Name: Miss Claire DuVall Grade Level: Kindergarten Approximate Time: 1

hour

Objective: The children will

distinguish the difference between maps and globes and their different representations of the Earths surface. The children will also examine the physical and human geographic characteristics of their school, neighborhood, and community and come up with ways to improve them.

IN Standard: Geography
SS.K.3 2007: Students learn that maps and globes are different representation of the Earths surface and begin to explore the physical and human geographic characteristics of their school, neighborhood and community

Indicator: SS.K.3.1 2007: The World in Spatial Terms: Use words related to location,
direction, and distance, including here/there, over/under, left/right, above/below, forward/backward and between. SS.K.3.2 2007: The World in Spatial Terms: Identify maps and globes as ways of representing Earth, and understand the basic difference between a map and a globe. SS.K.3.3 2007: Places and Regions: Locate and describe places in the school and community. SS.K.3.7 2007: Environment and Society: Recommend ways that people can improve their environment at home, in school and in the neighborhood.

Content: -Describing the world through location, direction, and distance

- Deciphering between a map and a globe - Observing our community and formulating ways of improving upon it

Materials/Media/Technology:
-Maps -Globe(s) -Map of community specifically -Paper -Dora the Explorer books -Elmo -Projector -Computer -Writing utensils -Plastic figures of the community

-Community puzzles

____________________________________________________________ PRE ASSESSMENT: Students will be instructed with spatial terms how to be at a
certain designated are of the classroom. Students will be asked which is a map and which is a globe. They will then go to the location of either the map or the globe. Students will receive a simple child friendly map of the community where they must then identify certain places located on the map.

I. MOTIVATION: I will start the lesson with a treasure hunt activity. Students must find
the treasure located somewhere in the classroom.

GOAL FOR LEARNER: Today for geography we are going to do a lot of fun activities to
help you learn about where you live. We are going to go on a treasure hunt, and we are going to look at a map of where we live.

II. PROCEDURE: 1. Have students go on a treasure hunt throughout the classroom. Students will start in the
doorway and follow the instructions I give to them. In order to get to the treasure, they must take eight steps forward, and then turn left. Crawl underneath student As desk and then turn right. Go between student B and student Cs desk. Move forward 11 steps and look under the cart for the treasure. 2. Talk to students about what a map and globe represent. Chart their similarities and differences on the flip chart board. A map is usually drawn on a flat surface. A map is a drawing of a place. A globe is drawn on a spherical surface. A globe is a model of the Earth. 3. Locate on the map of the world where we are located (City, State). 4. Go on a guided tour throughout the school. The first stop will be to the cafeteria, then to the music and art room. The fourth stop will be at the library, then the gymnasium. The main office will be the next stop. The restrooms will be the last stop. Students will then head back to the classroom. 5. Brainstorm ways that we, as a class, can improve our environment. Examples may include: picking up trash, planting trees, fixing old or broken things in our area, etc. 6. Have students create their own community on a blank piece of computer paper and have the students take a classmate on a guided tour of it.

PRIOR KNOWLEDGE: Students should be familiar with directional words. They should
be familiar with the looks of a map and globe (maps and globes should not be something new to their eyes). Students should have a general idea of what is in their community, such as their school, their house, the grocery store, etc. Students have more than likely thought of things they would like to do in their community, but cannot because of unavailability.

NEW INFORMATION: I will teach the students how to distinguish the difference
between a map and a globe by showing them the different ways maps and globes represent

Earths surface. I will teach the students how to examine the physical and human geographic characteristics of their community.

CHECKING FOR UNDERSTANDING: How did you find the treasure? Which thing,
the map or the globe, is the same shape as a ball. Can some globes be bumpy to show if there are mountains? Which would we use, a map or a globe, to get to Grandmas house? Looking at this map of where we live, can you show me where the park is? How do I get to the park from the school? What are some ways we can make a school, home, and neighborhood better?

MODELING: I will walk through the treasure hunt with them as a practice run before I turn
them loose to do it by themselves. For the map and globe activity, I will give a description of either the map or the globe. I will then walk to the correct location of the item. With the map activity, I will display the map on the Elmo and color in the correct location given with the correct given color.

GUIDED PRACTICE: Using plastic figures, students will create their own community
with some mandates of what must be included. Partnering up with another classmate, students will take their classmate on a guided tour of their made up community.

CHECKING FOR UNDERSTANDING: I will pay attention to the responses students

give both by observation of them and by communicating with them linguistically about the lesson.

PRACTICE: Students will create a map of the school in case a new student needs help
finding their place around the school. Students must include five different areas of the school.

POST ASSESSMENT: Students will go on another treasure hunt to a different area of the
classroom. Students will identify which is a map and which is a globe by using clues given to them. Students will look at a simple map of the community and find different public places on the map.

EXTENSION: Dora the Explorer books will be available for the students to read once they
have completed all their activities. Homemade puzzles of the community from a birds eye view will be available for students to put together when finished.

CLOSURE: As you get older, it is very important to understand maps and directions. If you
do not know where you are going, then it is really easy to get lost. Our school is a big place, and sometimes our new friends need help getting around the place. Making sure people are safe is one way we can improve our environment at home, in school, and in the neighborhood.

III. EVALUATION: In assessing the students, I had them go on a treasure hunt in the
classroom. They identified the differences between a map and a globe. Using a map of the

community, students were able to find the different locations assigned to them. Students will be formally evaluated over these assessments based off of a rubric.

RUBRIC: Geography Lesson SS.K.3 2007 Assessment

Teacher Name: Miss DuVall Student Name: ________________________________Date of Assessment:

CATEGORY 4 3 Treasure Hunt Student easily found Student found the

Student struggled the treasure with no treasure, but may have finding the treasure, trouble at all. messed up along the but needed minimal way. repeating of the directions.

Map vs. Globe

Community Map

Student had a very difficult time finding the treasure, repeatedly needing the directions repeated. Student had no Student has a basic Student is not Student does not trouble at all understanding of the confident in the understand the identifying the differences between a differences between difference between a differences between map and a globe. a map and a globe. map and a globe, a map and a globe. missing more than what (s)he got correct. Student followed all Student followed many Student struggled in Student had a difficult directions, coloring in of the directions, following directions time following the correct locations however (s)he still and made some directions and hardly on the map. made a couple mistakes when any of the map was mistakes on filling out coloring in the correct filled out correctly. the map correctly. locations on the map.