LESSON PLAN# 01
Name: Nousheen Aslam Subject: Social Studies
Topic: Globes and maps Class: 3
RESOURCES:
Globe
World map
Work sheets
A knitting needle
Soft rubber ball
Tissue paper
Anticipation guide
Book
Objectives: The students will be able to:
1. Differentiate between globe and map
2. Understand how continents and countries are shown on the map or globe
Introduction: Starter activity – Brainstorming
Teacher Activity: Students’ Activity:
The learners will listen carefully to the
The facilitator will ask questions to the questions asked and answer them.
learners
What is the name of our province? Learners will help the facilitator with their
What is the name of our city responses to fill the mind map and
What is the name of capital of our participate actively for the brainstorming
province? session.
The answers of learners will be written on
the board by the facilitator
Feedback: The facilitator will encourage the learners to actively participate and appreciate them for
the examples they share.
Development: Teacher’s input
Method(s): Discussion and Demonstration/ Guided inquiry
Teacher Activity: Students’ Activity:
Ask the students to sit in a group and look at the
three different pictures of the world.
Elicit answers to the following.
Questions: What do you see in pictures number
1, 2, and 3? How and why are these pictures Learners will participate in the discussion
different from one another?
Demonstrate the point by putting the globe as
far away as possible, and then slowly bringing it Learners will observe the pictures
closer, until the children are able to Carefully.
read some of the names of the countries.
Show the various maps (world, country, city, a
smaller area, etc.) and explain that a small scale Students will reply to the teacher
map, for example, of the world, shows accordingly.
a larger area from far away with fewer details; a
large scale map, for example, of Karachi, shows
a smaller area with more details.
Explain that when we are going ‘up’ we are in
fact going away from the Earth; when we say
‘down’ we are going towards the Earth.
Students will record the answers in their
ACTIVITY: note books
It is important for students to understand what is
meant by axis. For this teacher will do an
activity.
To demonstrate this, insert a knitting
needle through an orange or ball, lengthways.
Tilt it to the right a little and turn the needle
anticlockwise. This is how the Earth rotates on
its axis.
Now peel the orange or the ball in such a
way that the peel or covering comes off whole. Students will carefully observe the activity
Place it flat on your desk And will perform the activity by their own
Tell students that this is how a peeled-off
map looks.
Guided practice: teachers will ask questions:
Questions will include:
1) The map shows the whole ________. (world)
2) The map shows large areas of land and ________. (water)
3) The large land areas are called _________. (continents)
4) Name the 4 oceans of the world. (Artic, Pacific, Atlantic, and Indian)
5) Asia is the largest continent. What is the smallest in size? (Australia)
Individual Assessments:
1. Label the continents and oceans on the world Map with the help of given keys
Work sheet is provided at the end of lesson plan
Feedback: The facilitator will appreciate the learners for their participation and answer any queries
they had which arose during the discussion.
Conclusion:
Q. Learners will reflect back to the anticipation guide and self-assess their answers prior to and after
the class discussion has been carried out.
Home task:
Make a globe of clay or use a plastic ball the size of a tennis ball
Topic: globes and maps Name: __________________
Before Questions After
true False true false
There are six continents in the world
Asia and Europe are connected side
by side to make one big land
There are five oceans on our planet
Maps are flat and globes are round
Earth is covered mostly by land
The equator and prime mediterian
divide the globe
All maps are the same
Starter Activity: Anticipation Guide Class: _____
