Campus: Godwin Elementary Author(s)



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Campus: Godwin Elementary

Author(s): Moody, Myers

Date Created / Revised: January 8, 2018

Six Weeks Period: 4th

Grade Level & Course: First / Social Studies

Timeline:  6 days

Unit Title: Unit 7: Exploring Maps and Globes Lesson 2

Lesson # 2

Stated Objectives:

TEK # and SE

1.2 The student understands how historical figures, patriots, and good citizens helped shape the

community, state, and nation. The student is expected to:

1.2B Identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and

Richard Allen, and other individuals who have exhibited individualism and inventiveness.



1.4A

Locate places using the four cardinal directions.

1.4B

Describe the location of self and objects relative to other locations in the classroom and school.

1.5 The student understands the purpose of maps and globes. The student is expected to:

1.5A Create and use a simple map such as maps of the home, classroom, school and community.

1.5B Locate the community, Texas, and the United States on maps and globes.

1.6: The student understands various physical and human characteristics. The student is expected to:

1.6A: Identify and describe the physical characteristics of place such as landforms, bodies of water,

natural resources, and weather.

1.6B: Identify examples of and uses for natural resources in the community, state, and nation.

1.6C: Identify and describe the physical characteristics of place such as shelter, clothing, food, and

activities are based upon geographic location.

1.8 The student understands the concepts of goods and services. The student is expected to:

1.8A Identify examples of goods and services in the home, school, and community.

1.9: The student understands the condition of not being able to have all the goods and services one

wants. The student is expected to:

1.9A: Identify examples of people wanting more than they can have.

1.17: The student applies critical-thinking skills to organize and use information acquired from a variety

of valid sources, including electronic technology. The student is expected to:

1.17B: Obtain information about a topic using a variety of valid visual sources such as pictures, symbols,

electronic media, maps, literature, and artifacts.

1.18: The student communicates in oral, visual, and written forms. The student is expected to:

1.18A: Express ideas orally based on knowledge and experiences.

1.18B Create and interpret visual and written material.

1.19A use a problem-solving process to identify a problem, gather information, list and consider options,

consider advantages and disadvantages, choose and implement a solution, and evaluate the

effectiveness of the solution.

1.19B Use a decision-making process to identify a situation that requires a decision, gather information,

generate options, predict outcomes, take action to implement a decision, and reflect on the



effectiveness of that decision.

ELPS:

http://www.teksresourcesystem.net/module/standards/Tools/Browse?StandardId=118094

See Instructional Focus Document (IFD) for TEK Specificity

Key Understandings

People use maps and globes to communicate about the physical characteristics of places.

Misconceptions

None Identified

Key Vocabulary

Physical characteristics – features such as soil, landforms, bodies of water, types of vegetation and climate.
Natural resources – items provided by nature from which people produce goods and provide services. Some examples of natural resources include water, soil, and vegetation as well as minerals and metals such as gold and iron ore. Even an abundance of fish can be a natural resource
Weather – the state of the atmosphere with respect to heat or cold, wetness or dryness, calm or storm, clearness or cloudiness. Weather elements include temperature, wind, and precipitation. Climate is the weather of a place over time.
Landform – features of the Earth’s surface which include plains, mountains, deserts, hills, and canyons



Suggested Day

5E Model

Instructional Procedures

(Engage, Explore, Explain, Extend/Elaborate, Evaluate)

Materials, Resources, Notes

Day 1- Engage, Explore

Display a picture of the solar system and have students share prior knowledge about the solar system to identify it. Possible information could include:

  • The solar system is made up of planets. Point to and name each of the planets. Identify Earth as our home planet. If we were in outer space looking at the planets Earth would be shaped like a round ball. 

  • Why doesn’t it look like a round ball in the picture? - The picture is two dimensional. Display the piece of paper shaped like a circle. This circle is two dimensional. Our Earth is round like a ball. It is three dimensional.  

Display a globe. This globe is three dimensional. It is a model of the Earth. This is a model of what the Earth looks like in space. Students share their observations about the globe.

  • What do the blue parts represent? (water) What do the other parts, the green and brown parts, represent?  (land)

  • What are the masses of land called? (continents)

  • How many continents are there? Count them. (seven)

  • What are between most of the continents? (oceans)

  • Which one is the continent we live on? Point to North America.

  • Point to the United States, Texas, and your local community.

Ask a volunteer to stand beside the globe. With eyes closed, give the globe a slight spin. Then, place one finger on the globe to stop it from spinning.  Did the student’s finger land on water or land? It most likely landed on water because over 70 percent of the Earth is covered with water. Repeat more than once to show the probability that the student’s finger will land on water.

Create a Venn Diagram with students for maps and globes.






  • Globe__Butcher_paper_for_venn_diagram'>Picture from solar system

  • Globe

  • Butcher paper for venn diagram

Day 2 - Explain

Read each definition from the Handout: Maps and Globes Cloze Activity to the students. Have students turn and talk to a partner to share the correct answer and then share with the class. Distribute Handout: Maps and Globes Cloze Activity to students. Read each definition to the students and have them choose words from the Word Bank to fill in the blanks to complete the sentences. After each student write answers independently, students compare with a partner and talk about any differences they find in their answers.

  • Maps and Globes Cloze Activity

Day 3 - Extend

Show a map of the United States that includes a compass rose, landforms, and bodies of water. Review names of these features. Point to the United States and have students name is, then do the same with Texas.

Examine the map as a class looking for mountains, valleys, coastline, deserts, plains, rivers, and lakes.

Locate the map key with students and discuss what it shows us.

Display a second map that shows these same features, but that is enough different to where you can compare and contrast how things are displayed



  • Two maps of the United states that include a key

Day 4 – Explain, Extend

Display the classroom globe. Point to the top of the globe and ask if students know what that point on the globe is called. (the North Pole) Point to the bottom of the globe and ask if students know what that point on the globe is called. (the South Pole)

 Explain that the words North and South tell direction.



  • Directions help tell where something is located.

  •  What other direction words do we use? (East and West)

  • These words are known as the cardinal directions. They are north, south, east, and west.

 Display the compass under the document camera. (Most phones have one on them are as a free app.) Move the compass slightly to show how the needle moves and locate the north, south, east, and west sides of the classroom.

Display a map of the Earth and point to the compass rose.  Students will access prior learning and tell the purpose of the compass rose. The compass rose is a tool used to tell where something is located or give directions. Ask questions that will allow students to use the cardinal directions found on the compass rose in their answers.  Ask questions such as these:



  • What ocean is west of the United States? (Pacific)

  • What ocean is east of the United States? (Atlantic)

  • Is Antarctica north or south on the globe? (south)

  • What state is east of Texas? (Louisiana)




  • Globe

  • Compass (phone application)

Day 5 – Engage, Extend

Use online software (Google Maps) to access virtual maps. Demonstrate how to use the north, south, east, west arrows to manipulate the map/globe. Use the plus/minus tool to zoom in and out.  By zooming in, the view will go from the North American continent to the United States.  Guide it to zoom in on Texas and then your local community.

Demonstrate how to find landforms and bodies of water in and around the local community and other areas of Texas. Look for: a continent, an ocean, mountains, hills, plains, valleys, deserts, the coast, lakes, rivers, and ponds.



As a review, ask the following questions:

    • What is a map?

    • What is a globe?

    • How is land indicated on a map or globe?

    • How is water indicated on a map or globe?

    • How do maps help us communicate about the physical characteristics of place?

    • How does the compass rose help determine direction?

    • How does a map key help determine specific landforms?

    • What landforms and bodies of water are found on Earth?




  • Google Maps

Day 6 - Evaluate

Performance Indicator:

  • Using a blank map of a community, add physical characteristics to the map, including landforms, bodies of water, and natural resources. Exchange maps with a classmate and use social studies terms to ask and answer questions and explain the physical characteristics of the place. Use cardinal directions to tell about the relative location of characteristics on the map using cardinal directions. (1.4A; 1.5A, 1.6A; 1.17B; 1.18A)

  1. Students create their maps.

  2. Students exchange maps with a partner.

  • Use social studies terms to ask and answer questions.

  • Explain the physical characteristics of the place.

  • Use cardinal directions to tell about the relative location of characteristics on the maps using cardinal directions.

3.  It may be helpful to provide sentence stems for students to use. Examples include:

  • There is a lake in the ____ part of the map.

  • Mountains are _____ of the lake.




  • Blank map of community




Accommodations for Special Populations

Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.


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