Geography: Developing Map Skills Second Grade Social Studies SOL 2.5 Farrell Bishop, Sarah Pauley, Mary Stoots Teaching Timeframe - 7 days

The second grade Social Studies SOL 2.5 ensures that students will develop maps skills by locating the equator, the seven continents, and the five oceans on maps and globes. Students will also develop map skills by locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River). The students will be able to locate the mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.

The content of this unit plan focuses on the importance of identifying where the equator, continents, oceans, Great Lakes, rivers, and mountains are on a map and globe. Students will learn the differences and similarities of a map and globe. The students should already know how to use cardinal directions, identify map symbols, and read map legends. They will learn how to locate and label the equator, seven continents and five oceans. Students will be able to find the James River, Mississippi River, Rio Grande, Huang He, Nile River, and area of the Great Lakes in the United States and other countries. Students will achieve this through activities that involve supporting SOLs such as English 2.9 and Math 2.16. Each lesson also incorporates the use of fine arts, physical activity, and technology with SMARTboards and computers. By the end of the unit the students will be expert explorers in locating the equator, seven continents, five oceans, James River, Mississippi River, Rio Grande, Huang He, Nile River, Appalachian Mountains, Rocky Mountains, Great Lakes, in the United States and other countries.

Unit Plan Map Skills

Lesson 1: Map v.s. Globes

Purpose:

● Today is the first in a series of several lessons that deals with map skills, specifically, being able to identify the difference between a globe and a map. This will bounce off of what the students should’ve learned in first grade about recognizing map symbols and legends as well as knowing how to use the cardinal directions. It is important to review this material before moving onto the continents and oceans so students don’t get lost or confused along the way. Today’s focus will be on having the students use a globe and map to compare and contrast similarities and differences.

● History SOL 1.4: The student will develop map skills by

a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the shapes of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map.

● History SOL 2.5: The student will develop map skills by

○ a) locating the equator, the seven continents, and the five oceans on maps and globes;

○ b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.

● Math SOL 2.16: The student will identify, describe, compare, and contrast

plane and solid geometric figures (circle/sphere, square/cube, and rectangle/rectangular prism).

Objective:

● Given a model globe and a map of the world, TSWBAT compare and contrast a globe and a map using a venn diagram with ⅘ similarities and ⅘ differences.

Procedure:

Introduction: ● Get students’ attention to the front of the room and play the video,

https://www.youtube.com/watch?v=kLrxbbP31NA . This video shows the differences and similarities of a globe and a map. This will help the students understand how to identify a globe and a map. (visual)

● Have students think about these questions as they watch to video. What

are maps and globes? Why do we use them? Write them on the board. (auditory, visual)

● Call on several students to share what they learned from the video. ● Today we are going to find the differences and similarities of a globe

and map. Development:

● Pass out some maps for the students to look at. ● Bring the globe to the front of the room and call on tables by group

number to check it out. ● Once students are back in their seats, discuss some of the differences

of a globe and map. ● Have students talk with their tables using the maps that were passed

around and have one person from each table get up to view the globe if needed:

■ Flat and round ■ 2D/ 3D ■ Different sizes ■ Globe shows the whole world. ■ Maps can show the whole world or zoomed in parts of the

world. ■ Map has a legend and includes roads. ■ Maps are portable (can take w/me from place to place).

○ Discuss with the students some of the similarities of a globe and map. Have students talk with their table about:

■ They help us understand the location of places. ■ They both have latitude and longitude. ■ They both have oceans, islands, seas, islands, land, etc. ■ They both have a compass rose ■ Both used for direction.

● We are going to create a venn diagram of maps and globes; does anyone remember how to draw a venn diagram?

● Call on a student to draw the venn diagram on the smartboard. ○ Table leaders will get the venn diagram worksheet from the

teacher. ○ The students will cut slits between “both” on the worksheet and

then glue the worksheet in their history notebook. ○ The teacher will discuss 1-2 examples with the class and call

students to the smartboard to write them down. ○ Students will work with their tables to think of 3 more differences

and similarities and add them to their venn diagrams.

○ ● Advanced: Students will take it a step further by writing in their writer’s

notebook about which one (map or globe) they would use to help them navigate around the world and why.

● Strugglers: Students will have bullet points already typed out. They will cut and paste these into the appropriate spot on the venn diagram.

Summary:

● Ask the students to stand up. ● Tell them that they will do jumping jacks for map and hop on one foot for

globe. ● Take the index cards with facts about globes and maps and read them

to the class. ● Do a cool down with yoga. ● Teacher will close by restating the differences and similarities of globes

and maps.

Materials:

● Computer ● SMART BOARD

● ● Pre-written statements (for strugglers):

○ They help us understand the location of places. ○ They both have latitude and longitude. ○ They both have oceans, islands, seas, islands, land, etc. ○ They both have a compass rose ○ Both used for direction. ○ Flat and round

○ 2D/ 3D ○ Different sizes ○ Globe shows the whole world. ○ Maps can show the whole world or zoomed in parts of the world. ○ Map has a legend and includes roads. ○ Maps are portable (can take w/me from place to place).

● Notebook ● Pencil ● https://www.youtube.com/watch?v=kLrxbbP31NA ● Facts about globes and maps:

○ I am a round 3/D object. ○ I can zoom in and out in parts of the world. ○ I am flat. ○ I am round. ○ I am 2/D. ○ You can travel with me.

Evaluation Part A:

● We will assess the students knowledge by checking their notebooks to make sure that they have at least 4 statements in each part of the diagram.

● We will make sure that the students have the right things in each box by having them share and putting them up on the SMARTboard.

Evaluation Part B:

● Did the students meet your objectives? ● How do you know? ● Did your lesson accommodation/address the needs of all you learners? ● What were the strengths of the lesson? ● What were the weaknesses? ● How would you change the lesson if you could teach it again?

Flashcards for the summary movement activity.

Lesson 2 South America and Africa- Day 2

Purpose: This lesson is one of many we will doing about the different continents, oceans, and important rivers. The lesson today will be focusing on South America and Africa. It is important to conduct this lesson because our students need to know where our continents and oceans are located. 2.5 The student will develop map skills by

a) locating the equator, the seven continents, and the five oceans on maps and globes;

b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River, mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the

United States and other countries.

Objective: Given a map of the world, TSWBAT identify South America, Africa, Pacific Ocean, Atlantic Ocean, Indian Ocean, Arctic Ocean, and the Nile River by cutting out and color coding each continent, ocean, and river with 75% accuracy. Procedure: (Introduction) - I will ask the students to quietly leave everything at their desk, and move quietly to the carpet. - Ask students to close their eyes and imagine what you are asking. (To get them excited about the different places.) - Sheet of what to ask included - After you ask students questions, explain to them that for the next couple of lessons, we will be learning about the different continents of the world. - For review, hold up a blow up globe, and a flat map. Ask them which is which. (Development) - Read Gifts, by Jo Ellen Bogart - Ask the students if they went to Africa, what would they bring back? - Ask students if they went to South America, what would they bring back? - On the smartboard, pull up a blank map of the world. - Ask the students what the equator is. (Divides world into N.Hem, and S.Hem) (In middle of the world.) - Label the equator red - Ask the students if they know where Africa and South America are. (Both. Equator runs right through both continents) (South America is below North America, Africa is below Europe) - Label South America yellow, and Africa green.

- Explain that since the equator runs through both continents, both continents are always hot. - This is due to the fact that the sun is overhead at the equator, rather than at an angle. - Tell them the Nile River runs through Africa. - Show where on map. - Label it blue on smart board. - Nile River is the longest river in the world. - Runs through 9 countries of Africa (Egypt, Zaire, Tanzanian, Rwanda, Uganda, Burundi, Ethiopia, Sudan, and Kenya) ***Don’t have to know these*** ***For the oceans- tell them we will be learning where 4 of the 5 oceans are located. -Pacific ocean- west of South America ***label on smartboard purple*** -biggest ocean -Atlantic Ocean- between South America and Africa ***label on smart board black*** -Arctic Ocean- Above all the continents ***label on smart board pink*** -coldest ocean -Indian Ocean- The other side of Africa (not Atlantic) -warmest in the world *** For activity*** - Hand out a laminated map of a globe and a dry-erase marker to each group of desks (four students will be in each group) - Explain to students that they will take turns labeling the continents and oceans they have learned today. - One person must be spokesperson. - I will call out the oceans and continents, and students will work with their table to label it correctly. - Ask them to label the equator. - Check each group’s answer by calling on their spokesperson and asking them to show their group’s answer. - Give each group a point for every answer they have correct. - Tally up each groups points at the end of the game and declare a winner. - For a bonus round, ask students to label any other continents or oceans they know that were not discussed. - Go to each table and check. *For advanced students* - Have them work by themselves. *For struggling students* - Work one-on-one with a student who is understanding it well. (Summary) - On smartboard, clear the map to where it is blank again.

- The teacher must label each continent and ocean we have learned today a different number. - Say that number, and have the student hold up that many fingers. - Ask students which numbered continent the Nile River is located in. - To fully end lesson, share with them that they will be learning about Antarctica and Australia the next day. Materials - Smartboard - Laminated Maps - Cut outs of continents/labels, and oceans - Markers for maps - Plates - Markers to color -Scissors -Glue - Real Map -Blow up Globe Evaluation Part A - Give each student a plate, cutouts/labels of the continents, and labels of the oceans. - Have students color their plate blue. - With a red marker, have them draw the equator - Have students color South America yellow, and Africa green - Cut and paste onto plate in correct spot. - Then glue labels on the two continents. - With a black marker, draw the Nile River in the correct spot to the best of their ability. - Have them paste the 4 oceans they learned in the correct spot. Evaluation Part B 1) Did my students meet my objectives? 2) How do I know? 3) What did I do well on? 4) What could I have done better on? 5) How can I change the lesson for the next time? 6) Did my lesson accommodate/address the needs of all my learners?

Traveling Questions (Have students close their eyes and ask them to not talk, just imagine)

1. If you could go anywhere in the world, where would it be? 2. How would you travel? 3. Boat? Car? Plane? 4. Would you live in a city, or remote (secluded) area? 5. Would it be hot? Or cold? 6. Would there be a lot of water, or trees? 7. Would there be a lot of animals? Cutouts/labels for assessment

South America Indian Ocean Atlantic Ocean Africa Pacific Ocean Arctic Ocean Nile River

This is for laminated map

Lesson 3 Antarctica and Australia Purpose: This is day 3 of our 8 day unit. Today we will be discussing Australia and Antarctica’s locations on the globe, the climate there, the Oceans that surround them and the poles.

Social Studies 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and

globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.

English 2.9 The student will read and demonstrate comprehension of nonfiction texts. a) Preview the selection using text features. b) Make and confirm predictions about the main idea. c) Use prior and background knowledge as context for new learning. d) Set purpose for reading. e) Ask and answer questions about what is read. f) Locate information to answer questions. g) Identify the main idea. h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.

Objectives: The students will be able to identify Australia and Antarctica on a map when given a blank map of the world without labels. They will also be able to name the Oceans surrounding these continents, both with 100% accuracy. Procedure: Introduction:

● The first thing that we will do is meet on the carpet and look at the large map on the wall. We will have added Antarctica and Australia to our big class map earlier that day.

● The students will go back to their seats. We will focus in Australia first. ○ We will go on a Google Earth Tour around Australia looking at the different

climate and how the earth works. ○ Then we will talk about from the pictures what temperature we think it is.

● Then we will repeat the process for Antarctica. ○ We will look at a Google Earth quick tour. ○ Then we will talk about the climate of Anarctica and what it is like there. ○ This is where we talk about the poles and how Antarctica is at the bottom aka the

south pole. We can mention that Santa lives in the North Pole. Development:

● Then we will explain the Australia centers. There are 3 centers that will each last for 10 minutes each to explore the culture and wildlife of Australia.

○ The first center is the flag center. In this center the students will use the crayons provided to color the small handout about the Australian flag.

○ The second center is a buddy reading center where they will read a small picture book about Australia. It will contain the animals, languages spoken, and other fun facts.

■ Play this video. ■ https://www.youtube.com/watch?v=4tUAiTcYyh4

○ The third station is an exploration with boomerangs. They will first watch a short clip on the computer at that station then they can “create” their own out of construction paper.

● Then we will explain the Antarctica book. Cut it apart and give the partner one half. Share a stapler. Color in the illustrations and read through the facts with your partner.

○ When done complete the venn diagram comparing Antarctica and the Arctic. ● The class will be split into 2 groups. Half will go to Australia first and the other half will go

to Antarctica and begin there. ● We will spend 30 minutes in each continent. ● As the children work I will circulate through the classroom to make sure that everyone is

working efficiently. ● For advanced: The students that finish early can explore more about the continents by

reading the books preselected in the class library. ● For strugglers: Those students can have a buddy to help them find their information and

highlight it for them so it is easier to transfer. Summary:

● After 1 hour we will stop our journey. We will come back together and review the placement of the continents and the oceans that surround them.

● As we review we will color in our new continents and label them on the key provided. Materials:

● SMART board ● Google earth ● The Antarctica Booklet.

● For the Australia part we need: ○ Three copies of the Australia picture book (see above) ○ Brown paper with an outline of a boomerang. ○ Flag hand out

● The handouts for the passport ● Pencils ● crayons

Evaluation A: Exit Ticket….

1) Tell me one fact about Australia 2) Tell me one fact about Antarctica

3) What oceans surround Australia? 4) Antarctica is on the ______________ pole.

Evaluation B: How did two different continents at once go? Was the classroom management too much? What went well? What didn’t go too well? Would you use this lesson next year?

Exit Ticket….

1) Tell me one fact about Australia 2) Tell me one fact about Antarctica 3) What oceans surround Australia? 4) Antarctica is on the ______________ pole.

Exit Ticket….

1) Tell me one fact about Australia 2) Tell me one fact about Antarctica 3) What oceans surround Australia? 4) Antarctica is on the ______________ pole.

Exit Ticket….

1) Tell me one fact about Australia

2) Tell me one fact about Antarctica 3) What oceans surround Australia? 4) Antarctica is on the ______________ pole.

Exit Ticket….

1) Tell me one fact about Australia 2) Tell me one fact about Antarctica 3) What oceans surround Australia? 4) Antarctica is on the ______________ pole.

Exit Ticket….

1) Tell me one fact about Australia 2) Tell me one fact about Antarctica 3) What oceans surround Australia? 4) Antarctica is on the ______________ pole.

Lesson 4 North America, Europe, and Asia- Day 4 Purpose: This lesson plan is one of many we will be doing that talks about the different continents, oceans, and important rivers. This lesson today will be focusing on North America, Europe, Asia, and the location of the Huang He River. 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries. Objective: TSWBAT identify North America, Europe, Asia, and the Huang He River on a map when given a blank map of the world without labels with 90% accuracy. Procedure: (Introduction) - I will ask the students to quietly leave everything at their desk, and move quietly to the carpet with their movement. (Have one side of the classroom walk to the classroom doing side step, and the other half do bunny hops.) *******MOVEMENT INCLUDED******** - Ask students which 4 continents they have learned about so far. - S. America, Africa, Antarctica, and Australia - Place North America, Europe, and Asia up on the Velcro class map we have made. - Then add the Huang He River on the class map as well. - With the blow up globe, throw it to different students and ask what continent or ocean their right thumb has landed on. - If it is a continent that has a special river in it, ask them what river goes in that continent. ***Tell the students they will be learning about the last three continents; North America, Europe, and Asia.*** (Development) - Before reading the book, “The Seven Continents,” ask the students these questions… - What is the largest continent on the planet? (Asia) - Have them talk about it with their neighbor for about 30 seconds. - What continent do we live on? (North America) - Have a student answer, and then tell them we live on the 3rd largest continent. - What continent neighbors us to the right across the Atlantic Ocean? (Europe)

- Have students talk with peers for about 30 seconds to a minute. ***Read the book, “The 7 Continents.” written by Wil Mara*** - Tell the students that these three continents are in the northern hemisphere. - Ask students if that is above or below the equator? (N.H.) (This will be taught on the second day) - Have them talk with their peers for 30 seconds. - Ask the students if they know what makes up continents. (Hopefully they will say countries) - Share 1 major country for each of the three continents we are focusing on today. - North America= United States of America - Europe= France (tell them the Eiffel tower is located in Paris which is a city in France) - Asia= China - Tell students that China has the 6th longest river on the planet. - Show students where it is located by pulling up the picture I have attached to lesson. - On a map, review where the Atlantic and Pacific Ocean is located. ***For activity*** - Have students pick two of the three continents they have learned about today. - Tell them they must write on a sheet of paper in 2-3 sentences why they are choosing those continent. Whether it be because they want to visit their one day, or because they like the name. Be creative. - Have them write which ocean/s are around that continent. - Have them draw a picture of that continent under their sentences, and make it colorful and fun. (To the best of their ability) - For advanced students, have other resources that they can read to find 2 or 3 facts to write about that continent as well. - You can also have them pick the last continent they learned about that day, and do the same. -For struggling students, they must draw each continent in the correct location, and have them color it in. - Have them write a fact about 1 of the continents. It can be anything they have learned from the lesson, or over time. (Summary) - Show the map, and remind the students that the continents we have learned today are in the northern hemisphere, and show them where they are located. - Remind them where the Huang He River is located in China. -To fully end the lesson, tell them that tomorrow they will also be learning about important rivers that are in The United States which is a country of North America. Materials:

- Book “The 7 Continents” - Map of the world -Blow up Globe - Assessment map - video of 7 continents song - Smartboard - Blank map for smart board Evaluation Part A: The student will have a map key on a blank map that will say to color N.A red, Europe blue, and Asia green. It will say to draw a thick line where the Huang He River is. By them getting the colors correct, and drawing the river in the correct spot, that is how I will know they understood the lesson. (Picture of blank map for assessment attached at end of lesson.) Evaluation Part B: 1) Did my students meet my objectives? 2) How do I know? 3) What did I do well on? 4) What could I have done better on? 5) How can I change the lesson for the next time? 6) Did my lesson accommodate/address the needs of all my learners?

Huang He River Map for assessment

Unit lesson Map Skills Lesson 5: US Rivers and Great Lakes

Purpose: o Today is the fifth lesson of the unit that involves map skills, specifically, locating and labeling the James River, Mississippi River, and Rio Grande River. The teacher will review the material taught throughout the week. This lesson is important because it gives the students the location of where the rivers are in the United States.

● History SOL 2.5: The student will develop map skills by ● a) locating the equator, the seven continents, and the five oceans on maps

and globes; ● b) locating selected rivers (James River, Mississippi River, Rio Grande,

Huang He, Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.

Objectives: ● Given a map of the United States, the students will be able to locate and

label the James River, Mississippi River, and Rio grande river as well as locating and labeling the area of the Great Lakes with 75% accuracy.

Procedure: ● Introduction:

○ Discuss what they have learned throughout the week: We’ve been talking about maps, globes, continents, worldly rivers and oceans. Ask students to raise hands to tell more about what they are learning this week. Review for 5 minutes.

○ We are going to watch a video called 5 Major US Rivers on YouTube.

○ Today we are going to practice finding the rivers and great lakes in the united states and then we will create our own rivers book.

● Development: ○ Call students to the carpet by table number. ○ Show students the big map of the United States that is posted on the

wall. ○ Point out the James River, Mississippi River, Rio Grande River and

the Great Lakes area.

○ Give about 2-4 facts on each as you point through them. ○ Now tell the students that you will quiz them with a little game. ○ Take out a flashlight and 4 pieces of paper that have the center cut

out in the shape of each river and the Great Lakes. ○ Ask a student to turn off the lights. ○ Then take the paper that has the cut out of the James River and

stand away from the map on the wall. ○ Hold the paper up and turn the flashlight on. ○ The light of the flashlight should show through the paper and create

the shape of the James River. ○ Find the location on the map and shine that shape over the area of

where the James River would be. ○ Then present the facts about the river you are showing and call on

students who think they know which river it is. ○ Continue the process with each river and Great Lakes. ○ When finished, ask a student to turn the lights back on and call the

students by table numbers to go back to their desks. ○ Call table helpers to the front to pass out pre-stapled books to each

student. ○ Ask the students to title the book: United States Rivers and Great

Lakes Book. ○ Pull up 4 maps on the smartboard and draw each river on a separate

map with the color blue, then label them in black. ○ On the last map circle the Great Lakes with a dark blue color and

label in red. ○ Instruct the students to color each map and label the rivers and Great

Lakes like the model on the smartboard. ○ They will write the title of each page, 1: James River, 2: Mississippi

River, 3: Rio Grande River, 4: Great Lakes (this will be written on the smartboard).

○ Students can write facts about each if they have time to. ● Gifted: Pass out sticky notes and have the students write facts about each

river and Great Lakes. Then they can post the sticky note on the big map in the area where the rivers and lakes are located.

● Strugglers: Work with a partner who can help draw in the lines for the rivers and help with writing the names on each page.

● Summary:

○ The teacher will pass out a map worksheet and the students will use their books to complete the worksheet.

Materials: ● Map worksheets ● Map books: 2 pieces of paper, 1 piece with 2 maps on front and 2 maps on

back. Fold hamburger style with blank sheet on outside and staple. ● Smartboard ● Colored pencils ● Crayons ● Pencils ● Sticky notes ● Flashlight ● 4 pieces of paper with cut out shapes in the center

Evaluation A: ● Students will create a book on the rivers and lakes. ● Students will fill out a worksheet using the book to locate and label the rivers

and lakes.

Evaluation B: ● Did the students meet the objective? ● How do you know? ● Did your lesson accommodate/ address the needs of all your learners? ● What were the strengths of the lesson? ● What were the weaknesses? ● How would you change the lesson if you could teach it again?

Development: Map on each page of the book.

Summary: Students will label and color using the books they made.

Unit One Map Skills

Lesson 6: Rocky and Appalachian Mountains

Purpose: ● Today is the sixth days of the Map Skills Unit. This lesson involves locating and

labeling the two mountain ranges in the United States: Rocky Mountains and Appalachian Mountains. The teacher will review the rivers and Great Lakes from the day before as he/she transitions into the mountain ranges. This lesson is important because it teaches students how to develop map skills.

● The student will develop map skills by ● a) locating the equator, the seven continents, and the five oceans on maps and

globes; ● b) locating selected rivers (James River, Mississippi River, Rio Grande,

Huang He, Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.

Objectives: ● The students will be able to identify the location of the Rocky Mountains and

Appalachian Mountains on a map of the United States and label the mountains with 75% accuracy.

Procedure: ● Introduction:

○ The teacher will review the rivers and Great Lakes by asking questions from the booklets that the students made the day before.

○ Then the teacher will transition to the board and write the word “mountain” and draw a picture.

○ She will ask the students what they think when they hear the word mountain.

○ The teacher will call on several students to come to the board and write a word or phrase that has to do with mountains.

○ Today we are going to learn about the Rocky Mountains and the Appalachian Mountains.

Development: ○ The teacher will call the table leaders to the front for the worksheets that

go with the read aloud. ○ The teacher will instruct the students to follow along and fill in the blanks

as he/she reads. ○ The teacher will read “Destination: Rocky Mountains” by Jonathan

Grupper and “Appalachian Mountains (Rookie Read-About Geography Series)” by Jan Mader.

○ The teacher will ask the students to turn to their table partner and check

over the worksheet before turning it in. ○ The teacher will show a map of the United States on the smartboard

and ask the students to pull out their booklets from the day before. ○ The teacher will ask the students if they know where each mountain

range is located. ○ Then the teacher will calls students up to the board to draw parts of

each mountain range on the map and label them. ○ The students will add the mountains to their booklets from the day

before and label them. Summary:

○ The teacher will play a video from YouTube to review the mountain ranges: https://www.youtube.com/watch?v=bPwbvAbYH3Q

○ As students line up for lunch, the teacher will hold up a map and ask each student to point where each mountain range is located. This will be their exit ticket.

Materials: ● Read aloud fill in the blank worksheet (created by teacher) ● YouTube video: https://www.youtube.com/watch?v=bPwbvAbYH3Q ● Booklets from the day before ● Pencils ● Crayons ● “Destination: Rocky Mountains” by Jonathan Grupper and “Appalachian

Mountains (Rookie Read-About Geography Series)” by Jan Mader

Evaluation A: ● Students will complete the fill in the blank ● The students will draw the mountains in their booklets and label them correctly.

Evaluation B: ● What went well? What didn’t? ● Did the students meet the objective? ● How would you change the lesson if you could do it again?

Map Skills Unit Review

Purpose: This lesson is the last day of instruction in our unit about map skills. This day is used for review to go over all the content we have learned and prepare for our unit assessment.

Social Studies 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.

Objective: The students will demonstrate their knowledge of the worldwide geography by using various ways (movement, group map creation and a fly swatter game) they will do this with 100% accuracy. Procedure:

Introduction: ● The students will come to the carpet and we will look at the completed world

map. ● Then we will explain the game.

○ On the board there will be a map of the world and a map of the United States.

○ Each table is a team. One person from each team will come up with a fly swatter.

○ I will call out a continent, world ocean, river, the great lakes, and the mountains.

○ We will play until everything has been called out. (7 continents, 5 oceans, 2 US Rivers, 3 world rivers, 2 mountain ranges, great lakes, equator).

■ Antarctica ■ Asia ■ Europe ■ Africa ■ South America ■ North America ■ Austrailia ■ Arctic Ocean ■ Atlantic Ocean ■ Pacific Ocean ■ Southern Ocean ■ Indian Ocea ■ Equator ■ James River ■ Mississippi River ■ Huang He River ■ Nile River ■ Rio Grande River

■ Appalachian Mountains ■ Rocky Mountains ■ Great Lakes

Development: ● Then take the maps off the board. And hand out 2 pieces of chart paper, and

markers to each group. ● Explain that each group will be working together to make a map of the world on

one and a map of the US on the other. ● They will get a hand out with on what they have to label (see list above). ● Stress that these do not need to be perfect as long as everything is there. This is

much harder than the test. You will get an outline for that. ● Then set them free to work on it with their group for 30 minutes on their map. As

long as they have the all the things included in the right continents, then we are all good.

● On the back of the map they will write the 2 differences and 3 similarities between a globe and a map.

Conclusion:

● Then the game for outside will be explained. ○ What will happen is we will play with partners on the big world

map on the blacktop. ○ One partner will draw a card describing a continent from the hula

hoop across the blacktop. They will run back and read it outloud to their partner. They will have the answer.

○ If the partner cannot figure out from the clues then the partner reading can give clues using the cardinal directions and its relation to the equator.

○ Once they find the correct continent then switch and repeat the process. The person who asked the question checks it off on their “Passport” check list sheet.

○ There will be 14 cards that are different. Although total there will be 28 card with some repeated.

○ It is a race around the world. You and your partner want to be the first done with all the 14 cards.

○ If the partners are really struggling to find the correct place. They can trade clues, they just cannot check it off.

○ ****If raining create a “map” of the world in the classroom with signs that signify each of the continents and oceans.

Materials: - A large world map - A large US map - Fly swatters (how ever many groups you have) - Chart paper (enough for each group to get 2)

- Markers - Check lists - 2 copies of the questions for outside - A large world map on the blacktop - A hula hoop - If raining then you would need the more paper for the signs in the room.

Evaluation A: This is looking at the maps created by the students in the development section of the lesson. Here is the rubric you will use to check the group’s understanding. For the World:

Does the student have…. -Antarctica -Austrailia -Europe -Africa -South America -North America -Asia

Are the continents relatively in the right place? The right hemisphere (North/ South, East/ West)?

-Antarctica -Austrailia -Europe -Africa -South America -North America -Asia

Is the Huang He River in Asia? Is the Rio Grande River in South America? Is the Nile River in Africa? Are all 5 oceans about where they are supposed to be? Are they in the right

hemisphere? Is there a compass rose? Are there 2 similarities between a globe and a map? Are there 3 differences between a globe and a map?

Evaluation B: -How’d it go? -What was good? -What was bad? -How did the students behave?

SOL 2.5 Assessment

On the World Map…. 1. Color Antarctica Red. 2. Color Asia Purple. 3. Color North America Blue. 4. Color South America Yellow. 5. Color Africa orange. 6. Color Europe Green. 7. Color Austraila brown. 8. Draw and Label the Huang He River in the continent

in which it goes. 9. Draw and Label the Nile River in the continent where

it goes. 10. Draw and Label the Rio Grande River in the

continent where it goes. 11. Color the Atlantic Ocean pink. 12. Color the Pacific Ocean light grey. 13. Put a smiley face and label the Indian Ocean. 14. Put a star and label the Southern Ocean. 15. Put a heart and label the Arctic Ocean.

Which is not a similarity between a map and globe?

A. Both show us where things are in relation to the world. B. Both often have a compass rose. C. Both are very accurate in showing us the correct placement of

things. Which is true about a map and not true about a globe?

A. A map is a flat representation of the world and a globe is a 3D model of the world.

B. A map shows us where the equator is and a globe does not. C. You can figure out where a country is by looking at map. You cannot

find countries on a globe. Which is true about a globe and not about a map?

A. A globe is a navigation tool and a map is not. B. A globe is slightly more accurate than map because the world is

round and a globe is round. C. You can see the hemispheres on a globe and not on map.

If you were sailing around the world would you want to bring a map or a globe? Give one good reason for choosing what you did over the other option. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________

16. Draw in the James River in Green. 17. Draw in the Mississippi River in Blue. 18. Draw in the Appalachian Mountains in Brown. 19. Draw in the Rocky Mountains in Black. 20. Color the Great Lakes Red.

Bonus:

● The Huang He River is in what country __________________.

● The Nile River is in what country ________________. ● The Rio Grande River is in what country

____________________.

For the Grading of SOL 2.5 Assessment. For the maps and Bonus:

-The Answer key for the test is attached. - Each question is worth 4 points. -Each bonus question is worth 1 points. - For the identification, if the river is in the right continent count it as correct. If it is in the

correct vicinity to the right place then give child one bonus point. -If student labeled a continent wrong but put the river in the “the correct” location

if that continent were actually there, give half credit. For the Multiple Choice:

- The answer key is attached. - Each question is worth 4 points.

For the Writing Question: - This section is worth 8 points total.

- Give four points if the student picked a side (either a map or a globe). - Give 2 points if the student gave a reason for their choice. - Give 1 point for capitals. - Give 1 point for proper punctuation.