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Mountains and Beach

Discover the world of geography, logging new geographic terms and combining them into one colorful scene.

  • Grade 2
    Grade 3
    Grade 4
  • 30 to 60 minutes
  • Directions

    1. During a unity of study focused on international or national geography, ask students to keep a log of geographic terms, perhaps related to a book that the class is reading (perhaps Misty of Chincoteague), such as inlet, mountain, and river. Have students write the word, a formal definition of the term, a re-written definition in their own words and an illustration of each word. Illustrations can easily be created with Crayola® Erasable Colored Pencils.
    2. Challenge students, working in teams of two, to sketch a scene illustrating several of their geography terms using Crayola® Erasable Colored Pencils, Crayola Washable Markers, Crayons, Colored Pencils and/or Color Sticks on construction paper. Mix new colors by overlaying coats of crayon, marker, or colored pencil to make each feature unique.
    3. Student groups swap drawings with another team. Study the new drawing. Name the geographic features depicted.
  • Standards

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

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

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    LA: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

    SCI: Obtain information about the locations of a variety of Earth’s features and map the geographic patterns that emerge.

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

    SS: Locate and distinguish among varying and geographic features, such as mountains, plateaus, islands, and oceans.

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

    VA: Use visual structures of art to communicate ideas.

  • Adaptations

    Possible classroom resources include: Introducing Landforms by Bobbie Kalman; Geography from A to Z: A Picture Glossary by Jack Knowlton; The Seven Continents by Wil Mara; What Is a Landform? By Rebecca Rissman

    Encourage students to identify landforms in their local communities. Sketch each or create a 3-D model of the landform using Crayola Model Magic. Students name the landform in the 3-D model and write a summary of research focused on the site. Display both in the classroom.

    Students can create a landforms book which includes landform terms and a definition of each in the students' words. A sketch of the landform type should also be included in the book as a visual reference.


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