What in the world does this have to do with maps and globes?

This lesson focuses on the similarities and differences between a globe and a flat world map. It introduces critical vocabulary relating to cardinal directions and longitude and latitude.

A lesson plan for grade 3 English Language Development and Social Studies

By Phebe Watson and Sylvia Easterling

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Learning outcomes

Students will:

• be introduced to world maps in both flat and globe form.
• use selected critical vocabulary related to cardinal directions, longitude and latitude.
• compare and contrast globes and flat maps.

Teacher planning

Time required for lesson

30-45 minutes

Materials/resources

• large globe
• pull-down world map or large map visual
• graphic organizer
• index cards
• colored markers
• individual desk map
• low-level books about maps

Pre-activities

Students will generate information to complete a spider map (or other appropriate graphic organizer) showing their prior knowledge of maps.

Teacher will record students’ ideas on a large graphic organizer visual.

Activities

1. Teacher will display a globe to model for students the critical vocabulary terms. Discussion will include locating the equator and talking about its relationship to climate.
2. Teacher will introduce cardinal direction terms by locating the North and South Poles and by relating the horizontal position of the equator to the directions East and West.
3. Students will create vocabulary cards for cardinal directions using index cards and colored markers to copy terms the teacher writes on the board.
4. Students will practice cardinal direction vocabulary by responding to teacher questions about the location of specific continents, countries and states. For example:
• “If I am in the state of North Carolina, in what direction will I travel to reach the Atlantic Ocean?”
• “If I am on the continent of Africa, in what direction will I travel to reach a cooler place?”

Each student will respond to questions by holding up the appropriate vocabulary card. Note: there are multiple correct answers to these questions.

5. Teacher will show students a large flat map of the world, explaining that it is an “unrolled” version of the globe. This map must include longitude and latitude lines.
6. As teacher traces longitude and latitude lines on large map, students will find and trace these lines on their desk maps.
7. Teacher will explain the connection between the world “long” as it relates to longitude lines running north and south and contrast that with latitude lines which run horizontally, east and west, parallel to the equator.
8. Students will generate ideas which compare and contrast globes and maps.
9. Teacher will record student responses on a large graphic organizer (Double-Bubble Thinking Map, Venn diagram, etc.).

Assessment

Teacher will assess informally by noting:

• Student responses to questions during vocabulary card activity.
• Student actions (tracing longitude and latitude) during desk map activity.
• Student-generated ideas during compare/contrast activity.

Supplemental information

Maps: The Hands-on Approach to Geography by Andrew Haslam

Me on the Map by Joan Sweeney and Annette Cable (selected pages: 8-15)

Modifications

Pair each LEP student with a compassionate English Speaking student to assist during activities as needed.

If possible, ask ESL teacher to either pre-teach or review lesson vocabulary or both.

Critical vocabulary

globe, map, north, south, east, west, compass rose, equator, longitude, latitude

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.