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LESSON PLAN OUTLINE!

JMU Elementary Education Program!

Kati Peak !
Battlefield Park Elementary School, Amber dePass !
Monday, September 22, 2014 at 1:30 pm !

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A. Mapping the World/Geography !
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B. CONTEXT OF LESSON!
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Students have learned the four main parts of a map: title, legend (key), compass rose,
and inset maps. They have learned the basics about cardinal and intermediate directions, globe
lines, and the four hemispheres. The students have practiced identifying the parts of a map, locating the prime meridian and equator, and using a map legend and compass rose. !
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In 5th grade students learn geography. Specifically, the curriculum focuses on map skills.
Every morning the students complete geography questions. In order to accurately answer each
question, the students are required to read maps. !

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In 4th grade the students used a United States map to locate Virginia and its bordering
states. In addition, they found Virginias Tidewater, Piedmont, Blue Ridge Mountains, Valley and
Ridge, and Appalachian Plateau on a map. They focused on identifying important water features
of Virginia as well. Along with identifying states, regions, and water features on a map, the students interpreted information on maps. !

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In 6th grade students will use maps, globes, photographs, pictures, and tables to locate
the seven continents and five oceans, locate and describe the location of geographic regions,
locate and identify the water features important to the early history of the United States, and
recognize key geographic features on maps, diagrams, and/or photographs. !

C. LEARNING OBJECTIVES!
Understand

Know

Do

Maps and globes are


representations of the Earth.

Four main parts of a map: title,


legend (key), compass rose,
inset maps.

Identify maps and globes as


representations of Earth.

Cardinal and intermediate


directions on a compass rose are
used to determine direction and
location.

Vocabulary: cardinal directions,


intermediate directions,
hemispheres, longitude, latitude,
prime meridian, equator, satellite
image, world map, globe, local
map, state map

Compare the ways information is


presented on maps and globes.

The Earth is divided into four


hemispheres.

Identify the four hemispheres.

The equator and prime meridian


divides the Earth into four
hemispheres.

Identify the cardinal and


intermediate directions.

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D. ASSESSING LEARNING!
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Objective
U1: Maps and globes are
representations of the Earth.

Assessment

Evidence

Mapping the World Master 1

Students will accurately identify


the use of different kinds of
geography tools on the Mapping
the World Master 1.

U2: Cardinal and intermediate


Mapping the World Activity 1
directions on a compass rose are
used to determine direction and
location.

Students will use the compass


rose to answer #1-3 on Mapping
the World Activity 1. They will
use the cardinal and
intermediate directions.

U3: The Earth is divided into four


hemispheres.

Mapping the World Activity 1

Students will identify the


hemisphere(s) that specific
continents are in. They will use
the terms northern hemisphere,
southern hemisphere, eastern
hemisphere, and/or western
hemisphere.

U4: The equator and prime


meridian divides the earth into
four hemispheres.

Mapping the World Activity 1

Students will use their


knowledge of the equator and
the prime meridian to identify the
four hemispheres. Then, they will
use this information to answer #3
5, 7.

K1: Four main parts of a map: Mapping the World Activity 1


title, legend (key), compass
rose, inset maps.

Students will use the parts of a


map to answer the questions on
Mapping the World Activity 1.

K2: Vocabulary: cardinal


directions, intermediate
directions, hemispheres,
longitude, latitude, prime
meridian, equator, satellite
image, world map, globe, local
map, state map

Mapping the World Activity 1 and


Master 1

Students will be familiar with


these terms and use their
knowledge of these terms to
answer questions on activity 1
and master 1.

D1: Identify maps and globes as


representations of Earth.

Mapping the World Master 1

Students will match the use of a


map to the appropriate
geography tool.

D2: Compare the ways


information is presented on
maps and globes.

Map and globe informal review

Students will say, Globes


are three-dimensional and
round, and maps are flat.!

Also, Both are tools that show


information about Earth.
D3: Identify the four
hemispheres.

Mapping the World Activity 1

Students will identify the


four hemispheres while
completing activity 1. They
will use the vocabulary,
northern hemisphere,
southern hemisphere,
eastern hemisphere, and
western hemisphere. !

They will locate each


hemisphere and specific
continents within each.
Mapping the World Activity 1
D4: Identify the cardinal
and intermediate directions.

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Students will add a compass to


their Mapping the World activity
1. They will include cardinal and
intermediate directions (N,S,E,W,
and NE,SE,NW,SW).

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)!

VA SOLs!

USI.2 The student will use maps, globes, photographs, pictures, or tables to!
d)! recognize key geographic features on maps, diagrams, and/or photographs.!

National Geography Standards !


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Standard 1: How to use maps and other geographic representations, tools, and
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technologies to acquire, process, and report information from a spatial !
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perspective here and throughout.!

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NCSS!
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Social Studies Standard IIIb: Interpret, use, and distinguish various !


representations of Earth, such as maps, globes, and photographs.

F. MATERIALS NEEDED!

Map Essentials Book !


Mapping the World Activity and Master 1 (22 copies)!
Map of Virginia, United States!
Globe !

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G. PROCEDURE!
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1. Before the beginning the lesson, I will make copies of the Mapping the World activity and
Master 1. I will pull down a map of Virginia and place a globe close by. !
2. At the beginning of the allotted geography time, I will instruct the students to place their Map
Essentials books on the corner of their desks. !
3. I will begin the lesson with a review of maps and globes. I will ask:!
What are the differences between maps and globes? !
What is the same about maps and globes?!
4. I will show the students a map of Virginia and a map of the United States. !
5. As a class, we will generate a list of different kinds of maps they have seen. Beside each
map I will give examples of how each map might be used to gain information or solve a
problem. !
6. After we have brainstormed a list of maps and their potential uses, I will direct the students
to open their Map Essential books to page 4. !
7. When the students are ready I will read the information on the page. !
8. Then, we will compare the picture of Piccards balloon and the satellite image on page 4. I
will ask:!
Which view is taken from farther away? !
Can you see the entire Earth in the satellite image?!
What tool would you use to see the best model of the entire Earth?!
9. After comparing the two images, we will move over to page 5. I will read page 5 to the class. !
10. After I finish reading, I will direct the classs attention to the world map. I will ask: !
Which continents are shown on the world map?!
What other features are shown on the world map on page 5? !
11. I will point out that the globes include names of countries and political borders. I will mention
that the satellite image does not include these features because borders are imaginary lines
created by people. I will point out that satellite images and photographs show physical features like bodies of water and cities. !
12. I will ask the students to turn the page and I will read the information on page 6. !
13. I will demonstrate the two ways that the Earth can be divided in half with hand motions. I will
state, The Earth is divided from pole to pole and through the equator. I will ask:!
If you divide the Earth in half along the equator; in which hemisphere is North America? I
will encourage the students to look at the maps on page 6 to answer the question.!
If you divide Earth along the prime meridian, in which hemisphere is North America? !
14. I will ask:!
Which continents are located in the eastern hemisphere?!
Which continents are located in the western hemisphere?!
Is North America in the northern or southern hemisphere?!
Which two hemispheres is Australia in? !
How can Australia be located in two hemispheres at the same time? !

15. After discussing the four hemispheres, we will move onto page 7. We will briefly review cardinal and intermediate directions on a compass rose. I all draw a blank compass rose on the
board and I will call on students to fill in the directions on the compass rose. I will instruct the
students to turn back to page 6. I will ask: !
In what direction is South America from Europe?!
In what direction is Europe from Africa?!
In what direction is Australia from North America?!
16. Before handing out Mapping the World Activity and Master 1, I will summarize the key points
of the lesson. I will call on students to give me specific details about each point.!
17. Then, I will give each student a copy of the assignment to complete for a grade. I will instruct
the students to create a compass rose on their activity 1 assignment. If students do not finish before 2:15 pm, I will assign the rest of it for homework. !

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H. DIFFERENTIATION!
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Seven students have IEPs in my class. In order to meet their needs I will need to differentiate
the process. The students with IEPs will be given the Mapping the World Activity and Master 1
assignment before I begin the lesson. They will be allowed to begin filling out the assignment
while I teach. !

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Three of the students will have the assessment read aloud to them to meet their IEP needs. !
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Four of the students receive math help from the SPED teachers. I will provide these students
with additional assistance on the Consider This! problem on the graded assignment. I will include a pictorial model on their assignment to help them answer the question. !

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.!

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The students may not be able to come up with more than one or two examples of maps
they have seen. If this happens, I will ask the students to pull out their morning work geography map packet. I will ask the students to pick a few maps from the packet to add to the
list. !
The students may ask why some students have the graded assignment throughout the
lesson. To avoid this from happening I will ask the students that are receiving assistance to
keep the assignment hidden as much as possible while they answering the questions. I
will also ask the aids to help me. !
The students may not remember the seven continents. If this happens, I will instruct the
students to use an available map of the world to help them identify the seven continents. !
Some students may finish the graded assignment early. I will ask these students to compare and contrast the satellite image on page 4 to the world map on page 5 of their Map
Essentials book. !
The students may confuse the equator and the prime meridian. If this happens, I will manipulate the e in equator. I will complete the circle and point out to the students that the
circle has a line cutting through the middle of it. This is how they can remember that the
equator divides the earth into the northern and southern hemispheres. !

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