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Materials Needed:
1. Color Coded Map/Dry Erase Markers
2. Goods (Wood, Cotton, Fruit, Rubber, Sugar, Milk, and Grain)
3. Pictures of goods for ELL students
4. Hammonds’ Compact Peters World Atlas
Closure or Evaluation:
The students will be informally evaluated by where they place the objects and if
they are able to know which continent they are placing the goods on. They will
also be informally evaluated by their responses to the KWL chart at the end of the
lesson.
Jean Ricker, Andy Young, Debbie Silverman, Nancy Jacobson
(G)
Materials Needed:
Two transparencies for overhead of Pangaea and one of current map of world
Globe
Geography journals
Bean bag
Floor Map
Introduction:
While pointing to large illustration of Pangaea, ask students, “Who can tell me what this
is a picture of?” This question will be the activator for the beginning of our unit on the
seven continents and five oceans, while teaching to the Massachusetts History and Social
Science Curriculum Framework Learning Standards.
Major Instructional Sequence:
1.Whole class instruction - Introduce overheads of Pangaea, opening discussion of the
map 200 million years ago, and closing with how the map looks today. (15 minutes)
2.Whole class instruction - Discuss why maps are flat (10 -15 minutes)
Activity 1: Understanding that maps are pictures of the Earth.
•After reviewing Pangaea on the overhead – ask if the world is flat or round?
•Explain that the map is flat, but our world is not flat – just as a picture of a child
is flat, but the class is not flat. Show the picture of the class and compare.
•Explain the need for maps by trying to put a globe in a book. Ask the students
what happens when you try to fit a globe into a book (the book won't close).
•Explain that people wanted to put the globe in a book but since it wouldn't fit,
they had to cut the globe and pull it apart to make a flat map of a picture of our
Earth.
3.Whole class instruction - Introduce new vocabulary words with illustrations (to help
support ELL’s) to build schema for students of continents. Have student’s copy
definitions into their Geography journal. (10 minutes)
4.Bring whole class to reading rug area and read related continent story, Maps and
Globes to continue to build schema. (10 minutes)
5.Introduce music to “Continent and Oceans” Song (tune of Love and Marriage) and
learn the words with continents and oceans to reinforce new concepts, learning
visually (pointing to the world map while singing), kinesthetically (have a couple
children point to map while class is singing) and musically. (Sing 4-5 times) (10
minutes)
6.Pair into groups of two - Hand out word search of continent and oceans names for
reinforcement of subject. (Formal assessment) (20 minutes)
7.Students will work individually and the teacher will hand out blank maps of the
world to fill and color blank continent/ocean map for reinforcement. (Formal
assessment)(15 minutes)
References:
Continents and Oceans worksheets and Flash cards (n.d.) Retrieved July 18, 2009 from
http://bogglesworldesl.com/continents_worksheets.htm
Knowlton, J and Barton, H (1985) Maps and Globes. HarperCollins Publishers, New
York, NY
Stockard, James W. Jr. (2003) Activities for Elementary School Social Studies (2nd
Edition), Waveland Press, Inc Long Grove, IL
Topic:
How to Make an Apple Pie and Learn the Continents is an introductory lesson for grade 2
which meets the Massachusetts History and Social Science Curriculum Framework:
2.6 Explain the difference between a continent and a country and give examples of each.
Objectives:
Materials Needed:
Introduction:
1. 10 minutes Begin with “Who likes apple pie? Have you ever thought about where the
ingredients come from? Today, we’re going to hear a story about a girl who bakes an
apple pie and the places she must go to get her ingredients.”
2. 10-15 minutes Before reading the story, introduce new vocabulary using the
vocabulary cards.
Vocabulary for lesson: country, island, locate, continent, and state
Start vocabulary lesson by asking the class if they know what state and country they
live in.
Discuss difference between a continent and a country.
Allow students to stick vocabulary words to the hanging map while reading their
definitions.
Major Instructional Sequence:
1. 5 minutes Read the book How to Make an Apple Pie and See the World.
2. 2 minutes After reading the book, handout props.
3. 15-20 minutes Ask students to put their ingredient on the continent it comes from.
For example, “Raise your hand if you have the wheat needed for the pie. Can you
remember where the wheat came from?” Students should place their props on Italy.
“Those of you who have the apples, can you remember where they came from?”
Their props should be placed on Vermont/North America.
4. 5 minutes When all props are placed on the map, introduce teacher’s copy of the
continent book. Model the activity while giving instruction.
5. 20-30 minutes Pass out supplies – scissors, glue, handouts, and starter book. Put
students into groups of 4.
Closure or Evaluation:
1. End activity by asking students to bring in their family’s favorite recipe from home
(send letter to parents with details). Recipes will be used to create a recipe book.
2. Give students the opportunity to taste an apple pie (homemade pie is optional – see
below).
Optional: Students can bring in ingredients to make their own apple pie
Sandi Cohen
Tammy Gingras
Tiffany Persechini
Kelly Flanagan
Objectives: SWBA
1. Name 7 continents
2. Locate 7 continents on map
3. Learn vocabulary related to continents location
Materials Needed:
Illustrated vocabulary cards Continent Fact Cards
Individual maps for each student Teacher list of facts
Teacher map American Flag
Floor Map 7 Picture Books
Introduction:
Ask the question “Who can show me where we are on this map?” “Who can show me
where the ocean is?” Asking questions like this will help students get familiar with the
map. Get students moving on the floor map. (4 minutes)
Reflection:
Overall, we feel that our lesson went well. We would probably add a little more to the
first part of the activity where we were having the students identify places on the
map. It would have been helpful if we had used some of the markers to have the
students label the continents. Having the names of the continents on the map prior to
beginning the game would be helpful and would provide a visual aid for the students.
We feel that the game went smoothly and that the time we allotted for each portion of
the lesson was reasonable.
Attachments:
Continent Facts:
The country of China has the largest population in the world. It is located in Asia.
The Himalayas are the highest mountains in the world. They are located in Asia.
More than half of the world’s population lives in Asia.
Tigers, Giant Panda Bears and Cobras live in Asia.
Antarctica has no permanent residents.
Antarctica is the coldest, windiest and iciest place in the world.
Penguins are the most common animal in Antarctica.
Antarctica is located in the southern most part of the world.
Australia is home to kangaroos and koalas.
Australia is the name of both the country and the continent.
Australia is surrounded by the Indian and Pacific Oceans.
Australia is the smallest continent.
Europe is the 2nd smallest continent.
Europe contains over 40 countries.
The Vatican is located in Europe. It is the world’s smallest country.
50 different languages are spoken in Europe.
Africa has more countries than any other continent.
The Nile River is located in Africa. It is the longest river.
Africa is the 2nd largest continent.
The equator crosses the middle of Africa.
Africa is home to giraffes, elephants, and zebras.
South America has the world’s longest mountain range. It is the Andes.
South America has 13 countries.
South America contains tropical rainforest.
South America has the world’s largest rodent, the capybara.
South America’s Amazon rainforest has more kinds of plants than any other place in the
world.
North America covers 8 different time zones.
North America grows the most food.
We live on North America.
North America’s most popular sports are soccer, baseball, and football.
The country of China has the largest population in the world. It is located in Asia.
The Himalayas are the highest mountains in the world. They are located in Asia.
More than half of the world’s population lives in Asia.
CONTINENT
One of the seven large
land areas
OCEAN
One of the five large,
salty bodies of water
that cover most of the
earth
EQUATOR
Imaginary line around the
middle of the earth
COMPASS ROSE
A set of arrows on a map
that point north, south,
east, and west
MAP
A drawing of all or part
of the earth
COUNTRY
A land with one
government
Nancy Curran, Julie Katz, Amy Kotel and Dorothy Rock
Professor Cohen
EEDUC 5106
July 24, 2009
Objectives:
1. Locate oceans of the world: the Arctic, Atlantic, Indian, Pacific, and Southern
Oceans - Standard 2.3 of the Frameworks.
2. Describe how maps and globes depict geography and information in different
ways.
3. To apply cardinal directions (north, east, south, west) using the Compass rose on a
maps.
Materials Needed:
1. Globe
2. Oversized Map
3. Me on the Map by Joan Sweeney
4. White Boards (10-15)
5. Dry EraseMarkers
6. Crayons
7. Ten sea animals in the form of printables obtained from:
http://www.first-school.ws/theme/animals/ocean.htm -
make two copies
8. Scissors
9. Wall map posted in classroom
10. Vocabulary words listed on cards and posted on word wall.
11. Cards with ocean names printed on them.
12. Worksheet with the map of the world -
http://www.teachervision.com/lesson-plans/lesson-4022.html
Introduction: (20 minutes)
4. Use words related to location: next to, between, near and far. (Have a small
group of 4-5 students stand up in front of the class next to one another).
Review “compass rose” and have students demonstrate “location” using the cardinal
directions: North, South, and East & West on the oversized map.
Teacher will say: “When we’re using maps and globes it is important to talk about
location. Here are some of the words we’ll be using:
1. Ocean
2. Key
3. Atlas
4. Globe
5. Compass rose
6. Map
7. Location
8. Arctic, Atlantic, Pacific, Indian, and Southern Oceans”
Review each word and use map and objects as visuals when discussing them.
After discussing vocabulary words, teacher asks the following questions:
Teacher will place pre-labeled cards with the 5 ocean names on the oversized map. Next,
students will work together in small groups to locate their assigned ocean and then follow
directions to locate other oceans as instructed by teacher. (As an extension to this
activity, students can use their voices or instruments to make the sound of their sea
animal).
Round 3 –
Continue with directing students to various locations. All groups will have
opportunities to locate the five oceans and apply cardinal directions using
the compass rose. The teacher will ask the groups of students to use the
compass rose to walk North, South, East or West. This activity will enable
the teacher to informally assess the students’ cooperative learning.
This activity takes some prep time up front but the tools can be saved for
subsequent uses. This is also an assessment activity and would require the following
preparation.
To prepare for this activity the teacher or students create small pictures of sea animals
from free printables available on line http://www.first-school.ws/theme/animals/ocean.htm.
There should be at least two copies of the ten sea animal to form sets. Students will be grouped
in pairs. Each group will receive a white board, marker and a sea animal card or printable.
Prior to the activity beginning, the teacher will have removed the ocean name
cards from the oversized map. Next she will randomly place sea animal cards on the
ocean surfaces of the floor map. (As an alternative, this could be done by a student ahead
of time as a fun activity or job).
Activity #2
To play the game, the remaining sea animal cards would be placed in a container
from which students can draw their card. Students will work in pairs. One student will
pick a sea animal card and the other student will have a whiteboard and marker. (Due to
the class size of 20, there will be 2 groups that are on the same ocean). The object will be
for each pair of students to find the match to their sea animal card on the floor map. They
will work and search together. Once they find the match, they need to identify what
ocean they are standing in, write it on their white board and hold it up. The students will
be asked the name of the continent located to their N, W, E, or W, and answer aloud. As a
resource, students are able to use the wall map posted in the classroom. By working in
small groups, ELL students will have someone to help them.
Activity Extensions:
Students may use their voices or instruments to identify the sea animal they represent.
They would be silent upon reaching their location.
Identify the oceans on the internet to provide more visual support for the ELL students.
The teacher could integrate social studies with language arts by having students study
their favorite sea animals and which ocean(s) it lives in. Students could research this
information on the internet. The students could also write stories about the sea animal’s
adventures in the ocean.
Also as an extension, the teacher may want to discuss what makes oceans different from
other bodies of water such as ponds, lakes, rivers, etc.
Formal assessment:
For a homework assignment, give the students a blank map of the world, have them label
the oceans and continents and color the map.