Map Skills Unit: Day 2 Lesson Plan Third Grade Hemispheres I.

. Objectives Virginia Standards of Learning: History and Social Studies VA SOL 3.5: The student will develop map skills by b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; History and Social Studies VA SOL 3.6: The student will read and construct maps, tables, graphs, and/or charts. Visual Arts VA SOL 3.4 The student will use imaginative and expressive strategies to create works of art. From Grade 3 Programs of Studies, Fine Arts FCPS Standards (http://www.fcps.edu/is/pos/documents/es/art3.htm): FA.EA3 Standard 4 Benchmark 4.a Apply fundamentals of art and design to create original artworks: Indicator 4.a.2 Use color to communicate mood or emotion Indicator 4.a.3 - Use repetition of shapes and colors to unify an artwork Indicator 4.a.12 Enhance artworks by adding details, pattern, and texture. NCSS Themes: People, Places, and Environments: The students will learn that the equator and the prime meridian are used to create the Northern, Southern, Eastern, and Western Hemispheres (NCSS: How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?).

Essential Questions What are the equator and the prime meridian? How do the equator and prime meridian divide the globe into hemispheres? What are the four hemispheres? Objective: Students will be able to use the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; II. Materials for Learning Activities Two oranges A knife to cut the oranges A globe that can be divided in half A picture of the Western and Eastern Hemispheres to show on SMART Board Geography Jigsaw: 1. 1st Part: 3 Continents Handouts (one for each group) 3 Northern and Southern Hemisphere Handouts (one for each group) 3 Eastern and Western Hemisphere Handouts (one for each group)

3 bottles of liquid glue (this glue is better for gluing the beads and other similar materials) Scissors Markers Art Materials - materials can be switched out as long as there are different colors and textures at each table. There should be one food type material like rice or beans, one material like a button, one material like a bead, and a paper-type material on each table. Group #1 o Dried black beans o Blue buttons o Red beads o Yellow construction paper pieces Group #2 o Dried rice o Red buttons o Yellow beads o Blue construction paper pieces Group #3 o Dried brown beans o White buttons o Orange beads o Green construction paper pieces nd 2. 2 Part (back table): 3 Map of the World Handouts (one for each group) 3 bags with labels for the jigsaw (one for each group; the teacher will cut out the labels for the Labels for Jigsaw Handout and have them ready in a bag) 3 pieces of string to mark the Equator line (one for each group; each string should be 11 inches long) 3 pieces of string to mark the Prime Meridian line (one for each group; each string should be 6 inches long) 3 glue sticks 3. Extension Materials Construction Paper Glue stick III. Procedures for Learning Activities Introduction (Whole Group and Pairs, 2 minutes) o Think, Pair, Share: The teacher shows the students an orange and asks the students what this orange has to do with geography. How is the orange similar to a globe?

Instructional strategies (Whole Group, Small Groups, and Pairs, 55 minutes) o o Think, Pair, Share: The teacher asks the students if they know of a way to describe where they are located on a globe. The teacher takes out the orange and tells the students to imagine that this is a 3-D depiction of Earth. The teacher cuts the orange in half (horizontally) and asks the students: if this orange represents the Earth, what would we call this line that divides it 2

along the middle? If they do not know what this line is called, then the teacher says that the earth can be divided into two equal sections along the middle which forms an imaginary line known as the equator. The teacher will write the word equator on the board. o o Then the teacher will put back together the orange halves and leave it on the table where the students can see it. The teacher then shows the unhinged globe and takes it apart at the equator and ask the students what each of these sections is called. If they do not know then the teacher will say that they are called hemispheres. The teacher will write the word hemisphere on the board. The teacher will ask them what hemisphere they live in. They will probably answer the top hemisphere because they will see North America there, in which case the teacher will tell them that this is called the Northern Hemisphere, if they havent said it already. If they do not notice North America, then the teacher can scaffold their guesses to arrive at the right answer. For example, the teacher can ask: Do you see North America? The teacher will write the words Northern Hemisphere on the board. The teacher shows the upper portion of the globe to the students and asks them to find North America (if they havent already), then the U.S.A, then Virginia, then Chantilly (which is where the school is). The teacher asks them what the bottom part of the globe would be called if the upper part is called the Northern Hemisphere. The students will probably say Southern Hemisphere. The teacher will write the words Southern Hemisphere on the board. The teacher will get another orange and cut it vertically. The teacher will ask the student what these sides would be called if the top of the other orange is the Northern Hemisphere and the bottom of the other orange is the Southern Hemisphere. The students will probably answer Western and Eastern Hemisphere. The teacher will write the words Western Hemisphere and Eastern Hemisphere on the board. If they do not arrive at this conclusion, then the teacher can scaffold them using their guesses until they do arrive at the proper names. For example, the teacher can ask the students what the directions on the compass rose are (this was covered previously in standard 2.6). On the SMART Board, the teacher will show what the globe would look like when divided into the Western and Eastern Hemispheres. The teacher will then ask the students to identify which Hemisphere they live in; eastern or western. The teacher will ask what hemispheres the other continents are in as well. The teacher will ask where the North Pole is and where the South Pole is. The teacher tells the students that what divides the Western and Eastern Hemisphere is an imaginary line that goes from the North Pole to the South Pole called the Prime Meridian. The teacher will write the word Prime Meridian on the board. The teacher will also explain that the Prime Meridian goes through England. The teacher will ask the students where England is on the map and what continent it is on. The teacher will ask the students to stand up and will tell them to pretend they are a globe. The teacher will ask them: If you were a globe, 3

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Where would the Equator be? Where would the Northern Hemisphere be? Where would the Southern Hemisphere be? Where would the Western Hemisphere be? Where would the Eastern Hemisphere be? If your nose where England, where would the Prime Meridian be?

Geography Jigsaw: Have the students count off 1 7 so that you end up with three groups of 7 students each. Each group will be responsible for completing a Jigsaw Puzzle. Therefore, there will be 3 complete Jigsaw Puzzles at the end of the activity. The teacher will have three sets of materials; one for each of the groups. One set of materials includes: 7 Continents Handout, Western and Eastern Hemispheres Handout, Northern and Southern Hemispheres Handout, scissors, markers, liquid glue, and a set of art materials to glue on (see materials list). The students will use the materials on the table to create works of art with their different parts of the map (continents and hemispheres). The students will be doing at least 1 item and some students will be doing 2 items, depending on how many students are present that day. There are a total of 11 items (7 continents and 4 hemispheres) that need to have materials glued on or colored and there are 7 students per group. The teacher will tell the students to use the techniques and strategies they have been using in art class. They should be able to use color to communicate mood or emotion, use repetition of shapes and colors to unify their artwork, and enhance their works by adding details, pattern, and texture. The materials on their table will provide opportunities to do this. The teacher should make sure to visit with each table and ask the students questions such as: how the materials they are using are communicating emotion or how they are using texture and different details to enhance their artwork. When the students are done coloring and gluing the materials, the teacher will tell them to pick up their artwork and come sit on the carpet. When everyone is seated the teacher will give them the instructions for the next task. The students have to find other people, which were not sitting at their table, who have the pieces they need in order to have all the continents and the hemispheres. The students can trade items, especially those who have more than one item that they decorated.

When everyone has found a group with the different parts necessary, the teacher will tell them to go to the table in the back and pick a Map of the World handout. (In a separate table at the back of the room the teacher will have three Map of the World handouts spread out on the table. On each handout there should be one 6inch string, one 11-inch string, one bag with ocean and continent labels and a glue stick.) 4

The students will glue their continents onto the Map of the World Handout. The students will situate the strings to indicate the Equator and the Prime Meridian. The students will glue the labels for each of the pieces with the ocean and continent labels found in the bag. The students will situate (not glue) the hemispheres, accordingly, to cover the map of the world. They can have the eastern and western hemispheres first and the northern and southern hemispheres on top, or vice versa.

Summary (Whole Group, 3 minutes) o The teacher will ask the students what was hard or easy about our learning today. The teacher may also ask what was their favorite part or least favorite part about learning today. The teacher can get ideas on how to teach this lesson better by listening to the students feedback.

Extension: o After the Map of the World Jigsaw activity, the students will: Glue their Northern Hemisphere and their classmates Southern Hemisphere to a piece of construction paper to be displayed outside the classroom (there should be three sets of these). The students will label each part and add a textbox where they explain how they used the materials to do the following: Use color to communicate mood or emotion Use repetition of shapes and colors to unify an artwork Enhance artworks by adding details, pattern, and texture. Glue their Eastern Hemisphere and classmates Western Hemisphere to a piece of construction paper to be displayed outside the classroom (there should be three sets of these). The students will label each part and add a textbox where they explain how they used the materials to do the following: Use color to communicate mood or emotion Use repetition of shapes and colors to unify an artwork Enhance artworks by adding details, pattern, and texture. The Map of the World sheet will be glued to a piece of construction paper to be displayed outside the classroom (there should be three sets of these). Each student will add a textbox where they explain how they used the materials to do the following: Use color to communicate mood or emotion Use repetition of shapes and colors to unify an artwork Enhance artworks by adding details, pattern, and texture.

IV. Assessment During: Observations The teacher will walk around the groups to make sure the students are following procedures, performing their tasks correctly, and to clarify any misunderstandings. The 5

teacher will have an assessment checklist with the students names to write down any important individual notes or follow up questions or comments. During: Questions Questions asked during the Procedure section will be used to assess understanding during the lesson. For example: The teacher will visit with each table and ask the students questions such as: how the materials they are using are communicating emotion or how they are using texture and different details to enhance their artwork. During: Observation of Student Response during the Kinesthetic Activity - The teacher will ask the students to stand up and will tell them to pretend they are a globe. The teacher will ask them: If you were a globe, Where would the Equator be? Where would the Northern Hemisphere be? Where would the Southern Hemisphere be? Where would the Western Hemisphere be? Where would the Eastern Hemisphere be? If your nose where England, where would the Prime Meridian be?

V. Differentiation and Accommodations Differentiation Multiple Intelligences: o Visual-Spatial: The teacher will show the students two oranges and cut them in half to visually represent what an equator is and what a hemisphere is. Students will also enjoy finding the different parts to the jigsaw puzzle. o Bodily-Kinesthetic: Students will be able stand up and show the parts of their bodies that would correspond to the different hemispheres, the Equator, and the Prime Meridian. Students will also be able to move around the classroom to find their jigsaw puzzle match. o Interpersonal: The students have many opportunities to learn through interaction with their peers in the Think, Pair, Share, activities. o Linguistic: They will also be able to share their ideas during the Think, Pair, Share activities and will benefit from extra examples and explanations given verbally by the teacher. During the art activity and in the extension, the students will be able to explain how they used their materials to communicate mood or emotion, how they used repetition of shapes and colors to unify an artwork, and how they enhanced their artwork by adding details, pattern, and texture. o Logical-Mathematical: The teacher will ask the students: If you were a globewhere would the equator be? Hemispheres? With this question the students will be able to use their conceptual and abstract thought in order to relate their bodies to the globe and do a part-to-part relationship.

Accommodations Handout with vocabulary words and other terms used in the lesson o Hemisphere - Half of a sphere (globe); created by the prime meridian or the equator o Equator - An imaginary line around the middle of the Earth that divides it into the Northern and Southern Hemispheres o Prime Meridian - An imaginary line that divides the Earth into the Eastern and Western Hemispheres

Jigsaw - a puzzle in the form of interlocking pieces that make a picture when fitted together The teacher will use gestures and additional explanations to accommodate ELLs.

VI. Technology Integration The teacher will use the SMART Board do display images to the students.