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WHAT ARE SOME ? UNIT 5: Physical Feature of Lesson 11 — Grades 2-3 INSTRUCTIONS REACH Overview In this lesson, students will identify various landforms and water bodies in photographs of the Alaskan , then demonstrate their understanding by identifying landforms in their own area and building models of landfroms with clay. Note: If time is short, this lesson may be broken into two class periods. If you do this, start day two by having students describe the difference between types.

Objectives On successful completion of this lesson, students will be able to: • recognize and describe common landforms; and • recognize and describe common bodies of water.

Alaska Standards Alaska Science Standards / Level Expectations [3] SA1.1 The student develops an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating. [3] SA1.2 The student develops an understanding of the processes of science by observing and describing the student’s own world to answer simple questions. [3] SA2.1 The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by answering “how do you know?” questions with reasonable answers. [3] SD2.1 The student demonstrates an understanding of the forces that shape Earth by identifying and comparing a variety of Earth’s features (i.e., , deltas, , , , valleys, and )

Alaska Cultural Standards: [A] Culturally knowledgeable students are well grounded in the culture heritage and traditions of their community. Students who meet this cultural standard are able to: [A5] Reflect through their own actions the critical role that the local heritage language plays in fostering a sense of who they are and how they understand the world around them. [B] Culturally knowledgeable students are able to build on the knowledge and skills of

REACH ©2013 K-12 Outreach, UA 1 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH the local cultural community as a foundation from which to achieve personal and academic success throughout life. Students who meet this cultural standard are able to: [B2] make effective use of the knowledge, skills, and ways of knowing from their own cultural traditions to learn about the larger world in which they live. [D] Culturally knowledgeable students are able to engage effectively in learning activities that are based on radtional ways of knowing and learning. Students who meet this cultural standard are able to: [D1] acquire in-depth cultural knowledge through active participation and meaningful interaction with elders. [D4] gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance. [E] Culturally knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. Students who meet this cultural standard are able to: [E2] understand the ecology and of the bioregion they inhabit.

Bering Scope & Sequence 2nd grade sequence #6: Physical Features of the Earth 3rd grade sequence #6: Physical Features of the Earth

Materials • Teacher Overhead: Earth from Space • Teacher Overhead: Alaska from Space • Teacher Overhead: Landforms: and Mountains • Teacher Overhead: Landforms: , Ice, and Hills • Teacher Overhead: Landforms: and Tundra • Teacher Overhead: Landforms: Sea Ice and • Teacher Overhead: Landforms: Sea Ice, , and Hills • Teacher Overhead: Landforms: Tundra and Hills • Teacher Overhead: Landforms: Tundra and Distant Mountains • Teacher Overhead: Landforms: Tundra, , and River • Teacher Overhead: Landforms: Windmills on a • Teacher Information Sheet: Landforms in BSSD

REACH ©2013 K-12 Outreach, UA 2 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH • Modeling clay (a fist-sized lump for each student)

Additional Resources HSP II: Ch.5, Lessons 1, 2 HSP III: Ch. 7, Lessons 1–3

Activity Preparation 1. Read the “Whole Picture” section to familiarize yourself with the science and cultural information appropriate to this lesson. 2. Ask a Native speaker to assist you with any related vocabulary, including traditional words and place-names. a. If possible, invite this speaker to visit your classroom and share stories about changes they have witnessed on the landscape. 3. Review the Teacher Information Sheet: Landforms in BSSD and familiarize yourself with your area’s landforms and place-names. Note: It is advisable to ask a long-time resident of your area to help you identify place- names. Commonly, traditional place-names are not the same as the names found on western-style maps. Becoming familiar with your surroundings is an important Native value. 4. Take a short walk around your school and village. Make note of appropriate areas to show students. 5. Obtain any permissions you might need for taking your students outside to observe their surroundings.

Whole Picture Landscape features and place-names play vital roles in the lives of many Alaska Natives. In addition to featuring prominently in origin stories and other folklore, people use landforms and place names for guidance when traveling, hunting, and camping. John Phillip Sr., an elder from Kongiganak, stressed that knowing what to expect from the land and how to safely navigate it was perhaps the most important skill a person could learn. Together with “expert knowledge of , clouds, stars, wind, and weather in their hunting areas” learning landscape features allowed a person to travel and harvest successfully from “yuilquq (the wilderness or uninhabited place). [This] knowledge of the land was essential not only for success but for survival” (Fienup-Riordan and Rearden, 2012, p.165).

REACH ©2013 K-12 Outreach, UA 3 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH Awareness of minute details in one’s surroundings can mean the difference between life and death if a person is lost on the land. When a person is intimately aware of their surroundings, s/he is able to recognize places as s/he travels, even in very poor weather. John Phillip Sr. was told to observe everything. “Even if it wasn’t a trail, I was told to always observe the tundra … A person who observes and keeps track of the can reach his destination, even when the weather gets very foggy” (Fienup-Riordan and Rearden, 2012, p.166). As the climate changes, communities across the are witnessing transformations to the landscape around them. Areas once known to be stable are sinking, rivers are becoming shallower, and traditional hunting areas are no longer accessible. An elder from Toksook , Paul John, described his observations to Ann Fienup-Riordan and Alice Rearden: “When it used to get cold, I’d accompany others traveling with dogs. Then when I went to that place twenty years later, the land appeared different. Those that we call pengut [hills] and evinret [small grassy knolls] had started to sink in our old hunting area. Many of these had disappeared because they had melted. I thought I learned that area in the past, but since it has transformed, it has become unfamiliar and one can easily get lost” (Fienup-Riordan and Rearden, 2012, p.309). Similarly, the development of sandbars along the is making the behavior of sea ice unpredictable. Traditional hunters have noticed that the sea ice now forms in patches, where once it was solid and extended outward to the sea. The lack of sturdy sea ice affects not only peoples’ ability to hunt safely, but also animal behavior and predictability. Despite these changes, it is no less important for young people today to learn to be aware of their surroundings. Safety and survival remain dependent on a person’s knowledge of the land. To aid in understanding these changes, climate scientists are beginning to work closely with Alaska Natives to gather a more complete picture of what is happening. People’s long-term observations help scientists round out their knowledge and data from local areas. Alaska features a variety of landforms throughout the state. Even within the relatively small area of the Bering Strait School District, landforms are diverse. The following list describes common landforms in this region. Please see the Teacher Information Sheet: Landforms in BSSD to find those that are common in your area. Hill: A hill is a natural area of raised or mounded earth. Hills can be formed by rock and debris buildup leftover by glaciers; they can also be formed when Earth’s crust pushes upward. Though hills have a distinct summit, they are generally less steep and smaller than mountains. Mountain: A mountain is a naturally formed very tall, steep uplifting of earth. Mountains are formed when Earth’s crust buckles and pushes upwards. They can also be formed over thousands of years by the buildup from volcanic eruptions. Generally, mountains

REACH ©2013 K-12 Outreach, UA 4 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH form abrupt peaks near the ridgeline and are much taller and bigger than hills. Peninsula: A peninsula is a landform that is surrounded by water on three sides. Most generally, peninsulas are formed over thousands of years by . Wind and water begin to break down softer rock until the land has been carved away and water can surround three sides. Peninsulas are similar to capes, but they are generally considered to be larger. Peninsulas are also frequently connected to the mainland by an — a narrow strip of land. Cape: A cape is a narrow, pointed strip of land that juts out into an ocean, , or river. It is similar to a peninsula in that water surrounds it on three sides, but is much smaller. Sometimes, capes are found at the tip end of peninsulas. Island: An island is a landform that is completely surrounded by water. Most oceanic islands are the volcanic peaks of underwater mountains. Islands can be formed by earthquakes, volcanic eruptions, erosion, or flooding. Tundra: The tundra is a vast, treeless arctic . The tundra is cold and dry; temperatures average 18˚F and it receives 10 inches of precipitation, on average, per year (mostly in the form of snow). Much of the ground beneath the topsoil in the tundra is permafrost — permanently frozen ground. However, with climate change, people are witnessing slumps where the permafrost has begun to thaw. Plants common to the tundra are low-lying and have brief flowering periods in the spring; they include grasses, shrubs, lichens, and herbs. In the summer, the tundra abounds with animal life, especially migratory birds and insects. Other animals that live on the tundra include caribou, ermine, arctic hare, arctic fox, and musk oxen among others. Ocean: An ocean is a large body of salty water that surrounds a . There are five on Earth: Pacific, Atlantic, Indian, Arctic, and Antarctic. The Arctic Ocean, the smallest of the oceans, consists of the waters surrounding the North Pole between the North American and Eurasian . Throughout most of the year the Arctic Ocean remains frozen. In recent years, the summer sea ice extent has dramatically dwindled; local and scientific observers alike have noted more open waters and a resulting change in animal behavior. : A glacier is a giant mass of ice that moves very slowly over the land. A glacier forms over many years when the snow that falls during winter does not completely melt in the summer. Through the years, the snow builds up and becomes quite heavy, compacting the snow crystals in the lower layers into ice. Eventually, the ice becomes so heavy it moves forward under its own mass. Harbor: A harbor is a deep that is mostly surrounded by protruding land. Because the land largely protects harbor waters from stormy weather, ships and boats typically remain safe if anchored in harbors during storms. Harbors are always part of a larger body of water (an ocean, sea, or lake). Harbors are similar to bays, but are more

REACH ©2013 K-12 Outreach, UA 5 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH enclosed by landforms and are relatively small. Bay: A bay is a large, semicircular body of calm water that is partly enclosed by land. Bay waters are always connected to larger bodies of water (oceans, , or lakes), and can vary in size. Frequently, multiple harbors can be found within a single bay. River: A river is a long, flowing body of fresh water that typically empties into the sea or ocean. Rivers can also empty into other rivers; in this case, the river might be a tributary. Rivers are important parts of the hydrological cycle. Frequently a river’s source, or headwaters, is located in the mountains and is fed by springs, snowmelt, rain, or glaciers. The mouth of the river is typically marked by a delta, a landform where the main stream splits into several distributaries before emptying into the sea. Lake: A lake is a relatively large body of water that is surrounded on all sides by land. “Open” lakes contain freshwater because they are fed and drained by a river or stream. “Closed” lakes have no or outlet, they are fed solely by precipitation and are drained by evaporation. Because evaporation leaves behind solids like salts, many closed lakes are saline. Lakes are larger and deeper than ponds, and their inland geographic location distinguishes them from . : A pond is a small body of water surrounded on all sides by land. It is smaller and shallower than a lake. Because ponds are relatively shallow, the water temperature from top to bottom remains mostly constant. The shallow waters and constant temperatures make ponds good habitat for water plants; these can grow even at the center of ponds (unlike in lakes, where the depth at the center prohibits plant growth). In cold weather, shallow ponds can freeze solid; the insects and other creatures that may inhabit ponds during summer frequently bury themselves in the pond’s mud to hibernate for winter. Marsh: A marsh is a that is found alongside rivers, ponds, lakes, and the coast. Depending on their location, marsh waters might be freshwater, brackish water, or saltwater. They are dominated by treeless plant species, typically consisting of grasses and other herbaceous plants (seed-bearing plants that do not have woody stems, and die down to the ground after flowering). : A lagoon is a shallow body of coastal water that is separated from the ocean by small islands, sandbars, or reefs. They are formed when erosion breaks away the land and ocean water seeps inland. The size and depth of coastal lagoons varies with the tides.

Vocabulary delta a fan-shaped area of land, where the river empties into the ocean hill a naturally raised area of land, not as high as a mountain island land that has water all around it

REACH ©2013 K-12 Outreach, UA 6 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH lake a large body of water surrounded by land landform Earth’s surface features, including mountains, hills, valleys, islands, etc. mountain a tall landform that rises abruptly from the surrounding areas ocean very large body of water peninsula a piece of land almost entirely surrounded by water river a large stream of water flowing in a to the ocean, a lake, or another river stream a small, narrow river water bodies Earth’s surface features including oceans, rivers, lakes, ponds, streams, etc. Activity Procedure Note: If possible, invite a Native speaker to assist you in teaching students about the local landscape.

Part 1 1. Show students the Teacher Overhead: Earth from Space. Ask the following question: a. What do you see? (Help them identify land and water. You may also wish to point out weather features, like the hurricane.) 2. Show students the Teacher Overhead: Alaska from Space. Ask the following question: b. What do you see? (Help them identify Alaska, land, water / ice, and if possible the area where your village is located.) c. How do you know what is land? (Answer: the land is in shades of green and brown) 3. Show students the Teacher Overhead: Hills & Mountains. Ask the following questions: a. What do you see? (Answer: hills and mountains) b. Point to a hill. (Answer: foreground) c. Point to a mountain. (Answer: background) d. How do you know a hill from a mountain? (Answer: it is more rounded; it is not as steep; it is not as tall) 4. Show students the Teacher Overhead: Cape, Sea Ice, & Hills. Ask the following questions:

REACH ©2013 K-12 Outreach, UA 7 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH a. What do you see? (Answer: sea ice, land, hills, peninsula / cape) Note: The term “cape” may be too advanced for this age level. Alternatively, teach “peninsula.” See the Whole Picture section to familiarize yourself with the difference between a cape and a peninsula. b. Point to the sea ice. (Answer: foreground and left of the picture) c. Point to the land (Answer: dark areas at the center of the image) d. Point to the cape or peninsula. (Answer: the point of land that juts out) e. How do you know something is a cape or a peninsula? (Answer: it is a part of land that juts out from the rest of the land and is surrounded by water on 3 sides) 5. Show students the Teacher Overhead: Tundra, River, & Lakes. Ask the following questions: a. What do you see? (Answer: tundra, lakes, ponds, rivers) b. Point to the tundra. (Answer: all the green / yellow areas) c. Point to a lake. (Answer: larger water bodies) d. Point to a pond. (Answer: smaller water bodies, many surrounding lakes) e. Point to a river. (Answer: the meandering line of water) f. What is the difference between a pond and a lake? (Answer: a lake is bigger than a pond) g. How can you tell that something is a river? (Answer: it is a long strip of water and frequently has many bends) 6. Show students the Teacher Overhead: Sea Ice and Island. Ask the following questions: a. What do you see? (Answer: snow, drift wood, sea ice, an island) b. Point to the island. (Answer: the landform emerging on the horizon) c. Point to the sea ice. (Answer: the white area at the center of the image) d. Point to the driftwood. (Answer: the wood in the foreground) e. How can you know if something is an island? (Answer: it has water on all sides) f. Advanced: How can you tell it is sea ice and not merely snow on the ground? (Answer: driftwood is found on ; it is brought in by storms and needs the ocean to help it travel, therefore we can deduce that the nearby feature is ocean, not tundra) 7. Show students the Teacher Overhead: Sea Ice, Ocean, & Hills. Ask the following questions: a. What do you see? (Answer: sea ice, ocean, hills)

REACH ©2013 K-12 Outreach, UA 8 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH b. Point to the hills. (Answer: the land mass at the back of the image) c. Point to the sea ice. (Answer: the drifting white forms in the foreground of the image) d. Point to the ocean. (Answer: some ocean water is visible between the floats of sea ice; there is also ocean beneath the sea ice) e. Advanced: Are there mountains in this image? (Answer: yes, the taller peaks can be considered mountains) 8. Show students the Teacher Overhead: Tundra & Hills. Ask the following questions: a. What do you see? (Answer: tundra, tundra brushes, hills) b. Point to the tundra. (Answer: the lowland in the foreground) c. Point to the hills. (Answer: the sloped land in the background) d. Advanced: Can you see other landforms or water bodies? (Answer: yes, to the left in the distance the ocean is visible) 9. Show students the Teacher Overhead: Tundra and Distant Mountains. Ask the following questions: a. What do you see? (Answer: mountains, tundra, river, lakes, ponds) b. Point to the mountains. (Answer: the landforms at the background of the image) c. Point to the tundra. (Answer: the flatlands in the foreground) d. Point to the river. (Answer: the meandering water body cutting through the right of the image) e. Point to a lake. (Answer: larger water bodies on the tundra) f. Point to the pond. (Answer: smaller water bodies on the tundra) g. Advanced: Are there other landforms in this image? (Answer: yes, there are some small hills in front of the mountains) 10. Show students the Teacher Overhead: Mountains, Hills, & River. Ask the following questions: a. What do you see? (Answer: river, mountains, hills, tundra) b. Point to the river. (Answer: the ribbon going through the center of the image) c. Point to the mountains. (Answer: the taller landform at the front left of the image) d. Point to the hills. (Answer: the shorter landforms behind the mountain) e. How do you know the difference between the hills and the mountains? (Answer: the hills are shorter and rounder than the mountains; the mountains have steeper sides than the hills)

REACH ©2013 K-12 Outreach, UA 9 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH 11. Show students the Teacher Overhead: Windmills on a Hill. Ask the following questions: f. What do you see? (Answer: windmills, a hill, trees, tundra) g. Point to the hill. (Answer: the sloped land) h. Point to the windmills. (Answer: on top of the hill) i. Advanced: How can you tell it is a hill? (Answer: there is evidence of downward motion; the top of the land is higher than our eye level; the land behind the houses is higher than the houses themselves) Part 2 1. Tell students that you will be taking a walk outside to identify the types of landforms around your village. a. As you walk around outside with your students, point out any areas of interest, paying particular attention to hills, mountains, ponds, streams, the ocean, etc. You may even be able to identify areas of permafrost or permafrost thaw (sunken ground). If the ponds are frozen, look for evidence of escaping methane (frozen bubbles) and explain that this is evidence of climate change — thawing ground underneath the pond. Also, be sure to point out any land features that community members identify with place-names. Part 3 1. Back inside, give each student a lump of modeling clay about the size of your fist. 2. Instruct students to think about the land features they just observed outside as well as the pictures you showed earlier. They should pick one and use their clay to make a model of that landform. a. When they have completed their form, instruct them to place it on the designated . b. Tell students to examine the landscape models on the table. Ask students to identify what they see. This can be done as a whole class, taking turns. If students guess wrong, ask the student who made the model to explain what it is. If the feature is missing something (e.g., if the student thinks s/he made a mountain, but it looks more like a hill), have the other students help them fix the model. Assist as necessary. 3. Alternatively, you could call out a landform feature (lake, ocean, hill, mountain, etc.) and ask all students in the class to form it with their ball of clay. a. When each student has created a successful model, instruct them to ball up the clay, and start again, this time with a different feature. b. Instruct students to tell about what their model shows.

REACH ©2013 K-12 Outreach, UA 10 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 INSTRUCTIONS REACH Extension Activity • Assign students to interview a family member or a cultural knowledge bearer about local landforms and place-names. Students could ask to learn the Native language terms for the types of landforms. Students should also seek out stories about local landscape features and share those with the class.

References Fienup-Riordan, Ann, and Alice Rearden. (2012). Ellavut: Our Yup’ik World and Weather. Continuity and change on the Bering Sea Coast. Seattle and London: University of Washington Press. National Oceanic and Atmospheric Administration: “There is only one global ocean” http://oceanservice.noaa.gov/facts/howmanyoceans.html

REACH ©2013 K-12 Outreach, UA 11 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Earth from Space

The Americas and Hurricane Andrew. 25 August 1992. Photo courtesy of NASA.

REACH ©2013 K-12 Outreach, UA 12 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Alaska from Space

Rare Clear View of Alaska. 17 June 2013. Photo courtesy of NASA.

REACH ©2013 K-12 Outreach, UA 13 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Hills and Mountains

REACH ©2013 K-12 Outreach, UA 14 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Cape, Sea Ice, and Hills

REACH ©2013 K-12 Outreach, UA 15 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Tundra, River, & Lakes

REACH ©2013 K-12 Outreach, UA 16 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Sea Ice and Island

REACH ©2013 K-12 Outreach, UA 17 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Sea Ice, Ocean, and Hills

REACH ©2013 K-12 Outreach, UA 18 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Tundra and Hills

REACH ©2013 K-12 Outreach, UA 19 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Tundra and Distant Mountains

REACH ©2013 K-12 Outreach, UA 20 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Mountain, Hills, and River

REACH ©2013 K-12 Outreach, UA 21 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Overhead: Landforms — Windmills on a Hill

REACH ©2013 K-12 Outreach, UA 22 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH Teacher Information Sheet: Landforms in BSSD Known Place-names Village Name Commonly Seen Ask an elder or culture-bearer in your community to help you Landforms learn the place-names for areas around your village. (Harbor), Agiapuk Brevig Mission River, Small lakes, Hills

Tundra, Bay (Norton Bay), Elim Hills, Mountains (Darby Mountains), Kwiniuk River

Ocean, Mountain, Hills, Gambell Ponds, Lagoon, Peninsula (Northwest Cape), River

Bay (Golovin Bay), Hills, Golovin Lakes, Fish River

Tundra, Koyuk River, Bay Koyuk (Norton Bay), Lakes, Hills

Mountain, Ocean (Bering Little Diomede Strait)

Savoonga Mountain, Ocean (Bering Strait)

Ocean (Norton ), Shaktoolik Lakes, Shaktoolik River, Tundra, Hills (Nulato Hills), Mountains

REACH ©2013 K-12 Outreach, UA 23 WHAT ARE SOME LANDFORMS? UNIT 5: Physical Feature of Earth Lesson 11 — Grades 2-3 APPENDIX REACH

Teacher Information Sheet: Landforms in BSSD

Known Place-names Village Name Commonly Seen Ask an elder or culture-bearer in your community to help you Landforms learn the place-names for areas around your village. Inlet, Ocean (Chukchi Sea Shishmaref & Bering Strait), Island (Sarichef Island — part of the Chain, Permafrost Island (Stuart Island, Stuart Stebbins Mountain), Ocean (Norton Sound), River (Nunavulnuk River), Lakes Island (Stuart Island, Stuart St. Michael Mountain), Ocean (Norton Sound), River (Nunavulnuk River), Lakes

Teller Hills, Port (Port Clarence, Lakes, Permafrost

Hills (Nulato Hills), Rivers, Unalakleet (Unalakleet River & others, Mountains, Ocean (NortonSound), Tundra

Hills, Mountains, Peninsula Wales (Cape Prince of Wales, Continental Divide, Lagoon, Ocean (Bering Strait) Bay (Golovin Bay), Hills, White Mountain Lakes, River (Fish River), Mountains

REACH ©2013 K-12 Outreach, UA 24