Lessonplan 1

Essential Questions
Standards of Learning (be sure to Social Studies 2.5The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps include integrated and globes; standards here too)
Math 2.16 The student will identify, describe, compare, and contrast plane and solid geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism). English 2.2 The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. c) Clarify and explain words and ideas orally. e) Use vocabulary from other content areas.
How is our planets geography represented? Why are maps and globes important in our lives? What are some major features on a map/globe of planet Earth? Where are the seven continents, the five oceans, and the equator located on maps and globes? People, Places, and Environments
Objectives
Materials
Procedures (introduction, instructional strategies, summary/close)
Students will be able to demonstrate their understanding that a map is flat and a globe is three dimensional - Students will be able to identify the plane or solid geometric figure of a map (square or rectangle) and a globe (sphere) - Students will be able to describe why maps and globes are important in our livesthey help us understand the settings against which different cultures thrive, historical events happened, and current events happen today. - Students will be able to distinguish between an ocean and a continent on a map. - The students will need about 20 paper maps (about half square shaped and half rectangle shaped) and eight globes. The students will need an exit ticket to demonstrate their current understanding. - The teacher will need the book Maps and Globes by Jack Knowlton and Harriet Barton. The teacher will also need large labels that say Square, Rectangle, and Sphere Introduction (5 minutes): 1) The teacher will put five maps and two globes on each of the four groups tables. She will explain that the students should group these representations of the geography of our planet into categories. The teacher will let the students work in groups to choose their own categories. Instructional strategies (30 minutes): 1) As the students work to group their objects, the teacher will rotate between the groups and ask each group for their reasoning. She will prompt them to categorize their objects so that the square maps are in one category, rectangular maps are in another, and the spherical globes are in the third category. 2) After students have made their groups, the teacher will ask questions to see if students know the words map, globe, rectangle, square, or sphere. As necessary, the teacher will elaborate on or introduce these terms. The teacher will draw connections to the idea that ways to represent our planet come in different
Formative Assessment Differentiation
forms. 3) The teacher will then transition from this activity to a read-aloud by asking the students to come quickly and quietly to the carpet. The teacher will tell the students that they are going to learn more about maps and globes and will begin reading Maps and Globes by Jack Knowlton and Harriet Barton. As the teacher reads, she will prompt the students to discuss why our representations of the planet have changed over time. The teacher will also prompt students to discuss the difference between a map and a globe, prompting them to use new vocabulary. As the students look at some of the maps in the book, the teacher will prompt them to point out what part of the map is ocean and what part is a continent, a large body of land. Toward the end of the book, the teacher will ask for examples of why maps and globes of the world are important and useful in our lives. Summary (5 minutes) 1) The teacher will end the book and ask the students if they have any questions. She will then preview that during the next days lesson the class will learn more about their classmates, maps and globes, and the worlds oceans and continents. 2) The students will complete an exit ticket. If the students do not know the answer to the last question (where their family or ancestors lived before moving to Virginia), the teacher will ask the students to find out from their parents as homework. - The students will complete a written exit ticket to assess their knowledge of the objectives. Students who are English learners or are at a low reading level will have the exit ticket read to them. The exit ticket will provide the options for students to write or draw. During the introduction, students who are struggling with sorting the objects will have additional scaffolding from the teacher. During the readaloud students who have trouble seeing or hearing will sit closer to the teacher. As an extension for students who easily sort the objects, the teacher will prompt them to think about why we often represent the world in these two different ways. The teacher will also prompt those students to think about how it would look if we represented our geography as a cube or triangle. Of Gardners multiple intelligences, this lesson will especially help learners that are strong in the following intelligences: visual-spatial (sorting the shapes), bodily-kinesthetic (the physical nature of the sorting), interpersonal (working in groups and class discussion), linguistic (class read-aloud and discussion), and logical-mathematical (sorting the shapes)

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Lessonplan 1

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Essential Questions

Procedures (introduction, instructional strategies, summary/close)

Formative Assessment Differentiation

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