Lesson #

Map and Globe

Teach
er
Date
Time

Unit/Stra
nd

Unit 3 Looking at my world

Grade

Ria Beekman
April 14 15
40 min
2

CURRICULUM OUTCOMES
GLO:

General Outcome 1.1 My World: Home, School, and Community

Students will demonstrate an understanding and appreciation of how identity and self-esteem are
enhanced by their sense of belonging in their world and how active members in a community contribute
to the well-being, growth and vitality of their groups and communities.

SLO:
1.1.5 Knowledge and Understanding
Distinguish geographic features in their own community from other communities by exploring and
reflecting upon the following questions for inquiry:
What are some familiar landmarks and places in my community? (CC, TCC)
Why are these landmarks and places significant features of the community? (CC, I, TCC)
What are some differences between rural and urban communities? (CC, LPP)
Where is my community on a map or on a globe? (LPP)
1.1.1 Values and Attitudes:
Value self and others as unique individuals in relation to their world:
appreciate how belonging to groups and communities enriches an individuals identity (I)
appreciate multiple points of view, languages, cultures and experiences within their groups
and communities (C, CC)
demonstrate respect for their individual rights and the rights of others (C, I)
recognize and respect how the needs of others may be different from their own (C)
1.S.3 Skills and Processes:
use a simple map to locate specific areas within the school and community
ask geographic questions, such as asking for directions
understand that globes and maps are visual representations of the world
locate Canada on a globe or map

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Identify the difference between a map and a globe.
2. Identify the features on a map.
3. Locate Canada on a map

ASSESSMENTS
Observations:
Key Questions:

Products/Performan
ces:

Observe students throughout the lesson. Are students participating

and demonstrating an understanding of maps and globes?
What is a map? What is a globe? Why do you think that we have
both?
Could you find your place better on a map or on a globe?
Where is Canada?
Question and answer; windows worksheet

LEARNING RESOURCES
CONSULTED
Alberta Program of Studies Social 1

MATERIALS AND
EQUIPMENT
Smart board slides
Worksheet

Mapping activity

PROCEDURE

2
Attention Grabber
Assessment of
Prior Knowledge
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Assessments/
Differentiation:
Learning Activity
#2

Assessments/
Differentiation
Learning Activity
#3

Assessments/
Differentiation

Introduction
Lets be ready to start in 5!
What did we do in social last class?
Did we draw a map?

Prepare smart board slides.

Today we will be looking at different maps and a
globe.
Body
Discuss (with windows from last class):
- Last class we made a drawing of things that
we saw when looking out of the classroom
window. Do other people see the same thing
when looking out of their window?
- What is a map?
- Could we make a map of Barnwell by looking
out of the school window? What if our school
was as tall as a skyscraper could we make
a map then?
A: Observe students/ask question to see what they
understand of the concepts.
D: Ask different leveled questions if needed.
Elements of a map:
- Look at an image of a map and discuss the
things that we see.
- Compass Rose: Cardinal directions (N, E, S,
W)
- Map Key: Images with a meaning
- Color: Different colors mean different
landscapes
- Place names: Examples
A: Ask questions. Observe the students.
D: Ask different levelled questions throughout the
lesson.
Mapping Activities:
- Model this activity first
- Complete the activity using cardinal
directions.
Finished?
- Finish coloring the window from last class.
- Draw a map (of anything) on the back of
your window worksheet. Your map must
include a compass rose, a map key, and
different colors.
A: Collect the worksheets at the end of the class.
D: Assist students throughout this activity if

Time

2 min

Time

10 min

10 min

15 min

CLOSURE:

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
What went well?
What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

necessary. By modelling the activity first students

can understand what is expected of them.
- What is a map?
- What is a globe? What are cardinal
directions?
- Well continue with this tomorrow!
Closure
Collect worksheets. Ask questions throughout the
lesson about maps, directions and globes.
Ask students whether they have any questions
about this.
Provide students with positive, descriptive
feedback throughout the lesson.

1 min
Time

See you tomorrow.

Reflections
Students were quite engaged throughout the lesson. I do
think however that I could have split the class up a bit by
bringing them all to the carpet for a few minutes or even
incorporating a movement break within the class. I have to
remember that these are younger kids (than grade 5 and 6)
and again have different needs. Overall the students were
quite willing to participate and supply (by guessing or
knowing) answers. Students understood that we couldnt
make a map of Barnwell by looking out of our school
windows. I asked them whether we could make a map when
looking out of a tall building and one students replied: Yes,
only if we could walk around the top of the building and see
all of Barnwell.
They seemed to know and understand quite a bit about
maps. The one students said that their map told them
where to go so we discussed the gsp installed in some
vehicles.
Wait time works well with these kids. If it gets too noisy I tell
them that its too noisy and Ill wait for them to quiet down.
They quiet down quite quickly.
I had brought a mini globe to the class and so students
were really interested in it. There all received a chance to
spin the globe and find Canada.
The mapping activity was a bit difficult as the sentences
were phrased in a different manner The rowboats are
_____ of the houses. Students had to really think about this.
Ill review it together with students next class.