Lesson Four: Where am I on the map?
Objective: Students will be able to differentiate between a map and a globe.
1. Vocabulary (LINK)
- Teacher will introduce new vocabulary: "globe"
-Teacher will help students make connections by connecting globes to the math term sphere. "A globe is round like a ball, we call this shape in math a sphere."
-Link to Science also, "Globes show us the land and water on earth."
2. Show globe (ENGAGE)
-Show students both a globe and a map.
-Ask students to compare and contrast – "What do you think we use a globe for?" Allow students to turn and talk with a buddy, then call on students to share with the class.
3. Beach ball activity (ENGAGE)
-Gather students on a carpet in a circle. Show students a beach ball globe.
-With globe beach ball, roll ball to kids and sing a globe song,
“we’ve got the whole globe in our hands (x4)
We’ve got north and south America in our hands
We’ve got Europe, asia, Africa in our hands.
We’ve got Australia and Antarctica in our hands.
We’ve got the whole globe in
our hands.”
Song found at Kindergarten Nana Blog
- Play a game with the ball, where the students roll the ball to a friend. They look at their thumb to see if it landed on water or land. Have students make a tally chart to see which one had more (to integrate math in the lesson).
4. Make a globe (ACTIVE LEARNINGandREFLECT)
-Model how to make a globe with papermache in front of the class.
-Allow students to work at their desks making their globes. This activity will have to be spaced out over a few days as the paper mache will need time to dry before students can paint their globes.
-After completing their globes, ask students to reflect on what globes can tell us that maps cannot. Allow students to do most of the talking during this discussion, the teacher will guide the discussion where needed.
-Ask students to reflect about how they thought the 1st people to made a globe..how do you think they did it?
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Va SOLs
Geo K.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.
Geo K.4.a & c The student will use simple maps and globes to
a) develop an awareness that a map is a drawing of a place to how where things are located and that a globe is a round model of the Earth;
c) locate land and water features.
Geo K.5. The student will develop an awareness that maps and
globes
Other Subject Areas
Math K.13 The student will gather data by counting and tallying.
National: Music 5. Understanding music in relation to history and culture.
--------------------------
Materials:papermache, paper strips, globe ball, globe, map, song on chart paper.
Differentiation:
-ELL: learn new vocabulary before starting learning activities.
-Visual: modeling by teacher and by teacher showing students a globe.
-Auditory: by students singing the song about the world.
-Musically: students with musical talents will be supported in their learning by listening and singing the globe song.
-Kinesthetic: supported by rolling the beach ball because of the hands on nature of this activity.
Assessment:Formative assessment in students being able to create a globe and distinguish it from a map. Teacher will use a checklist to see if students can identify a map versus a globe (she will ask students while they work on their papermache globes).
Objective: Students will be able to differentiate between a map and a globe.
1. Vocabulary (LINK)
- Teacher will introduce new vocabulary: "globe"
-Teacher will help students make connections by connecting globes to the math term sphere. "A globe is round like a ball, we call this shape in math a sphere."
-Link to Science also, "Globes show us the land and water on earth."
2. Show globe (ENGAGE)
-Show students both a globe and a map.
-Ask students to compare and contrast – "What do you think we use a globe for?" Allow students to turn and talk with a buddy, then call on students to share with the class.
3. Beach ball activity (ENGAGE)
-Gather students on a carpet in a circle. Show students a beach ball globe.
-With globe beach ball, roll ball to kids and sing a globe song,
“we’ve got the whole globe in our hands (x4)
We’ve got north and south America in our hands
We’ve got Europe, asia, Africa in our hands.
We’ve got Australia and Antarctica in our hands.
We’ve got the whole globe in
our hands.”
Song found at Kindergarten Nana Blog
- Play a game with the ball, where the students roll the ball to a friend. They look at their thumb to see if it landed on water or land. Have students make a tally chart to see which one had more (to integrate math in the lesson).
4. Make a globe (ACTIVE LEARNINGandREFLECT)
-Model how to make a globe with papermache in front of the class.
-Allow students to work at their desks making their globes. This activity will have to be spaced out over a few days as the paper mache will need time to dry before students can paint their globes.
-After completing their globes, ask students to reflect on what globes can tell us that maps cannot. Allow students to do most of the talking during this discussion, the teacher will guide the discussion where needed.
-Ask students to reflect about how they thought the 1st people to made a globe..how do you think they did it?
-------------------------------
Va SOLs
Geo K.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.
Geo K.4.a & c The student will use simple maps and globes to
a) develop an awareness that a map is a drawing of a place to how where things are located and that a globe is a round model of the Earth;
c) locate land and water features.
Geo K.5. The student will develop an awareness that maps and
globes
Other Subject Areas
Math K.13 The student will gather data by counting and tallying.
National: Music 5. Understanding music in relation to history and culture.
--------------------------
Materials:papermache, paper strips, globe ball, globe, map, song on chart paper.
Differentiation:
-ELL: learn new vocabulary before starting learning activities.
-Visual: modeling by teacher and by teacher showing students a globe.
-Auditory: by students singing the song about the world.
-Musically: students with musical talents will be supported in their learning by listening and singing the globe song.
-Kinesthetic: supported by rolling the beach ball because of the hands on nature of this activity.
Assessment:Formative assessment in students being able to create a globe and distinguish it from a map. Teacher will use a checklist to see if students can identify a map versus a globe (she will ask students while they work on their papermache globes).