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Name: Christina Morris  Date: February 26, 2001
Lesson Length:  35 minutes
Subject:  Social Studies  Grade Level: 2nd
Topic: Map Skills -Globe and Map

OBJECTIVE:

Given a map of the world the 2nd grade student will identify a map as a picture of the Earth and
locate land and water on a globe and map with 100% accuracy.

CONNECTIONS:

Kentucky Learner Goals-
2.19  Students recognize and understand the relationship between people and geography and
         apply their knowledge in real-life situations.

Kentucky Core Content-

SS-E-4.1.1  Simple physical, political, and thematic maps, globes, charts, photographs, aerial
                    photography, and graphs can be used to find and explain locations and display information.

National Social Studies Standards-

III People, Place, & Environments- Locate and distinguish among varying land forms and
geographic features, such as mountains, plateaus, island, and oceans.

CONTEXT:

This lesson will provide the opening of the map skills unit.  It will familiarize the students with
the globe and a map.  This will expand on the daily geography lesson that class does daily.  It
will expand their knowledge to globes and how they relate to maps.  The unit will progress to the
directions on a map (North, South, East, and West), map keys, giving directions around the
school, and creating a map of the playground.

MATERIALS/TECHNOLOGY:

Git Along, Old Scudder by Stephen Gammell
Map of the World
Globe
Map Journal
Copy of blank map (see attached) from http://abcteach.com/Maps/world2.htm
Child’s Picture
Quarter

PROCEDURES:

Diversity-

I did not plan a diversity section for this lesson because I believe all the students in the class
will be able to complete the lesson.

Initiation-

Today we are going to study the globe and world map.  First, I want to read Git Along, Old Scudder to show why maps were developed.  After reading the book, explain to the students that today we are going to discuss the relationship between the globe and the map.

Model-

I will show the class the globe and review with them that the globe is a model of  the Earth.  Explain that the globe is a sphere and that it has land and water on it.  Show the students a picture of a map and explain that the map is a picture of our world.  Explain that the map is flat, but our world is not flat.  Show the students the child’s picture to show that the picture is flat but the child is not flat.  Discuss the need for maps by talking about a traveler trying to find his/her way to a new city.  Explain that the traveler could not fit a globe into his/her pocket.

Guided Practice-

Ask the students what happens when you try to fit a globe into a book (the book will not close).  Explain that people wanted to put the globe in a  book, but it would not fit.  So the people cut the globe and pulled it apart to make a flat map or picture of the Earth.  Show the students a map and have them identify water on the map and what color it is.  Also have them identify land on the map and  what color it is.  Next, explain to the class that the land/water is not actually the color/colors that appear on the map.
Take the class outside and look at the colors of the landscape so the students will see that land is not always the same color.  Have the students discuss the different colors they see.  Did they see any of those colors on the map?  Are the colors we observe today the same colors we will see in the fall or summer?  Once we return to the classroom each student will begin to color their map sheet which is the cover of their map journal.

Individual Practice-

As the students are coloring their maps.  I will lay a world map on the floor and call each student over one at a time.  Each student will take two turns dropping a quarter onto the map.  Next, have the student identify the place where the quarter  landed as land or water with 100% accuracy.  I will also
have the student close their eyes and put their finger on the globe.  The student will identify the place that their finger landed as water or land with 100% accuracy.  I will observe their responses and record them on the attached activity sheet.  Students will return to their seats and write two things that they learned about maps today.

Closure-

Review what we learned in the lesson by stating that even though globes and maps are different they hold similar information about the Earth. Preview the next lesson by telling them that we will look at the various directions (North, South, East, and West) during the next lesson.

ASSESSMENT:

Tool:  Checklist with student responses.
Criteria: 100% accuracy (+ equals correct and - equals incorrect)

REFLECTION/ANALYSIS OF TEACHING AND LEARNING:

LESSON EXTENSION/FOLLOW-UP
 

BIBLIOGRAPHY:

 Gammell, S. (1983).  Git along, Old Scudder.  New York:  Lothrop, Lee & Shepard
Books.