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Geography: Maps & Globes Lesson #5 I.


Essential Question: NCSS Theme: People, Places, and Environments VA SOL Objective

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; b) describe places referenced in stories and real-life situations; c) locate land and water features.

Fine Arts K.7 The student will identify and use the following in works of art: 1. Color red, blue, yellow, green, orange, violet, brown, black, white 2. Linestraight/curved, thick/thin, long/short, up/down/across 3. Shapecircle, square, triangle, rectangle, oval

Students will be able to

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...correctly label a map and globe. ...identify land and water features on a map. create a map of either an outdoor (park) or indoor (bedroom) space.

II. Materials for Learning Activities

Copy of Mapping Pennys World Copies of summative assessment (enough for each student) Pencils and colored pencils

III. Procedures (~40 Minutes)

Introduction = ~ 8 minutes
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Students will gather on carpet for introduction/mini-lesson. The teacher will

...activate prior knowledge about maps by reading from Mapping Pennys World

Instructional Strategies & Activity = ~ 27 minutes


Students will complete their summative assessment (3 pages). They will identify whether a map/globe is a drawing or model of Earth. They will identify parts on a map as either land or water. They will make a map of their own choice. The teacher will

...explain the activity, give directions, and model.

Today you will each be completing this packet and making your own map. On the first page, you will draw a line from the picture to the correct description, it says... On the second page, the lines are pointing to either land or water, you will write land or water at the end of the line. On the last page, you will make your own map; it can be a map of your bedroom or a map of a park. If it is your bedroom, it should have walls and furniture; if it is of a park it should have trees, show land, and if you like a lake, stream. You will first use pencils to draw your map. Once you are finished, raise your hand, and I will let you know if you are ready to start coloring it in.

provide students with support as they complete the tasks and make their maps (read descriptions aloud, answer questions) ...ask students who are done drawing their maps questions about them and make any notes on the maps for clarification during assessment (ex: if a student draws trees, teacher may want to label them himself/herself if it is difficult to tell what they are). ...keep students on-task and record observations.

students who are finished early may read books or free-color

Summary = ~ 5 minutes

The teacher will close the activity and unit.

The teacher will

ask students if they would like to share their maps. ...instruct students to share aloud some things they learned about maps and globes. ...encourage students to continue exploring maps on their own, during daily five (map books), and to share with teacher any connections they make

IV. Assessment

Formal - Packet (summative assessment)


Student responses will inform teacher how well students understand the concept of a map and globe, what the color blue and tan/green/gray represents, as well as what maps look like. The teacher will use these results to assess whether the student requires further clarification on this topic.

V. Differentiation


Closing Discussion

interactive (students contribute ideas)

Summative Assessment

teacher and instructional assistant can re-read portions of the assessment to the students as needed (descriptions, directions) water/land labels - teacher can write these in for ELL students or students who struggle with writing maps - students are able to choose what map to create (allows students who come from lower SES, who may not have a bedroom, to make a map of a park) scaffolded by the teacher (provides support)

Extensions for Motivated Students

encouraged to explore maps during quiet time for further exploration encouraged to read books from Map Books basket during read to self time (daily five) encouraged to create their own maps during quiet time, free-choice time, and indoor-recess encouraged to use maps to find hidden objects around classroom with peer (game)

VI. Technology Integration