Map Skills
Joseph Bailey and Sandra Lee
Curriculum and Methods for Elementary
Education
December 3, 2014
Third Grade
5 days
Introduction
In our five day unit plan, we will be teaching teachings the seven continents, five oceans, the
equator, prime meridian, how to graph coordinates, and how to recreate the world using art. It is
important that students learn how to read a map so they can locate specific places in the world.
The main focus is on the 3.5 social studies SOL but the unit plan incorporates math, science,
language arts, technology, art, and physical education.
General Objectives
Knowledge and Understandings: In whole, the students will learn about the world that surrounds
them. This can lead to knowledge of other cultures, awareness of cultural similarities and
differences, and the student becoming more aware of how large the world is, but also knowing
how important they are as individuals.
Skills: Knowledge and mind expansion lead to questioning surroundings and wondering about
things larger than itself. Locating different continents can lead to locating different countries and
becoming curious about other peoples troubles, wants, and needs.
Attitude and Appreciation: Students will be appreciative of what they have and where they exist
in the world. Researching, that develops naturally from this unit plan, can lead to the students
becoming interested in other cultures. The teacher can develop this interest into different lesson
plans across the curriculum. Students can imagine traveling to far away countries that they
themselves can select based on the knowledge gained in this unit plan.
Specific objectives
Day one: Given a blank map, students will be able to identify 7 of the 9 (North America, South
America, Antarctica, Asia, Africa, Europe, Australia, equator and prime meridian) blank spaces
on the map.
Day two: Given a blank map, the student will be able to label where/what the five oceans are, list
why water is essential for living things and name one reason why water should be conserved
with at least 80% accuracy.
Day three: Given a world map with a grid, students will be able to locate specific points and state
what continent that point lies on with 8 out 10 points correctly labeled.
Day four: Utilizing a paper X/Y graph with plotted points and while on the playground that has
been turned into a giant X/Y Grid TSWBAT place themselves and a teammate on predetermined
continent locations. The teacher will check the team maps for a score of 14 out of a possible 22
points.
Day five: Using provided materials and instructions each small table group will work amongst
themselves to make a glove that features all seven continents, and five oceans labeled and placed
correctly. TSWBAT lookup the different shapes of every continent. These should then be printed
out in class and cutout by the group as a whole. Each small group should have a “technology
representative” that handles this task.
Standards of Learning
English SOL
3.7 The student will demonstrate comprehension of information from a variety of print and
electronic resources.
a) Use encyclopedias and other reference books, including online reference materials.
Geometry Focus: Properties and Relationships
6.11 The student will
a) Identify the coordinates of a point in a coordinate plane; and
b) Graph ordered pairs in a coordinate plane.
Physical Education SOL 3.4 The student will demonstrate an understanding of the purpose for
rules, procedures, etiquette, and respectful behaviors while in various physical activity settings.
a) Demonstrate independence and good use of time while engaging in physical activity.
c) Work cooperatively with peers.
ART/Visual Communication and Production
3.2 The student will describe and use steps of the art-making process, including brainstorming,
preliminary sketching, and planning, to create works of art.
Technology Research Tools
C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of tools and
sources, and reflect on alternate strategies that might lead to greater successes in future projects.
A. Collect information from a variety of sources.
• Conduct research using various types of text- and media-based information.
Science
3.9 The student will investigate and understand the water cycle and its relationship to life on
Earth. Key concepts include
d) Water is essential for living things; and
e) Water on Earth is limited and needs to be conserved.
Map skills, atlases, and encyclopedias: Third Grade (day one)
Joseph Bailey and Sandra Lee
Purpose
Our first day of teaching map skills will revolve around knowing where the seven continents,
equator, and prime meridian lie. By introducing the continents, equator, and prime meridian first,
the students will have a basic understanding of how the world is set up. The students will use an
encyclopedia and atlas to reinforce where the above are located.
Social Studies SOL 3.5The student will develop map skills by
a) Positioning and labeling the seven continents and five oceans to create a world map;
b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western
Hemispheres;
c) Locating the countries of Spain, England, and France;
d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the
Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec,
Canada), and Christopher Newport (Jamestown, Virginia);
e) Locating specific places, using a simple letter-number grid system.
English SOL 3.7 The student will demonstrate comprehension of information from a variety of print and electronic
resources.
a) Use encyclopedias and other reference books, including online reference materials.
b) Use table of contents, indices, and charts.
Objectives
Given a blank map, students will be able to identify 7 of the 9 (North America, South America,
Antarctica, Asia, Africa, Europe, Australia, equator and prime meridian) blank spaces on the
map.
Procedure
Introduction

Have students sit down on the carpet and ask what they already know about the world, in
terms of continents, oceans, the equator, and the prime meridian. What is a continent?
How many are there? What is the equator/prime meridian? Do you think there is anything
else on a globe? (auditory)

Show two videos about the world that briefly explains the seven continents, equator, and
prime
meridian.
(visual)
(https://www.youtube.com/watch?v=DYwA_8qMt9I,
https://www.youtube.com/watch?v=PGN7NF_Mf4M)

Bring up a map of the globe on the SmartBoard and allow students to come up and show
if they know where the continents, equator, and prime meridian lie. (kinesthetic, visual)

Once everything is labeled, correctly or not, bring out an atlas so that students can learn
more through them.

Pass out student atlases and allow the students to flip through the pages to become more
acquainted. Ask everyone to flip to page 8 in their student atlases and bring up what the
world actually looks like. (kinesthetic, visual)

Let students know that the atlas goes in alphabetical order, like a dictionary. (visual)
Development

Pass around a globe for students to hold. Ask them what they see. Bring up the labeled
world map to show where the seven continents are. Can anyone remember some of the
continents from the video? (kinesthetic, visual)

Move any labels on the SmarBoard that need to be corrected then have a student bring up
the globe that was passed around. Let the students know that while the Earth/globe is
round, a map of the world is flat. (visual)

Using the globe, show where the equator and prime meridian lie. Explain that together,
the equator and prime meridian separate the world into four hemispheres.

Show the equator and primer meridian video again and pause when they are mentioned.
(visual, auditory) (https://www.youtube.com/watch?v=DYwA_8qMt9I)

Using both the globe and map, show that the equator splits the world going east to west,
creating north and south and the prime meridian goes north to south, creating the east and
west. (visual)

Once students give a positive response letting the teacher know they believe they can
correctly label the continents, equator, and prime meridian, they will be dismissed to go
back to their seats.

At their desks, they will individually have an atlas to look through. (kinesthetic)

The students will have a blank map on their desk as well that they need to fill out. On the
map are nine blank spots covering the continents, equator, and prime meridian.

The students will be able to look at their atlas to label the nine spots.

Struggling students will be able to list what the seven continents are without needing to
label the map. They will be allowed to look at an atlas to confirm they have the correct
amount of continents.

Advanced students can try to label the continents, equator, and prime meridian without an
atlas as well as label the five oceans if they know them.
Summary

Have students stay in their seat, but angled so they can see the SmartBoard.

Point out where the continents, prime meridian, and equator lie.

Stress the equator and meridian for future days in the week while asking if students know
what else can be on a map.
Materials
Blank maps, pencils, globe, National Geographic Student World Atlas Fourth Edition, and smart
board, going up to slide 20 (http://exchange.smarttech.com/details.html?id=6ed54ce4-da824995-8271-b9262e594327).
Evaluation part A

How did we assess student’s knowledge? (Grade maps, 7/9 correct)
Evaluation part B

Did students meet the objectives? How do we know?

Did our lesson accommodate/address the needs of all your learners?

What were the strengths? Weaknesses?

Have would we change the lesson if we could teach it again?
Map skills with oceans: Third Grade (day two)
Joseph Bailey and Sandra Lee
Purpose
Our second day of teaching map skills will revolve around learning about the five oceans. Since
learning names and the locations of the oceans seem relatively easy, we will also be teaching
students that water is essential for all living things and water is a limited resource on Earth.
Students should be able to identify that oceans are made up of salt water while most other bodies
of water are considered fresh water, the only exception being Salt Lake, Utah.
Social Studies SOL 3.5The student will develop map skills by
a) Positioning and labeling the seven continents and five oceans to create a world map;
b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western
Hemispheres;
c) Locating the countries of Spain, England, and France;
d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the
Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec,
Canada), and Christopher Newport (Jamestown, Virginia);
e) Locating specific places, using a simple letter-number grid system.
Earth Patterns, Cycles, and Change Science SOL 3.9 The student will investigate and understand the water cycle
and its relationship to life on Earth. Key concepts include
a) There are many sources of water on Earth;
b) The energy from the sun drives the water cycle;
c) The water cycle involves several processes;
d) Water is essential for living things; and
e) Water on Earth is limited and needs to be conserved.
Objectives
Given a blank map, the student will be able to label where/what the five oceans are, list why
water is essential for living things and name one reason why water should be conserved with at
least 80% accuracy.
Procedure
Introduction

Ask students to sit on carpet. Have two tubs full of water, one holding salt water and the
other having fresh water.

Tell the students that the tubs contain two types of water and see if they can spot the
difference. They will be allowed to stick their hands in the water.

Once all the students have a chance to feel both types of water, let them know what the
difference was.

Then transition into how there are two types of water in the world, salt and fresh.

Oceans are made of salt water, and cannot be consumed by humans while Fresh water
can be found in lakes, rivers, ponds, and icebergs.

Ask the students: what do you use water for in your daily lives?
Development

Have students sit down on the carpet and bring out the globe again to ask what the
students see that we did not go over yesterday. What did we not talk about yesterday?

Using the globe, point out that there is more water than land with the earth being made up
of 70% water and 30% land.

Point to each of the oceans and name them. Create connections to help the students
remember where each ocean belongs: the Indian ocean is near India, the Southern is in
the South, the Arctic Ocean is near the North

Bring up a picture on the SmartBoard and locate the oceans so children know where the
oceans lie as a 2D image. (http://theworldsoceans.com/oceans.jpg)

Students should have prior knowledge of the five oceans so ask the students about what
fresh water is and where it comes from. Fresh water is found in lakes, ice glaciers, ponds,
lakes, rivers, and underground reservoirs.

Besides us humans, what else uses water? Plants! Plants need water to survive and grow.
They do not eat food like animals but drink water and use sunlight. All living things need
water.

Then talk about how water needs to be conserved because it is limited. While 70% of the
Earth is made up of water, only 3% of that 70% is drinkable.

There is not a lot of fresh water in the world so people need to be careful when we use
water that we do not waste any.

Ask students to sit at their desks and pass out the worksheets.
Summary

Once all the worksheets are completed, have students remain at their desks.

Ask these questions letting students raise their hands and choosing one at a time: Name
one of the oceans, what uses water? Where can water be found in nature? Why is it
important that we conserve water? Try asking some students who are not raising their
hands.
Materials
Two plastic bins, water, salt, globe, map of the globe, worksheet, SmartBoard.
Evaluation Part A

Were the students able to correctly label the five oceans, make a list about why living
things need water, and give one reason why water should be conserved?
Evaluation Part B

Did students meet the objectives? How do we know?

Did our lesson accommodate/address the needs of all your learners?

What were the strengths? Weaknesses?

Have would we change the lesson if we could teach it again?
E
B
A
A
D
C
Five oceans
A. ___________________
B. ___________________
C. ___________________
D. ___________________
E. ___________________
Why do living things need water? (At least two reasons)
Why do we need to conserve water? (One reason)
Map skills with letter-number grids: Third Grade (day three)
Joseph Bailey and Sandra Lee
Purpose
On the third day of this lesson unit, the students will be focusing on the math and social studies
SOL’s. Students will learn the basics of an X/Y axis by recognizing that the x axis runs
horizontally and the y axis runs vertically. We will also go over how to plot specific points on a
map and then go over what the seven continents are.
Social Studies SOL 3.5The student will develop map skills by
a) Positioning and labeling the seven continents and five oceans to create a world map;
b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western
Hemispheres;
c) Locating the countries of Spain, England, and France;
d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas),
Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher
Newport (Jamestown, Virginia);
e) Locating specific places, using a simple letter-number grid system.
Geometry SOL 6.11 The student will
a) Identify the coordinates of a point in a coordinate plane; and
b) Graph ordered pairs in a coordinate plane.
Objectives
Given a world map with a grid, students will be able to locate specific points and state what
continent that point lies on with 8 out 10 points correctly labeled.
Procedure
Introduction

Prior to children coming into the classroom set aside an area with no carpet to create a
graphing space.

Take electrical tape and make a 5x5 box, each box being at least 1.5 feet long, so that
there is a total of 25 squares. Label the x axis with letters and the y axis with numbers (AE and 1-5) using the tape to place notecards where each letter and number belong.

During the math portion of the day, have students sit at their desks and point out the grid
that was created. Tell the students that they will be learning about grids and how to graph
specific points.

Walk up to the taped grid and point out the letters and tell the students that this is the X
axis. The X axis goes from left to right and lies horizontally. The Y axis is labeled with
numbers and goes up and down (vertically). (visual and auditory)

Walk up and down the X and Y axes telling students that you will give out a specific
coordinate and they will have to find the point. Coordinates begin with the x axis point, a
letter, and end with a y axis point, a number.

Show a few examples (A1, C2, and E4). Every time you begin a to plot a point begin by
walking up the x axis until you hit the correct letter then walk up the number of y axis
points.
Development

Give the students a piece of paper with a coordinate for them to stand on. Call up students
five at a time so they can find their specific location. (visual and kinesthetic)

If students are having trouble, show them how you walked along the x axis until you hit
the correct letter and then walk up the y axis until you hit the correct number.

Once everyone has had a chance to plot their points, let five students at a time choose a
spot and call out what coordinate they stand on.

If students are incorrectly stating their coordinate, remind students that the coordinates
should be stated with the X axis first then the Y axis. Everyone should have the
opportunity to pick a point. (visual and auditory)

After all the students have been given a coordinate to stand on and chosen a point to call
out, have them sit on the carpet.

Bring out a map of the globe on the SmartBoard and show where the equator and prime
meridian lie. Take the SmartBoard markers and label the bottom of the X and Y axes
where the longitude and latitude are shown. There will be no negative numbers since that
delves into a completely different math SOL and would take up too much time to explain.
(http://th08.deviantart.net/fs70/PRE/f/2010/079/f/3/World_Map_with_Grid_by_schmitzk
y.png). (visual)

Point to a spot on the grid where two lines intersect, tell what the coordinate is and then
ask the students to raise their hands to see if they remember what continent it is. (visual)

Repeat the process until all possible points where continents lie are used. Call upon
students who have not had a chance to say an answer.

Once all the points are called out, bring up a picture of an X/Y axis that has negative
numbers (http://www.mathnstuff.com/gif/7x7not.gif). Let that know that there can be
negative numbers on the graph but they will be learning more about that tomorrow. Have
the students sit at their desks again to work on their worksheet.

For students who might be struggling, have a separate worksheet with the points already
labeled and then ask what the continent is.

For students who might be advanced, ask them to create a point where an ocean lies and
then name the ocean.
Summary

After the students have turned in their worksheets, have the students line up again by the
5X5 grid.

Let them go one by one onto a point and call out what coordinate they stand upon.
Materials
Electrical tape, notecards, printed world with grid, and SmartBoard.
Evaluation Part A
Were the students able to plot a specific coordinate and name what continent that point lay on?
Evaluation Part B

Did students meet the objectives? How do we know?

Did our lesson accommodate/address the needs of all your learners?

What were the strengths? Weaknesses?

Have would we change the lesson if we could teach it again?
How the grid should look on the classroom floor
What continent lies on point D5?
Extra credit:
Label the oceans and list one point
for each ocean.
Name a point that African lies on.
What continent is on point L3?
What continent lies on point H4?
List TWO points that Asia is on.
(For struggling students)
What continent lies on point D5?
Name a point that African lies on.
What continent is on point L3?
What continent lies on point H4?
List TWO points that Asia is on.
Map Skills on the Playground: Third Grade (day four)
Joseph Bailey and Sandra Lee
Purpose
Our fourth day of teaching map skills will revolve around being outside and having the children
be constantly in motion while learning the geographic location of all seven continents.
Social Studies SOL 3.5The student will develop map skills by
a) Positioning and labeling the seven continents and five oceans to create a world map;
b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western
Hemispheres;
c) Locating the countries of Spain, England, and France;
d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the
Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and
Christopher Newport (Jamestown, Virginia);
e) Locating specific places, using a simple letter-number grid system.
Physical Education SOL 3.4 The student will demonstrate an understanding of the purpose for rules, procedures,
etiquette, and respectful behaviors while in various physical activity settings.
a) Demonstrate independence and good use of time while engaging in physical activity.
b) Provide input into establishing rules and guidelines for behavior in physical activity settings.
c) Work cooperatively with peers.
Objectives
Given a sheet of paper with plotted points, TSWBAT place themselves and a teammate on
predetermined continent locations. The teacher will check the team maps for a score of 14 out of
a possible 22 points.
Procedure
Introduction

While the students are seated in the classroom, review the X/Y graph from the previous
day. Once all the points are called out bring up a picture of an X/Y axis that has negative
numbers (http://www.mathnstuff.com/gif/7x7not.gif). Let the students know that there
can be negative numbers on the graph.

Hand out sheets of printed graph paper, telling the students they will need to estimate
where the continents are on the sheet.

As an example plot North America on the graph at (-6,6)

Ask the students how using these coordinates can help them be sure that what they are
labeling is North America and not the continent of South America, which could have
coordinates similar to (-6, -6.)

The students should not write anything down on their graph paper.
Development

The teacher will select pairs of students to be teams. Head to the playground with the
jump ropes, X/Y Paper Maps, large sticky notes, and four sets of numbers. 2 sets that
evenly skip count from 2-10 and 2 sets that evenly skip count from -2 to -10. (2, 4, 6, 8,
10, -2, -4, -6, -8, and -10)

Select four students to help assemble the playground into a map. Make a prime meridian
and equator using jump ropes so the blacktop represents a giant X/Y axis. Have the
students place the notecards labeled with the numbers up and down the jump ropes in
numerical order starting at the center of the axis.

After the map is assembled have the student’s line up on the bottom of the map to review
the rules of the game.

Each student will start with a map that has 7 sets of ordered pairs with a blank line next to
it, and a clipboard. These 7 ordered pairs represent the 7 different continents that makeup
our world. (visual)

The students must run using safe bodies (no pushing or running into each other) to each
ordered pair and write down what continent they think is labeled. No more than two
teams can be on an ordered pair together. (kinesthetic)

After each attempt, the students must run back to the teacher to check for accuracy and
correct spelling. Only after the teacher gives a thumbs-up can the pair of students proceed
to another continent.

For struggling students after two failed attempts at either spelling or mislabeling the
teacher will give clues using accents, or facts about the continent. If the student team fails
a third time, they will be allowed to move on but will not receive points for that
continent.

For advanced students while the teams are finishing up there should be bonus ordered
pairs that the students can guess for extra points (North Pole, Virginia, Japan, and
Hawaii). At the end of 35 minutes, or when all students have completed their maps, the
highest point total will be declared the winner.

There will be 2 points for correctly labeling and spelling the continent without teacher
assistance, 1 point for labeling with teacher assistance, and 2 points for every bonus
ordered pair that is labeled and spelled correctly.
Summary

Meeting in the classroom to discuss how we label items on an X/Y axis. Use North
America and South America as examples.

Assemble teams and a giant map on the blacktop outside.

Handout graphs with ordered pairs and have the teams label and identify all 7 continents
while using the giant map as a reference point.

Meeting back in classroom to review the locations of all 7 continents, and to discuss the
bonus locations.
Materials
X/Y Maps, jump ropes, numbers for X/Y lines, clipboards (for writing on), easel, giant word
pad, and a marker.
Evaluation part A
How did we assess student’s knowledge? (Grade maps, 14/22 points)
Evaluation part B
•
Did students meet the objectives? How do we know?
•
Did our lesson accommodate/address the needs of all your learners?
•
What were the strengths? Weaknesses?
•
Have would we change the lesson if we could teach it again?
Map Skills Group Project: Third Grade (day five)
Joseph Bailey and Sandra Lee
Purpose
Day five in our classroom will be full of excitement and passionate work. Our students will
create a globe of their own. Taking all that they have learned over the week, our students will
work in their small groups to create a world. A total of five worlds will be hung around the
classroom so parents and teachers can appreciate the hard work.
Social Studies SOL 3.5The student will develop map skills by
a) Positioning and labeling the seven continents and five oceans to create a world map;
b) Using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western
Hemispheres;
c) Locating the countries of Spain, England, and France;
d) Locating the regions in the Americas explored by Christopher Columbus (San Salvador in the
Bahamas), Juan Ponce de León (near St. Augustine, Florida), Jacques Cartier (near Quebec,
Canada), and Christopher Newport (Jamestown, Virginia);
e) Locating specific places, using a simple letter-number grid system.
ART/Visual Communication and Production SOL3.2 The student will describe and use steps of the art-making
process, including brainstorming, preliminary sketching, and planning, to create works of art.
Technology Research Tools SOL C/T 3-5.6 Plan and apply strategies for gathering information, using a variety of
tools and sources, and reflect on alternate strategies that might lead to a greater successes in future projects.
A. Collect information from a variety of sources
Objectives

Using provided materials and instructions each small table group will work amongst
themselves to make a glove that features all seven continents, and five oceans labeled and
placed correctly.

TSWBAT lookup the different shapes of every continent. These should then be printed
out in class and cutout by the group as a whole. Each small group should have a
“technology representative” that handles this task.
Procedure
Introduction

While the students are seated at their small group tables, the teacher should have a review
Q&A about the work that has been completed the last four days. (What are the seven
continents, five oceans, equator, and prime meridian? Which way does the equator run?
The prime meridian? How many hemispheres are there? What are the directions of the
hemispheres?)

Write the names of the continents and oceans on the whiteboard as the students call them
out.

After this quick review, have a globe on standby so the students can see what the world
looks like in 3D.

Have students raise their hands to volunteer to show you where the seven continents and
five oceans are located.
Development

The students will begin the art project by separating into a total of 5 groups (four students
per group). They will be allowed to choose their own groups and if there are less than 20
children, split the classroom so there are no more than five students in a group.

Once the groups are created, head over to the computer lab and let the students know they
will be printing a picture of the world. They will need to go to a search engine and look
for either ‘map of globe’ or ‘the earth’ in the image search. (kinesthetic)

Each student can print out their own map so to have a variety of different pictures of the
world.

When they have found a picture that shows all seven continents and five oceans, they
may print out the picture with help from the teacher. (visual)

Back in the classroom, students will get into groups and take different colored
construction paper and begin to draw out their own set of continents.

Tell the groups that each student will be making different parts of the world. State that
one student should draw Antarctica first and encourage these students to keep this
continent white to represent its snow-covered land.

Have the rest of the students take a piece of different colored construction papers and
create North America, South America, Australia, Asia, Europe, and Africa.

One student should be working on one continent and each continent should be a different
color than the rest. After one student finishes a continent, have them create another until
all seven continents are drawn.

After all the continents are drawn, have the students cut out their drawings.

While the students are working, walk around and tell a few interesting facts about the
continents.

Talk about the climate of Antarctica, it is very cold and you would need a lot of clothes to
keep warm. Tell the students that this continent is not divided into countries, there are no
native people living there, and all people there right now are scientists and researchers
studying the climate and animal life. South America is separated into many different
countries with the most commonly spoken language being Spanish. Australia, like
Antarctica, is a continent and country. Australians mostly speak English and their
continent is very desert like. Africa is divided into many different countries too but there
are several spoken languages there like Swahili, Arabic, and Somali. Europe has 50
countries and Europeans speak languages like English, French, Spanish, and Russian.
Asia is the biggest continent in the world and has about 4.3 billion people living there.
(auditory)

Hand out one ball and two brown paper bags to each group. If someone has finished
drawing their continent(s), ask them to glue the bags to the ball. (kinesthetic)

Once everyone has completed drawing and cutting out their continents, have the students
look at and examine their ball. It should be covered with the brown paper bag so there is
no original surface showing.

Tell the students they will need to take a marker and draw the equator and prime
meridian. The lines do not need to be perfectly perpendicular but should be drawn with as
much precision as possible.

After the equator and prime meridian are created, have the students glue on their
continents. If students have extra time, they will be allowed to write the names of the
continents to where they belong.

When all the continents are glued and/or labeled, tell the students to write the names of
the oceans to where they belong. If students are having trouble with spelling or location,
remind them they have the printed picture of the world where they can check their work.

Ask questions to check students’ understanding:
– Which ocean is between North America and Europe?
– Which ocean is the largest ocean and is between North America and Asia?
– Which ocean is located directly opposite Antarctica?
– Where is the Indian Ocean?
– Where is the Southern Ocean?

To avoid hogs and logs, if one or two students seem to be taking over the group correct
and discipline the student. Remind the groups that they should be working as a team and
nobody should not be doing any work or doing too much work.

For struggling students allow them to use an atlas. For advanced students, have them
locate specific locations such as Virginia, Japan, America, and Spain.
Summary

While at their small group tables have the students review the continents and oceans.

With the aid of a globe have individual students point out the continents and oceans.
Remember to explain the difference in 2D and 3D (2D is flat and 3D is something that
can be felt)

Explain the goal of the day, which should not be a finished project, but that there is a
focus on efficiency and team work.

Wrap-up at the end of the lesson with groups setting their globes on one table so
everyone can see the different worlds that were created.
Materials:
10" ball, lunch-size brown paper bags, colored markers, glue, scissors, computers, and string.
Evaluation part A
How did we assess student’s knowledge? (Grade globes, benchmark 16/19, 2 points for each
continent, 1 point for each ocean correctly labeled and placed)
Evaluation part B
•
Did students meet the objectives? How do we know?
•
Did our lesson accommodate/address the needs of all your learners?
•
What were the strengths? Weaknesses?
•
Have would we change the lesson if we could teach it again?
Resources Social Study Unit Lesson
DAY ONE
Blank maps
Pencils
Globe
National Geographic Student
World Atlas Fourth Edition
Smart board, going up to slide 20 (http://exchange.smarttech.com/details.html?id=6ed54ce4-da82-49958271-b9262e594327).
DAY TWO
Two plastic bins
Water
Salt
Globe
Worksheet
SmartBoard
DAY THREE
Electrical tape
Notecards
Printed world with grid
SmartBoard
DAY FOUR
X/Y Maps
Heavy duty tape
Numbers for X/Y lines
Clipboards (for writing on)
Easel
Giant word pad
Large marker
DAY FIVE
10" ball
Lunch-size brown paper bags
Glue
Scissors
String
Colored markers
Computers
Unit evaluation
Label the seven continents, five oceans, equator, and prime meridian.
_________________ lies on point D5
Extra credit:
Label the oceans and list one point
for each ocean. (+.5 points per ocean)
Name a point that African lies on.
What continent is on point L3?
A) Antarctica
B) South America
C) Asia
D) Australia
What continent lies on point H4?
More extra credit:
A) Asia
B) Africa
C) Europe
D) North America
Draw a dot where Virginia would be
and label it Virginia
List TWO points that Asia is on.