges does one face when living on an island? How does it differ from life on the mainland?


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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