Kaitlyn Kendrick, Verona Elementary, September 27, 2013, 10:15-10:45 A. TITLE/TYPE OF LESSON Social Studies Map Skills B.

. CONTEXT OF LESSON Students have learned about the four hemispheres and how they are broken up. They have also been introduced to latitude and longitude and should have an understanding of the directions in which these lines run. This is the second day working with the world spheres so they also know how to work with them. C. LEARNING OBJECTIVES KNOW UNDERSTAND DO The students will know The students will The students will identify that continents are understand that there are and locate continents. landmasses. seven continents. The students will know The students will The student will identify that there is more water understand that there are and locate oceans. on the Earth than five oceans in the Earth. continents and that oceans are water. The students will know The student will The student will locate the that a hemisphere is half a understand that the equator and label the sphere (globe). Equator breaks the Earth hemispheres. into the Northern and Southern Hemispheres. D. ASSESSING LEARNING The students will be completing a worksheet along with the spheres. There are some blanks on the worksheet where the students are physically writing on the worksheet. The students will always be writing on the globe with dry erase markers and I will go around the class to check on the students. They will be working with partners so I will see how well they are working together and if one student is simply doing all the work while the other one observes. E. RELATED SOLS Social Studies 3.5: The student will develop map skills by a) positioning and labeling the seven continents and five oceans to create a world map. b) using the equator and prime meridian to locate the Northern, Southern, Eastern, and Western Hemispheres Social Studies 3.6: The student will read and construct maps, tables, graphs, and/or charts. F. MATERIALS NEEDED Map sphere Northern and Southern Hemispheres Worksheet Dry Erase Markers G. PROCEDURE

Kaitlyn Kendrick, Verona Elementary, September 27, 2013, 10:15-10:45 I will make sure the students all have their globes and markers and are ready to work with their partner and follow directions. I will draw a circle on the board and ask the students what that shape is. I will then ask the students if that is the same shape as their globes. The students should know that a globe is a 3D sphere and a circle is 1D. I will then ask the students where the equator goes, and I will draw it where it belongs. I will then ask what the top of it is called (the Northern Hemisphere) and then I will ask what the bottom is (the Southern Hemisphere). I will discuss how we will be focusing on the Southern Hemisphere. I will have one student read the following sentence: The Southern Hemisphere is found south of the Equator. I will ask the students to point to south on their desk. Once they are all pointing to the bottom, we will move on. The question says to label the Southern Hemisphere in the Atlantic Ocean. I will ask the students what color they should be writing on to make sure that it is in the Atlantic Ocean. The students will reply that it is in the blue and we need to make sure that it is halfway between the Equator and the South Pole. The students will then need to find the Pacific Ocean and write SH in the ocean as well to label the Southern Hemisphere. The students will then examine the South Pole. We will talk about continents that are near the South Pole and what the weather is like. I will ask the students if they remember what the temperature is like at the Equator. The students should understand that the farther they get from the Equator, the colder the temperature gets. A student will then read #5, discussing oceans. I will ask the students how many oceans we have and I will ask them to find specific oceans. The students will then have to decide which hemisphere has more water the Northern or the Southern Hemisphere. The students will then find the Arctic Ocean. I will ask which hemisphere the ocean is in. Once the students have finished the questions, the students will underline the name of each continent. I will ask the students how many continents they should have underlined. The students will then label continents located completely in the Northern Hemisphere. They will do the same for the Southern Hemisphere. I will ask the students if they see any continents that are in both in the Northern and Southern Hemispheres. If there are, they should be labeled with NH and SH. Once all the students have completed their labeling, we will go to the bottom part of the worksheet. The students will have to physically write in the continents that are located in the Northern Hemisphere, the Southern Hemisphere, or both. When all the groups are done, I will ask the students and we will go over the bottom part as a class to check their answers. I will make sure the students are being honest and responsible. H. DIFFERENTIATION

Kaitlyn Kendrick, Verona Elementary, September 27, 2013, 10:15-10:45 The classroom is organized in a way that most of the higher students are paired with the lower students. Doing this activity itself has differentiation planted into it. The students will be working together and are taking turns writing things down and locating continents and oceans on the map. With the students working together, it is showing that they have team working skills and can find ways to communicate over the lesson. Their partners will assist the students who are struggling, and the students who are ahead will be able to feel successful in helping their partner. I. WHAT COULD GO WRONG Partners may not want to work with each other even though we worked with the globes yesterday with our partners, something may have happened earlier in the day to set off some students with their partner and not want to work with them. If this happens, I will pull the students aside and see if we can personally work through the problems. If things are too far gone and the students are refusing to work with each other, the students at that desk will work with the partner across from them rather than the person next to them. The lesson may go quicker than anticipated if this happens, the student sand I will have a review of latitude and longitude. We will talk about the Equator and the Prime Meridian and figure out if these are latitude or longitude lines. We will then look to see where some of these lines and we will talk about the degrees in which they are located. The lesson may go slower than anticipated the students may struggle a lot with this and some may lose track of time easily, so we may not finish the worksheet. If this happens, we will continue with it on Monday when we begin learning about the other hemispheres and latitude and longitude using the spheres.