Geography: Maps & Globes Lesson #1 I.

Objectives

Essential Question: What can be used to show a model of the Earth? NCSS Theme: People, Places, and Environments VA SOL Objectives
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Social Studies K.4 The student will use simple maps and globes to a) Develop an awareness that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth

English K.3 The student will build oral communication skills. e) Participate in group and partner discussions about various texts and topics.

Students will be able to

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distinguish between a map and a globe identify a map as a drawing of a place (from above) and a map as a model of Earth

II. Materials for Learning Activities

Various maps including map of classroom (enough copies for each student and one extra to post in classroom) Globe (more than one if possible) Chart paper and markers

III. Procedures (~40 Minutes)

Introduction = ~10 minutes

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Students will gather on carpet The teacher will

...initiate a discussion on maps and ask students to share what they 'know' about maps (student responses will be recorded on chart paper)

Have you ever seen your parents use a map? What do you know about maps?

...initiate a discussion on globes and ask students to share what they 'know' about maps (student responses will be recorded on same chart paper, on the other half)

Have you ever seen a globe before? What do you know about globes?

Instructional Strategies & Activity = ~18 minutes

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Students will be divided into two groups (maps and globes) where they will explore examples of maps and globes with the support of a teacher (~6 min at each station). The teacher will

...explain the activity and give directions.

Half of you will stay on the carpet with me and the other half of you will work [on another carpet] with [Instructional Assistant]. You will explore maps and globes, share what you notice, and then you will switch.

provide students with support as they explore the maps/globes as well as point out map/globe features. ...keep students on-task and record their observations on chart paper to be displayed throughout unit. ...engage the students in a discussion about the maps/globes by asking open ended questions. ...ask students to re-join on the carpet and go over the charts (what they noticed)

Summary = ~10 minutes

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The teacher will close the activity and explain to students what they will do the next time they meet.

The teacher will

post classroom map where it is accessible to students and inform students that they each have a copy in their cubby as well to explore provide students with a definition of map and globe (oral and recorded on paper to be displayed in room)
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map: A drawing that shows what a place looks like from above globe: A round model of the Earth

...play a short clip (lost at the mall) that demonstrates one way that maps are used. ...explain that next time they will discuss the colors on maps/globes.

Assessment = ~2 minutes

The teacher will pass out an exit slip to students to complete before dismissal (identify which of the two pictures is a globe)

IV. Assessment

Informal - Observation (formative)

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Student discussion during intro and activity: The teacher will attend to student contributions and their ideas about what maps/globes are. He/she will also make note of what features the students are attending to as well as what background knowledge and misconceptions they have.

Formal - Exit Slip (formative)

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Student answers (circle) will demonstrate if they can distinguish between a globe and a map

V. Differentiation

Differentiation:
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Opening and Closing Discussion

interactive (students contribute ideas)

Activity

interactive (students work with each other, contribute ideas) appeals to kinesthetic, visual, and audio learning styles scaffolded by the teacher (provides support, points out features)

Extensions for Motivated Learners

encouraged to explore some of these maps during quiet time encouraged to read books from Map Books basket (created for this unit) during read to self time (daily five) encouraged to bring in a map from home for group share (morning meeting)

VI. Technology Integration

Screen/SMART board

Laptop/computer & projector Internet Access

YouTube (video clip) - Lost at the Mall