Map Skills Unit: Day 1 Lesson Plan Third Grade Continents and Oceans I.

. Objectives Virginia Standards of Learning: History and Social Studies VA SOL 3.5: The student will develop map skills by a) Positioning and labeling the seven continents and five oceans to create a world map; History and Social Studies VA SOL 3.6: The student will read and construct maps, tables, graphs, and/or charts. Math VA SOL 3.17 The student will a) Collect and organize data, using observations, measurements, surveys, or experiments; b) Construct a line plot, a picture graph, or a bar graph to represent the data; and c) Read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. NCSS Themes: People, Places, and Environments: o There are many students from other countries in the classroom. The students will learn where their peers are from and where their country is located on the map. They will also learn where the places they would like to visit are located on the map. (NCSS: Students learn where people and places are located.) o The students will have a better understanding of where their peers are from by finding out where the country is located on the map (NCSS: How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?). o The students will learn the location of the seven continents and the five oceans (NCSS: How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?). Culture: The teacher will ask the students to share something about their country. For example, what kind of food they eat or what languages are spoken (NCSS: Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive.).

Essential Question Where are the seven continents and five oceans located in the world? Objective: The student will be able to position and label the seven continents and five oceans. II. Materials for Learning Activities Teacher Materials: Laptop and SMART Board Roll-up Maps located on top of the classroom SMART Board Globe Chart paper and markers o The teacher will have two graphs on two separate chart papers 1

One will be on the wall and the second graph is for the extension activity The graphs will only have two lines. One representing the x axis and one representing the y axis, so that the students can label the rest of the information during the lesson. Graph Handout: Which Continents Are We From? Graph Handout: Which Continents Would We Like to Visit? (for extension) Venn Diagram Handout: My Observations about Globes and Maps Map of the World Handout Sticky notes Exit Slip: Label the oceans and the continents Blackboard Homework print outs for those who do not have Internet access at home: Create a poem, song, or acrostic relating what you have learned about the location of the seven continents and the five oceans

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Student Materials: Pencil Colored pencils Markers Note: a pretest was given previously in which the students had to list everything they knew about the map of the world. The teacher will use this information to address any misconceptions during the lesson. III. Procedures for Learning Activities Introduction (Whole Group and Partners, 10 minutes) o The teacher will have a globe in her hand and display the map that is on top of the classroom SMART Board. The teacher will ask the students what the names of each of these items is. Think, Pair, Share The teacher will give the students the Venn Diagram handout. The teacher will hold a globe in her hand and will ask the students to describe what they see on their Venn Diagram Handout using a colored pencil (this will show the prior knowledge the students have about globes). The teacher will then show the students the map of the world and will ask them to describe what they see on their Venn Diagram Handout using the same colored pencil they used for the globe description (this will show the prior knowledge the students have about maps). The teacher will ask the students what the difference between a globe and a map is. The teacher will acknowledge the students responses and will gear the discussion in a way that the students learn that the differences are: A map is a two-dimensional representation whereas the globe is a threedimensional representation A map can more realistically represent details of a particular geographical region whereas the globe cannot. A map can be folded and is portable a globe is not. 2

The students learned about map titles, map legends, and compass rose in second grade (SOL 2.6), but the teacher will make sure to review these concepts during this time.

The teacher will ask the students how the globe and the map are similar. The teacher will write their responses on the board as they say them. When there are no more ideas, the teacher will tell them to write the similarities they came up with in the middle part of the Venn Diagram. The students will use a colored pencil that is different from the colored pencil they used to write down the differences. This different color will show the new knowledge they have gained. The students will say that they both have green areas and blues areas or that they both show land and water. The teacher will use the students responses to discuss the idea that the green areas or land areas are the continents and the blue areas or the water areas are the oceans.

Instructional strategies (Whole Group and Partners, 45 minutes) o o o o The teacher will give the students a sticky note and the Map of the World handout and will project the same map onto the SMART Board. The teacher will ask the students to name the continents they know and will tell them the names of the continents they do not know. The teacher will ask them what country they or their parents were born in and will tell them to write it down on the sticky note along with their name. One by one the students will show on the SMART Board in which continent their country of origin is located. If they do not know, then the student can just say the name of the country and have the class figure out which continent it is together. After they identify what continent they are from, the rest of the students will write that students name and that particular continents name on their Map of the World handout. Then, the teacher will ask the students if they know where the other continents, that have not been mentioned previously by the students, are found on the map. Then they will write down the name of those continents on their maps as well. Think, Pair, Share: The teacher will ask the students to share something about their country. For example, what kind of food they eat or what languages are spoken. Think, Pair, Share: The teacher will show the students the graph that is on the chart paper and will ask the students how we should label it, so that we can display the continents we are from and so that others can understand what the graph is about. The students should pick a title and a label for the x and y axis. The names of the continents should be on the x-axis and the numbers should be on the y-axis. The teacher will have some students come to the board to write this information on the graph. Since each student should know by now which continent they are from, the students will now place their sticky, with their name on it, on the graph that is on the chart. They should place the sticky notes one on top of the other so that we can form a bar graph and count the number of people who were born or have family ties to that continent.

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The teacher will give the students the graph handout: Which Continents Are We From? On this handout, the students will graph the same graph we created together on the chart paper as a class and then answer the questions: How many students were born in North America? How many students were born in South America? How many students were born in Europe? How many students were born in Australia? How many students were born in Africa? How many students were born in Asia? How many students were born in Antarctica? How many more students were born in North America than in Europe? _____ How many more students were born in South America and Asia than in Europe and Africa? _____ How many students were born in North America and South America combined? _____ Create your own sentence using data from the graph (For example: There are a total of eight students that were born in Africa and in Asia, all together, in our class.) ___________________________________________________________________ ___________________________________________________________________ More questions can be asked according to the information presented on the graph.

Locating the oceans. The teacher will ask the students with ties to Europe if their parents would have been able to drive from Europe to get to North America. The students will say no because of the water. The teacher will ask for a volunteer to locate the ocean on the map. The teacher will ask the students if they know the name of this ocean. After the Atlantic Ocean is located the students will write the name down on the map. Note for this step and steps below: If there are no students that were born on one of the continents then the teacher will phrase the question in a more non-personal way. For example, for Europe the teacher could ask: What ocean would someone that lives in the US have to cross in order to get to Europe?

The teacher will ask the students that were born in North America what ocean they would have to cross to get to Asia. The teacher will ask for a volunteer to locate the ocean on the map. The teacher will ask the students if they know the name of this ocean. After the Pacific Ocean is located the students will write the name down on the map. The teacher will ask the students that were born in South America what ocean they would have to cross to get to Antarctica. The teacher will ask for a volunteer to locate the ocean on the map. The teacher will ask the students if they know the name of this ocean. After the Southern Ocean is located the students will write the name down on the map.

The teacher will ask the students that were born in Australia what ocean they would have to cross to get to Africa. The teacher will ask for a volunteer to locate the ocean on the map. The teacher will ask the students if they know the name of this ocean. After the Indian Ocean is located the students will write the name down on the map. The teacher will get the globe out and ask the students: What if I lived in the continent of Asia and I wanted to get to North America but I did not want to travel through the Atlantic Ocean or the Pacific Ocean? Is there another way? The teacher will let them analyze the globe. The students may indicate going through the North Pole, so the teacher will have them find the name of that ocean so they can write it on their maps. The teacher will ask the students how using a globe instead of a map was easier when identifying the connection between Asia and North America through the Arctic Ocean. Once again the students will see the differences between globes and maps.

Summary (Whole Group and Independent, 5 minutes) o The teacher will ask the students what was hard or easy about our learning today. The teacher may also ask what was their favorite part or least favorite part about learning today. The teacher can get ideas on how to teach this lesson better by listening to the students feedback. Exit slip: Label the oceans and the continents Homework: Create a poem, song, or acrostic relating what you have learned about the location of the seven continents and the five oceans.

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Extension o Think, Pair, Share: The teacher will ask the students to share what continent they would like to visit. If students are not sure, the teacher can mention famous places such as the Pyramids of Giza, the Amazon Rainforest, the Great Wall of China, etc., and then have the students identify in which continents they are located. The teacher will give each student a sticky note so they can write their name and the name of the continent they would like to visit. The students will come up by table group and stack their sticky notes on the x-axis to show which continent they would like to visit. On their way back to their desks, the students will pick up the graph handout: Which Continents Would We Like to Visit? On this handout, the students will graph the same graph we created together on the chart paper as a class and then answer the questions: How many students would like to visit Asia? How many more students want to visit Africa than Europe? How many total students want to visit South America and Australia? How many total students want to visit Antarctica and Asia How many more students want to visit North America and Europe than Africa and Australia? The students will create their own sentence using data from the graph. For example: Three students in our class would like to visit the continent of Australia.

IV. Assessment During: Observations The teacher will walk around the groups to make sure the students are following procedures, performing their tasks correctly, and to clarify any misunderstandings. The teacher will have an assessment checklist with the students names to write down any important individual notes or follow up questions or comments. During: Questions Questions asked during the Procedure section will be used to assess understanding during the lesson. For example: What is the difference between a globe and a map? During: Handout completion Graph Handout: Which Continent Would We Like to Visit? Will assess graphing and Math SOL 3.17; Venn Diagram Handout: My Observations about Globes and Maps will assess their understanding about globes and maps which will give them the background knowledge necessary to learn how to read maps; the Map of the World Handout will assess their knowledge of where continents and oceans are located. After: Exit Ticket Label the oceans and the continents After: Homework Blackboard Homework: Create a poem, an original song, or an acrostic relating what you have learned about the location of the seven continents and the five oceans.

V. Differentiation and Accommodations Differentiation Multiple Intelligences: o Visual-Spatial: The teacher will show the students a globe and a map so they can make observations. The students will create a graph with sticky notes on a chart and will draw the same graph on their worksheet. The students will locate their peers countries and continents on the map and will also locate the oceans. o Bodily-Kinesthetic: Students will be able to manipulate the globe the teacher will have in the classroom. Students will be able to get out of their seats to place their sticky note on the chart graph. Students will be able to color the continents. o Interpersonal: The students have many opportunities to learn through interaction with their peers in the Think, Pair, Share, activities. o Linguistic: The students will be able to describe on their Venn Diagram Handout what they see on the globe and map. They will also be able to share their ideas during the Think, Pair, Share activities and will benefit from extra examples and explanations given verbally by the teacher. They will also pick the labels for the graph and label the oceans and continents. In their homework, the students will be able to use words creatively to relate what they have learned about the location of the continents and the oceans o Logical-Mathematical: The students will analyze the graph created in class and will answer questions about the relationships found on the graph.

Accommodations Handout with vocabulary words and other terms used in the lesson o Bar Graph A graph that uses rectangular bars to show value. o Continent any one of the seven land masses found on earth o Ocean the body of salt water that covers about three-fourths of the earths surface o Globe an object that has the shape of a ball with a visual representation of the world on it o Map a visual representation of the world 6

Venn Diagram A graphic organizer that uses overlapping circles to visually show how ideas are related o Two-Dimensional an object that only has length and width o Three-Dimensional an object that has length, width, depth o Region Places that have common characteristics o Country the land you were born in o X-axis The line on a graph that runs from left to right or horizontally through zero o Y-axis The line on a graph that runs from top to bottom or vertically through zero The teacher will use gestures and additional explanations to accommodate ELLs.

VI. Technology Integration The teacher will use the computer and SMART Board to travel around the continents and cross the oceans. Students will access and submit their homework via Blackboard