Geography: Maps & Globes Lesson #2 I.

Objectives

Essential Question: How are land and water features show on maps and globes? 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 c) locate land and water features.

English K.2 The students will expand understanding and use of word meanings c) Use words to describe people, places, and things. d) Use words to describe location, size, color, and shape.

Students will be able to

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explain that colors on a map and globe represent different things. identify land and water features on a map and globe. ...depict land/water features using appropriate colors.

II. Materials for Learning Activities

PowerPoint (3 slides of maps) 10 pictures of outdoor spaces (including water and land features) Paper and colored pencils

III. Procedures (~40 Minutes)

Introduction = ~15 minutes

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Students will gather on carpet for introduction/mini-lesson. The teacher will

...activate prior knowledge about maps by referring to the chart papers created last time. Ask students to share some things they remember about maps and globes. ...introduce topic.

One thing you noticed was that maps and globes have many different colors. Those colors have meaning; the color blue

symbolizes bodies of water like rivers, lakes, or oceans. Colors like tan, light brown, gray, or green symbolize land.

...demonstrate using PowerPoint presentation.

On this first slide you are looking at a map of Falls Church. All of this area that is this tan/grey color is land, there are roads and parks, see? This blue here represents a lake called Lake Barcroft, I know that because it is labeled right here. Over here is more blue, this blue represents a river called the Potomac River. Lets look at the next map of the state of Virginia, could someone come up and show us where there is a body of water

demonstrate using a globe.

Here you can see blue lines, what do you think these lines are?

Instructional Strategies & Activity = ~15 minutes

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Students will have a variety of maps at their table. They will study the various maps, identify land and water (I found), and will have either the teacher or instructional assistant confirm with a check on their worksheet (5 minutes). Afterwards, students will complete the rest of the worksheet where they will practice drawing their own rivers, lakes, mountains, etc. The teacher will

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

At your table there are maps. You will go on a five minute hunt for land and water on those maps. When you find water raise your hand and say I found water or I found land. Either myself or [instructional assistant] will see, and if you did we will write a check on your worksheet; see how many you can find. Let me show you what you would do After the hunt, you will complete the other two pages of your packet. On this page, there are examples of rivers, lakes, and oceans; your job will be to practice drawing them yourself. On the last page, there are examples of land that has grass, trees, sand or dirt, and mountains; again, you will draw these yourself. Be sure you use the correct colors. So, for example

provide students with support as they work. ...keep students on-task and record observations.

students who finish early should read books or may free-draw at table

Summary = ~7 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

ask students to share their drawings with the class (if they want) ...close activity
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As you saw, maps use different colors to represent things such as roads, parks, land, and rivers. Bodies of water like rivers, lakes, ponds, and oceans are always (BLUE)... and colors like green, tan, grey, and brown normally show (LAND)...

Assessment = ~3 minutes
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The teacher will administer an exit slip before dismissal

Students will be given a half sheet with a simple map; students will color in the land and water features as appropriate.

IV. Assessment

Informal Observation during activity (formative)

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The teacher will make note of students who do/do not understand what the colors on the maps represent (land/water). He/she will also make note of students who are confused by the vocabulary (river, mountain) to determine what effect background knowledge is having on their performance.

Formal - Exit Slip (formative)

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Student answers (color choices) will demonstrate if they know what colors are appropriate to depict land and water features.

V. Differentiation

Differentiation:
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Opening and Closing Discussion

interactive (students contribute ideas, share work)

Activity

interactive (students may work with each other) appeals to kinesthetic, visual, and audio learning styles

scaffolded by the teacher (models, provides support, points out features)

Extensions for Motivated Learners

encouraged to make their own maps if finished early or during quiet time using the symbols they practiced (ex river) encouraged to hunt for bodies of water/land features in maps during quiet time

VI. Technology Integration

PowerPoint, computer, projector, and screen/SMART board