WHERE IN THE WORLD IS…???

Debra Clodfelter

Preview of Main Ideas

This lesson will increase the student's awareness of his or her location in the world, including continents, countries, and states.  This is an important steppingstone to mental maps of the world.  Mental maps are used in some form by all people throughout their lives.  The maps enable people to know what routes to take when traveling, to comprehend what others say or write about various places, and to develop an understanding of the world.  

Connection with the Curriculum

This geographic activity can be used in any aspect of the curriculum.

Teaching Level: Grades K-4 (This lesson is best suited for grades 2-3.)

Objectives Classification Outline  (Also see objectives classification matrix below.)

Objective #1: The student will be able to demonstrate his or her knowledge of the seven continents and major oceans.

Essential Element: The World in Spatial Terms.

Standard #2: How to use mental maps to organize information about people, places, and environments in a spatial context.

Knowledge Statement #2: The location of Earth's continents and oceans in relation to each other and to principal parallels and meridians.

Skill Set #1: Asking geographic questions.

Skill #1: Ask geographic questions--Where is it located?  Why is it there?  What is significant about its location?  How is its location related to the locations of other people, places, and environments?

Theme:  Location.

Objective #2: The student will demonstrate the use of basic map reading skills.

Essential Element: The World in Spatial Terms.

Standard #1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

Knowledge Statement #1: The characteristics and purposes of geographic representations--such as maps, globes, graphs, diagrams, aerial and other photographs, and satellite-produced images.

Knowledge Statement #3: How to display spatial information on maps and other geographic representations.

Knowledge Statement #4: How to use appropriate geographic tools and technologies.

Skill Set #3: Organizing geographic information.

Skill #1: Prepare maps to display geographic information.

Theme:  Location.

Materials

1. Maps of the six continents + the Caribbean.
2. -make your own Antarctica.
3. -cut out maps and adjust.  
4. Big blue paper with big blue circle on it.
5. Glue.
6. Crayons or markers.
7. Paper/pencil.
8. World atlas.

Suggestions for Teaching the Lesson

Opening the Lesson

1.      Review what the seven continents are by tossing a beach ball globe around the room.  The student who catches it must name a continent and then toss to a classmate.  As the children name the continents, write their answers on the board or overhead for reinforcement. 

2.                              Discuss with the class the definition of:

            mental map       --an image of what you perceive a place to look like.

                        --gives you an image of a location of places relative to each other.

compass rose   --simple directions (N,S,E,W)

            scale                 --the ration of distance shown on a map to ground distance.

legend             --The explanation of what symbols the map maker used can be
                                        found in the legend.  Using the legend, you can understand
                                        the information that is included.

Developing the Lesson

1. Pass out big paper, glue continent pieces to the world puzzle.  Tell students to glue the pieces on the paper given in their correct relative location, creating the world. 
2. Have students label the seven continents and major bodies of water.
3. Remind students that a good map includes:
4. Title/Labels.
5. Compass Rose.
6. A Scale.
7. A Key or Legend.
8. Ask, "Why is this so important?"  Because we must be able to "read" a map!  A map is a drawing of the world that uses special symbols to help you find out what you are seeing.
9. When finished, check with overhead transparency.

Concluding the Lesson

1. After children have completed maps, ask questions dealing with relative location (review if needed).
2. Where is Mississippi compared to Illinois?
3. Where is Peru compared to Brazil?
4. Where is Spain compared to Portugal?
5. Where is Australia compared to Russia?
6. Have the children use their world map they made and plan a 25-country trip.  Their trip will start at a country that begins with the letter A.  The next stop has to be a country that begins with a B, the third a C, and so on until you get to Z.  Tell them each time they find a country that starts with the right letter to circle it and number it.  Remember--Try to find the closest countries so your poor pilot does not get too tired flying back and fourth between continents. 
7. Have students check to see if the route they have chosen has the shortest flying time.
8. Discuss why you said they will only be making 25 stops.  One letter of our alphabet is not used to start a country's name.  Ask if anyone knows the letter.
9. Answer: X

Extending the Lesson

1.      Weather the Country

a.       Use the weather map in each day's newspaper to help you learn the capitals and states.  Once a week, clip out weather map and try to fill in the names of the states and capitals.  Do this until they can name them all.

b.      Using the weather maps they have collected, ask questions like, "What kind of weather is the capital of Missouri having?"  "How about the capital of California?"

2.      The Family Tree

a.       Tell children that everyone, including native Americans, came from another country.  Have children ask parents what countries their ancestors came from, and also the city if they are aware.

b.      Use the map they have created and put a dot on the appropriate place for each pupil.  What country has the most dots?  How many continents have dots?

3.      City Problems

a.       Have each student pick a city on the map.  Tell them to read newspaper articles and other reference materials about their city.

b.      Have children research the pros and cons of the city they have chosen.  Describe similarities/differences between the city they have chosen and their own city. 

c.       Write a paper about the city they have chosen and illustrate with either a collage or drawing to present to the class.

d.      The children can compare this project to their own city with pictures, maps, and diagrams.

Assessing Student Learning

1. Observe the children's prior knowledge, involvement, and attitude in making the map as well as the discussions before and after.
2. Ask students how they feel about where things are and how well they did on their maps.
3. Share strategies for coming up with the shortest distance for AROUND THE WORLD IN 25 STOPS.
4. Have students do the map of the world from memory--including the seven continents and major bodies of water.  Ask, "What type of map is this?"  Answer:  mental map

Acknowledgments

Thanks to the Chicago Tribune Educational Services insert on The Map Skill Builder for great ideas and outstanding maps. 

GEOGRAPHY STANDARDS CLASSIFICATION MATRIX – GRADES           K-4   

Title:          Where In The World. . . ?          Author:          Debra Clodfelter

Note:  See also Objectives Classification Outline in the lesson.

Handouts

Handout A

Handout B

Handout C

Handout D

Handout E

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