Bonnie Polcyn
Stephanie Merida
April 23, 2015
Unit Plan
2nd grade
Second Grade Map Skills
Introduction
This second grade map skills unit builds on basic map concepts learned in kindergarten
and first grade to prepare students for reading maps with more detail. This week is centered
around teaching general map features: the seven continents; the five oceans; and the equator.
Students will have the opportunity to work with reference material to expand their knowledge
while using technology to enhance learning. Visual arts are integrated through the creation of
an interactive notebook, or “passport”, that each student will use to record their own research
and knowledge. This unit is the first in a two-week series, with the following week focusing on
specific geographic features in the US and abroad.
Objectives
General Unit Objectives
1. Knowledge and understandings
2. skills to be learned
3. attitudes/appreciations to be acquired
Specific Unit Objectives
● When shown pictures or models, each student will be able to distinguish between maps
and globes and locate the equator on both with 100% accuracy.
● Shown a world map, each student will be able to identify any of the seven continents
with support from peers 80% of the time.
● Given a world map, the student will be able to label all five oceans with 100% accuracy.
● All students will record three facts or illustrations without error for each of four continents
of their choice using the online atlas with the help of a partner.
● While using the program, all students will depict their Google Earth discoveries by
creating postcards, pairing facts and illustrations with their appropriate continents 100%
of the time.
Standards of Learning
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, and
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, rectangle/rectangular prism).
English SOL 2.10-- The student will demonstrate comprehension of information in reference
materials.
a. use table of contents
b. use pictures, captions and charts
c. use dictionaries, glossaries, indices
d. use online resources
C/T SOL K-2.2-a. Identify and use available technologies to complete specific tasks.
b. Identify the specific uses for various types of technology and digital resources.
i. Identify the difference between hardware and software.
ii. Create a text document.
iii. Open and read an electronic book.
iv. Create a digital image.
Use content-specific tools, software, and simulations to complete projects.
v. Use tools in various content areas as appropriate.
Visual Arts SOL 2.11-- The student will identify symbols from various cultures.
PE 2.3 -- The student will identify and participate in physical activities that promote aerobic
capacity, muscular strength, endurance, and flexibility.
a) Identify that physical fitness is the ability to work and play with energy to spare.
b) Name and locate the large muscle groups.
c) Demonstrate activities that utilize specific muscle groups.
Day 1
Globe vs. Map; Equator
Purpose:
Students have studied about maps and globes in kindergarten and first grade. Re-acquainting
students with prior knowledge helps them internalize new knowledge. The class will discuss the
purpose of maps and learn to locate and describe the equator on maps and globes. They will
also describe globes and maps using second grade geometry vocabulary. This will set the stage
for the rest of the week when we start exploring continents and oceans.
History SOL 2.5-- The student will develop map skills by
c. locating the equator, the seven continents, and the five oceans on maps and globes;
d. 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.
Math SOL 2.16-- The student will identify, describe, compare, and contrast plane and solid
geometric figures (circle/sphere, square/cube, rectangle/rectangular prism).
Objectives:
When shown pictures or models, each student will be able to distinguish between maps and
globes and locate the equator on both with 100% accuracy.
Procedure
● Introduction
- We will start the lesson by holding up a globe and map and asking the students what
these items are? Who uses these? What are some of the differences between them? (V)
- Point out that Antarctica is long and and skinny on the map, but it’s actually round on the
globe
- Call students to the rug in groups of four
- “Today we will be learning about the world we live in and the different ways we can see
all the continents and oceans in it. What do you think this book tell us?” (allow them to
make predictions)
- Read “Me on the map” by Joan Sweeney and illustrated by Annette Cable (V, A)
- Ask 3-5 questions during and after reading about their observations
- “What do you notice is happening as we get to the middle of the book?”
- “Can someone tell me what a state, country, and continent is?”
- “What is the difference between page 12 & 13?” (Globe view vs. Map view)
- “Is a globe flat? What do you call a circle that is 3D?” (sphere)
- “What do you think the author means when she says that everyone has their very
own special spot on the map?”
-
Now lets turn to the projector and look at the different ways we can look at the world.
https://sites.google.com/a/solteacher.com/olteacher-com/home/second-grade-virginiasol-resources/social-studies/2-5a-world-geography (Go to World Georgraphy SOL 2.5→
web games→ Map and globe views
●
-
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“When the world is in the form of a globe, what kind of shape is it? Lets look at the map
form, what is different about this view?” (vocab words: sphere, round, 2D, 3D,etc.)
What is that invisible line that is shown on both the globe and the map?
Do we know its purpose?
(Explain that it divides the earth in half and its functions)
Development
Explain “stackable” activity directions while showing students example: cut out the
pictures; glue the picture of the closest map view on the smallest circle; put the second
closest on the second smallest circle; continue until you have used all pictures and all
circles; stack your circles so they touch at the top and put a brad through them; label
each layer with the name of the picture. (V, K)
Explain that we will put these in an interactive notebook for this unit
Send students back to desks with packets including pre-cut circles, brads, and picture
sheet. Other required materials are in their pencil boxes in their desks.
Circulate through the room as students work to answer questions and check progress.
For struggling students: Have them sit at the teacher led table and help with the
stackable
For advanced students: Have them work with a struggling student at the teacher led
table and collect the stackables if done early.
Setup map/globe display for summary worksheet
●
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Summary
When students finish their stackable, have them raise their hands. Check each
student’s work, then give them a worksheet that refers to the display table.
Display table (V, K) will include
- A-- world map
- B-- school map
- C-- globe
- D-- US map
- E-- non-traditional globe (water is not blue, land is not green)
- F-- subway map
On the table will be examples of maps and globes. Each model will be labeled with a
letter. On the worksheet, students will fill in the corresponding space, identifying the
model as a map or a globe and describing its geometric shape.
In the last portion of the worksheet, students will draw the equator on a map and a
globe.
Materials
- globe
- map
- “Me on the Map” by Joan Sweeney
- construction paper (pre-cut circles)
- scissors
- glue
- brads
- markers
Evaluation Part A: Have students accurately arranged their stackables? Have student
accurately identified maps and globes? Are students able to identify the equator on the
worksheet?
Evaluation Part B
- What went well in this lesson?
- How could we improve the lesson?
- Was the time frame appropriate for this lesson?
-
Was the objective appropriate?
Name: _______________________
Date: ________________________
Identify the items on the display table and write down the correct term for each of the
items.
A
________________________
B
________________________
C
________________________
D _________________________
E
________________________
F
________________________
Draw the equator with a red marker
Day 2
Continents
Purpose: Reviewing maps and globes will prepare students to incorporate continents with their
knowledge. Learning the continents will help students tomorrow when learning oceans and
prepare students for later study on specific map features in the US and abroad.
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, and
Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes
(Great Lakes) in the United States and other countries.
Objectives: Shown a world map, each student will be able to identify any of the seven continents
with support from peers 80% of the time.
Procedure:
● Introduction
- Review of globes and maps (V, K)
- Holding globe, “Who can tell me what this is called?” (pass it around)
- Holding map, “Who can tell me what this is called?”
- “Who remembers what the invisible line across the middle is called? What is it
for?”
- “Why are some parts green and some parts blue?” Lead students to land and water
- Today we are going to learn about these huge pieces of land, the continents.
- naturally separated, not like countries
- Point out each continent and tell students the name. Have them repeat the names.
- Listen to Continents song. Repeat for practice (A)
- https://www.youtube.com/watch?v=KxQ0WLlDxvU
● Development
- Explain Passport, our interactive notebook about maps and globes: we are building a
book with all of our new knowledge about the world (V, K)
- Give each student a binder
- On the first page, have students attach yesterday’s stackables using the brad.
- Add pages for each continent: label the top of the page with the name of the continent,
cut out and glue in a picture for each continent. Leave space to add new information
throughout the week
- http://www.mamaslearningcorner.com/learn-continents-free-printable/
● Summary
- Gather students on carpet to view continent review game on projector
- http://www.ezschool.com/play/social%20studies/the-seven-continents/1126
- Before beginning the game, name the seven continents together as a class. (A)
-
-
Allow each student to take one or two turns naming the highlighted continent in the
game.
- For strugglers, ask elbow partners if they agree or disagree with the answer.
- For advanced, have them point to the locations of the other two choices as well.
Teacher clicks the answer the group agrees on.
Materials:
- large map
- globe
- continent song
- https://www.youtube.com/watch?v=KxQ0WLlDxvU
- binder for each student
- continent cards from Mama’s Learning Corner (one set for each student)
- http://www.mamaslearningcorner.com/learn-continents-free-printable/
- scissors
- glue
- projector, computer, continent review game
- http://www.ezschool.com/play/social%20studies/the-seven-continents/1126
Evaluation Part A: Can students identify a map, a globe, and the equator during the
introduction? Do students correctly pair the continents with their names in the Passports? Do
students correctly name highlighted continents in review game?
Evaluation Part B: Were students properly prepared for this lesson? What could be improved in
this lesson? Was the objective appropriate?
Day 3
Oceans
Purpose:
The student will use background knowledge from the previous lesson to learn about the five
oceans on the map and globe. Learning the five main oceans will be the
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, and
Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes
(Great Lakes) in the United States and other countries.
Objectives: Given a world map, the student will be able to label all five oceans with 100%
accuracy.
Procedure:
● Introduction
- Start class by getting up out of our chairs and singing the continent song
- Have students sit at the carpet in a semi circle
- Review the continents from the previous lesson with a globe
- Talk about how much water there is in comparison to land on a globe
- Ask the class “Can someone give me their best guess as to how many oceans there are
on this globe?” (A)
- Turn on the smartboard
- Present a map of the world with the oceans labeled (V)
-
Each student will create a paper plate world (T)
The student should cut and glue continents down individually
The student will color and label the oceans on the “globe”
Each continent will be designated a specific color
In our example, North America is orange, Africa is green, etc. etc.
The ocean is a solid blue
The student will use a black marker to label the oceans in the correct location
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Development
As a review, we are playing hot potato with the inflatable globe. When you grab it you
have to tell the class what ocean is closest to your right thumb. (K)
Next we do a round of continents for review
- For advanced, have students name the continent or ocean on the opposite side
of the globe, as well.
- For strugglers, give answer choices.
After the game, we will go back to our seats to add our projects to our passport
Once seated we will add a tab for the oceans and glue down paper plate with the oceans
labeled
Summary
Have the class answer questions while they add their project to the Passport.
- How many oceans are there on Earth?
- What are their names?
- How many continents are there on Earth?
- What are their names?
- Who can tell me which continent we live on?
- Which ocean are we closest to?
Materials: large map, inflatable globe, binder for each student, scissors, glue, pencils, markers.
Evaluation Part A:
Were the students able to name the correct ocean when they played the game? Did the student
complete the paper plate globe with 100% accuracy?
Evaluation Part B:
Did the lesson stimulate exploration and growth?
What could I do differently next time?
What was the best part of the lesson?
Did all my students participate in the game?
Day 4
Atlas
Purpose: The class will review continents and oceans to aid memorization. Students will build
on their knowledge of continents and oceans by exploring an online atlas. This lesson is also
an opportunity to display comprehension of nonfiction texts and integrate technology to aid
learning. Community and interpersonal skills will be developed by sharing and teaching each
other what was learned.
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, and
Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes
(Great Lakes) in the United States and other countries.
English SOL 2.10-- The student will demonstrate comprehension of information in reference
materials.
e. use table of contents
f. use pictures, captions and charts
g. use dictionaries, glossaries, indices
h. use online resources
C/T SOL K-2.2-c. Identify and use available technologies to complete specific tasks.
d. Identify the specific uses for various types of technology and digital resources.
vi. Identify the difference between hardware and software.
vii. Create a text document.
viii. Open and read an electronic book.
ix. Create a digital image.
Use content-specific tools, software, and simulations to complete projects.
x. Use tools in various content areas as appropriate.
Visual Arts SOL 2.11-- The student will identify symbols from various cultures.
Objectives: All students will accurately record three facts or illustrations without error for each of
four continents of their choice using the online atlas with the help of a partner.
Procedure:
● Introduction
- “Today we are going to be explorers and record our journeys in our passports! I am
going to show you a new tool to use with your maps.”
- Review: “First, we need to remember the names of places we can go.”
- Sing the continents song together. (A)
- On the large map, point to each ocean and have everyone say the name
together.
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-
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●
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●
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Point to each continent on the large map and have everyone say the name
together.
Explain what an atlas is
- book of maps
- has pictures and information about the places the map shows
- show/share examples: road atlas, online atlas, traditional atlas (V, K)
Explore worldatlas.com together on the projector
- Click on continents or oceans for more information
- Emphasize map and geography facts sections, click on fast facts tab at bottom of
page
- click on countries, show how two maps are included side-by-side, explore tabs
e.g. maps, weather, geography, fast facts
Development
“We are going to use this online atlas to explore the continents and write about them in
our passports.”
Explain that students will work in pairs to gather information about four continents they
are interested in. In their notebooks, they will record what they learn about each
continent on its page. They may draw flags, list interesting facts, describe the weather,
draw a landscape, etc. (V)
Prompt students to share some questions they have about specific places that they
might want to find answers for. Model some questions for the class.
- “Asia looks really big on the map… Are there any continents that might be
bigger?”
- “How many countries are there in Africa? It looks like so many little pieces!”
- “Does this continent have any big mountains or deserts?”
- “How far away is this country from where I live?”
- “How many people live here?”
Put students in pairs (one advanced, one struggling) and give each pair a laptop. Direct
them to the website. Have each student record his or her discoveries in his or her
passport.
- For advanced, allow students to add extra space to add more information.
- For strugglers, encourage drawing or give specific questions to answer.
Set a ten-minute timer four times so students know when they should move to the next
continent.
Circulate through the room to make sure students are on task, answer any questions,
and give tips for further exploration.
Summary
Call students in pairs to return laptops and bring notebooks and a pencil to the carpet.
Have the class sit in a circle for discussion/sharing.
“Did anyone look at a continent they really got excited about?” Choose a student to
share a fact or illustration they added about a continent.
Tell students they may record what their peers share in their own passports.
Ask if there were anyone else would like to share something interesting from their own
page about that particular continent. Allow for two more shares.
-
Prompt students to share about another continent they found interesting and continue to
share in the same way.
Continue sharing until all seven continents have been discussed.
Materials: large map, globe, binder for each student, projector and connected laptop, laptop for
each pair of students, timer, crayons/markers, pencils
Evaluation Part A: Is the information recorded in the passport accurate? Did the student find the
information in the online atlas?
Evaluation Part B: Are students paired appropriately? Are students learning from each other
during share time? Did students understand how to use the materials? Was the pacing of the
lesson appropriate?
Day 5
Google Maps; Geography Twister
Purpose: The class will wrap up the unit by using Google Earth to locate the continents and
oceans. They will complete their interactive notebook by making postcards of the remaining 3
continents that were not previously explored.They will use their prior knowledge of
continent/ocean locations to play a game of twister.
C/T SOL K-2.2-a. Identify and use available technologies to complete specific tasks.
b. Identify the specific uses for various types of technology and digital resources.
i. Identify the difference between hardware and software.
ii. Create a text document.
iii. Open and read an electronic book.
iv. Create a digital image.
c. Use content-specific tools, software, and simulations to complete projects.
1.
Use tools in various content areas as appropriate.
Visual Arts SOL 2.11-- The student will identify symbols from various cultures.
PE 2.3 -- The student will identify and participate in physical activities that promote aerobic
capacity, muscular strength, endurance, and flexibility.
a) Identify that physical fitness is the ability to work and play with energy to spare.
b) Name and locate the large muscle groups.
c) Demonstrate activities that utilize specific muscle groups.
Objectives: While using the program, all students will depict their Google Earth discoveries by
creating postcards, pairing facts and illustrations with their appropriate continents 100% of the
time.
Procedure:
● Introduction
- “Today we are going to travel to the 7 continents and come back to our school, without
leaving the building. Does anyone have an idea how we will accomplish that?”
- Allow students to answer
- Turn on overhead and introduce Google Maps
- “Google Maps allows us to travel to any place on Earth without leaving our seats.
All we need is an address and Google Maps can take us there.” (A)
●
-
Development
Have students sit on the carpet two at a time
Turn off lights and turn on smart board and computer
Open up Google Earth application
Allow the students to see the initial view of the world (V)
Ask questions relating to continents and oceans
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-
-
-
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“Can someone raise their hand and tell me what continents they see? What
about oceans?”
- Continue to turn globe until all continents and oceans have been named.
“Now we are going to visit the seven continents!”
Ask the students if they can name a country in the chosen continent.
- For example : “Does anyone know the name of a country in Africa? (Student
answers Egypt) “Wonderful! Lets visit Egypt!” (A)
Type in country name in the toolbar and click on the images that are listed under the
map.
Allow students to see visuals of what the country looks like.
Use “tour” option to see landmarks in that country. (V)
Explain to students that they will make postcards from landmarks of their choosing using
5x7 index cards to put in their Passports. They will draw a landmark from Google Earth
on the postcard along with a greeting. Instruct them to explore in continents they did not
“visit” yesterday. They will be making three postcards, each from a different continent.
(T)
Send pairs of students (same pairs from yesterday, with adjustments as needed) back to
workspace with a laptop and index cards, one group at a time to prevent crowding.
Students will begin exploring Google Earth with their partners, choosing landmarks
together for their drawings.
After students are done with their postcards, they will glue them into their Passports on
the appropriate continent page.
●
-
For struggling students: Have them draw a symbol of each continent and correctly spell
the continents name
For advanced students: Have them write a couple facts about the continent on the back
of the postcard. (Many facts are given on Google Earth tagged with each picture)
Summary
Return laptops and move desks to clear a large space in the floor.
Ask a couple students to spread out mats (each depicting a map of the world) around
the space. Each pair of students will stand by their own mat.
The teacher will pull cards from two jars: one jar with left hand, left foot, right hand, right
foot; one jar with the continents and oceans.
Each student will place his or her correct hands or feet on the geographic locations
called as everyone plays geographic twister. (K)
Materials:
- large map
- globe
- binder for each student
- computer
- Google Earth app
- laptops
- 5x7 index cards
- pencils, crayons, markers
- world map mats for Twister
Evaluation Part A:
Did the student complete 3 postcards each? Was the information included on the postcard from
the appropriate continent? Did the students locate the correct continent/ocean while playing
twister? Did the students show effort in the game?
Evaluation Part B:
How did the technology portion of the lesson go?
Was the entire class actively participating in the twister game?
How could I improve this lesson for next time?
What was my biggest strength in this lesson?
Did I help my struggling students efficiently?
Unit Evaluation
1. Label the map below using the word bank.
2. Draw the equator on the map.
Africa
Europe
Antarctica
North America
Asia
South America
Arctic Ocean
Australia
Atlantic Ocean
Southern Ocean
Indian Ocean
Resources
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globes
maps
“Me on the Map” by Joan Sweeney
construction paper (pre-cut circles)
binders for each student
scissors
glue
brads
markers
pencils
projector and connected computer
continent song
- https://www.youtube.com/watch?v=KxQ0WLlDxvU
continent cards from Mama’s Learning Corner (one set for each student)
- http://www.mamaslearningcorner.com/learn-continents-free-printable/
- note: Copyright does not allow us to include the cards themselves in this
document. Visit link to access and print these.
continent review game
- http://www.ezschool.com/play/social%20studies/the-seven-continents/1126
10 student laptops
timer
Google Earth
5x7 index cards
world map mats
2 jars with Twister cues
literacyminute.blogspot.com (paper plate map image)
https://www.superteacherworksheets.com/ (map image used for unit evaluation)