SUGGESTED INSTRUCTIONAL STRATEGIES

• In this lesson, students will become familiar with a globe and will locate land and water features on the globe.
  -Begin by reviewing the chart constructed the day before, reflecting the students’ knowledge of maps. Tell the students that maps are not always flat. In fact, the map they will learn about in this lesson is a round model of the Earth, called a globe.
  -Ask students to sit quietly in a circle.
  -Read to students a teacher-selected story about globes, emphasizing that colors are used on the globe to represent different areas. Explain that blue represents water and green (or brown) represents land.
  -After reading and discussing the story, explain that the class will play a game using an inflatable globe. The rules of the game are to gently toss an inflatable globe to a student who is not sitting beside you. As the student catches the globe, she or he should close their eyes and put a thumb somewhere on the globe. With eyes open, the student should tell the class if their thumb is on land or water, depending on the color. Each student in the circle should have a turn.
  -After all class members have had a turn, divide the class into pairs. Each pair will then practice the same game with a standing globe. Instead of tossing the globe, ask students to take turns spinning the globe before putting their thumb on it.
  -After all students have had a turn practicing the concept of land and water on the globe, give students an opportunity to apply their knowledge. Give each student a black line copy of the Earth and ask them to color the land green and the water blue.
  
• Use this teaching resource packet at this Web site that is appropriate for grades K-3. Students will learn basic concepts for visualizing objects from different perspectives and how to understand and use maps. http://interactive2.usgs.gov/learningweb/teachers/mapadv.htm
• In this lesson, students will become familiar with maps and will create a map of their own to eat.
  -Review what students have discovered so far about maps and globes. Remind them of the terms they have learned, such as map, globe, and model. Review the meaning of each term.
  -Distribute teacher-created black line maps of the classroom with labels for the students. Ask students if they recognize this area as shown from above. If not, lead them to the answer: their classroom.
  -Show students that on the map of the classroom, there are areas labeled, such as the door, window, restroom, listening center, book area, and art center. (These are only suggestions and make necessary changes that reflect your classroom.)
  -Tell students that they are going to make a map of the classroom using sample foods. Distribute edible materials to each student.
  -Explain to students that they should use the following materials to represent areas in the classroom: -Two raisins will represent the doors.
  -Gumdrops will represent the different learning stations in your room.
  -Pieces of pretzels will represent the windows.
  -Check students’ progress as they complete maps. After all maps have been completed, ask students to show you each candy and tell you what each represents.
  -Allow students to enjoy their delicious map!
• In this lesson, students will use their map skills to find “buried treasure.”
  -Review previous activities and the terms maps, globes, and models. Ask students who they think might use maps. Record answers on the board.
  -Read a teacher-selected trade book about maps.
  -After reading and discussing the book together, tell students that they will be using maps today to find their own treasure!
  -Students may work independently or in small groups to find the “treasure” hidden by the teacher. (Note: This activity may require the assistance of additional adults.)
  -Give each student a copy of a classroom map and a “treasure” to hide for a friend. Encourage the student to hide the treasure, and then mark an X on the spot of the map where the friend can find the treasure.

WEB SITES

http://www.kidsource.com/kidsource/content/geog.html
http://www.kidsource.com/kidsource/content/history.html
http://www.kidsource.com/kidsource/content2/history.lp.html
The U.S. Department of Education offers information on helping your child learn geography.

http://www.enchantedlearning.com/crafts/geography/
Check out the geography crafts from Enchanted Learning.

http://geography.about.com/library/blank/va.jpg
The Geography Homepage offers a variety of maps, including state outline maps.

http://www.50states.com/maps/virginia.htm
Here are blank state outline maps.

http://chumby.dlib.vt.edu/melissa/posters/posterset.html
Social studies curriculum resources poster sets are available for kindergarten.

LITERATURE LINKS

Maps and Globes: locate land and water features

Trapani, Iza.
Oh Where Oh Where Has My Little Dog Gone?. No city: Charlesbridge Publishing, 1998.
An extended version of the nursery rhyme where a little dog runs away and explores a variety of landforms before coming home is shared in this book.

Beers, Bonnie.
Earth’s Land and Water. Mankato, MN: Yellow Umbrella Books, 2000.
This book describes bodies of water, such as oceans, lakes, and rivers, and landforms, such as mountains, islands, and valleys.