Bianca, Candice, Maria, ShaniGeography 300 TH 12pm to 3:50pmJanuary 24, 2013Exploring The Worlds GeographySubject: Geography |Grade(s): K-8 |Duration: Three to four class periodshttp://www.discoveryeducation.com/teachers/free- lesson- plans/exploring-the- worlds- geography.cfmObjectivesStudents willmake a papier-mache globe of Earths continents;identify the prominent physical features of each continent; andcompare the geography of all seven continents.MaterialsWhite construction paper (at least 7 sheets per student)Masking tape12-inch pieces of string (one per student)Pencils, glue, and rulersColored markers or crayonsBlack felt tip pensNewspaper, cut into stripsWhite glue, watered downLarge balloons (one per student)World maps, geography textbooks, and other library resourcesComputer with Internet access (optional)Exploring the Worlds Geography video and VCR or DVD and DVD playerGeography WorksheetsProceduresBegin the lesson by discussing the diverse geography of Earths seven continents. Agood way to introduce this topic is to show segments of the program Exploring theWorlds Geography . After watching, ask students these questions: How is Europedifferent from Asia? Where is South America located? Where are the Andes? Is NorthAmerica the largest continent? Also, have them describe the Pampas, taiga, or othergeographic features.Using a globe, point out the equator and the prime meridian. Ask students whichcontinents are below the equator and which continents are above it. From theinformation they learned in the program, how does the climate near the equator differfrom the climate near the poles?
Tell students that they will be making their own papier-mache globes, which mustproperly display all seven continents, the equator, and prime meridian. Students willclearly label the following physical features:continentsall oceansmajor rivers and lakes on each continentother major physical features associated with each continent: mountains, deserts,forests, volcanoes, and islands.Have the class come up with a list of symbols to identify the features.Demonstrate how to make a papier-mache ball.Inflate a balloon and tape a length of string to one side.Dip the newspaper strips into the glue and then apply them to the balloon.Be sure to leave the string free.Have students blow up their balloons, attach the strings, and cover them with aboutthree layers of newspaper. Identify each balloon with strips of masking tape with thestudents names. Place the balloons in a warm place to dry for about two days.During the class periods while the globes are drying, have students use geographytexts, maps, library materials, and the Internet to research the seven continents. Havethem look at several examples of maps that resemble the size of the continents theyshould be drawing. Have them draw an outline of each continent on construction paper.Remind students that Earths continents are not all the same size and that they shouldtry to keep the relative sizes of the continents in mind. After outlining each continent,students need to use their research materials to label the geographic features. Listedbelow are some helpful Web sites:http://www.enchantedlearning.com/geography/continentshttp://www.worldatlas.com/geoquiz/thelist.htmhttp://members.aol.com/BOWERMANB/101.htmlIf necessary, allow students time at home to finish drawing and labeling their continents.On the dry papier-mache globes, have students draw the equator and the primemeridian. Next, show students a map of the world and discuss the locations of thecontinents on the globe. Ask them related questions (Is North America above or belowthe equator? Is Europe anywhere near South America?). Once students understandhow to place their continents, have them cut out their paper continents, glue them to theglobe, and label the oceans.Hang the finished globes in the classroom, and invite students to discuss the differentfeatures of the continents, including anything interesting they learned about thegeography of the world.Back to TopEvaluationUse the following three-point rubric to evaluate students work during this lesson.Three points: Students actively participated in class discussions; used the researchmaterials wisely and without teacher guidance; and created finished globes thatcorrectly met all established criteria.Two points: Students somewhat participated in class discussions; used researchmaterials with limited teacher guidance; and created finished globes that correctly metmost of the established criteria.
One point: Students somewhat participated in class discussions; were unable to useresearch materials without teacher assistance; and either did not finish their globes orproduced globes that were missing a majority of the established criteria.VocabularyarchipelagoDefinition: A group of islandsContext: Southeast Asia includes numerous archipelagos that connect Asia to Australiaand other Pacific island nations.climateDefinition: The average condition of the weather at a place usually over a period ofmonths or years as defined by temperature, wind velocity, and precipitationContext: The Mediterranean region has a warm, subtropical climate.continentDefinition: A continuous mass of land; one of six or seven great divisions of land on theplanetContext: South America is one of Earths seven continents.elevationDefinition: The height above the level of the seaContext: Europe has relatively low elevations, except for the Alpine mountain systemthat runs west-to-east.savannaDefinition: A tropical or subtropical grassland containing scattered trees and drought-resistant growthContext: Below the Sahara, the continent receives more rain, and the landscapegradually changes to savanna.taigaDefinition: A belt of mostly coniferous, or needle-bearing, evergreen trees, which beginsin Scandinavia and covers much of Siberia.Context: The taiga is the primary source of Europes timber.StandardsThe National Council for the Social Studies(NCSS) has developed national standards toprovide guidelines for teaching social studies. To become a member of the NCSS, or toview the standards online, gotohttp://www.mhschool.com/socialstudies/2009/teacher/pdf/ncss.pdf.This lesson plan addresses the following national standards:CulturePeople, Places and EnvironmentsGlobal ConnectionsThe National Council for Geographic Education(NCGE) provides 18 national geographystandards that the geographically informed person knows and understands. To view thestandards online, go towww.ncge.org.This lesson plan addresses the following standards:The World in Spatial TermsPlaces and RegionsPhysical Systems
Environment and SocietyTamar Burris, former elementary teacher and freelance education writer The lesson plan begins with an lecture to the students about the differentgeographical features of the seven continents. This portion is found in the proceduressection in the lesson plan. The project for the lesson is for the students to make a papermâché globe including the different geographical features of each of the sevencontinents. As the globes are drying the plans explains to let the students look atvarious types of maps and textbooks to learn more about the continents. The form ofevaluation is to gage how much students participated in the lesson. This shows whomuch knowledge the students have developed through their learning. At the end of thelesson is a list of vocabulary that can be used along side the lesson, for homeworkand/or spelling words. Lastly the standards are listed. The lesson plan covers,TheWorld in Spatial Terms, Places and Regions, Physical Systems and Environment andSociety.Geography is the main focus of the lesson. This lesson takes a look at the sevencontinents of the world and gives the students a visual 3-D look at the globe. It alsogives the students a hands on scope of the world they live in. The globe allows studentsto physically look into the different landscapes of each continent and gives them theability to view a map in a new way after creating a Globe.