Continents Lesson Plans

31. We're on the Move
...Science: Continental Drift _ Objective: 1. To identify the Earth's layers. 2. To describe the Earth's layers. 3. To explain the Theory of Continental Drift. _ _ _ Duration: _ _ _ 45 minutes _ Materials/Web Resources: SMART Board and SMART Board Software Laptop (if available) Projector Teacher-made continents (can use outlines below as a stencil) Teacher-made worksheet Website access to Brain Pop or Earth's Interior, access to UC Berkeley - Animation of Continental Drift, and access to Plate Tectonics Earth's Layers Worksheet Asia Antarctica Africa Australia Europe North America South America _ Procedure...

32. Global Perceptions
...ize and shape of each continent. Give each group a part of the classroom wall or chalkboard to display their world by taping each continent with masking tape. 2. When all groups have finished, complete their perceptions of the world with maps in the classroom ask these geographic questions: + Which continents appear larger than they really are? + What is significant about placement of the continents and oceans? Which ocean is in the middle of the map? + Why did you choose to put it there? What conclusions can be made about the way you perceive the world? 3. Have students analyze different map projections...

33. Where in the World Is
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 devel...

34. BY: Ann McCracken
...ttling in a river valley. Pose the question, "Should flooding be listed under benefits or problems (or both)?" Use the blue colored pencil to trace the route of the Mississippi River and the Nile River on the world map. Refer to the student atlas if necessary to label the countries, in red, and the continents, in green, in which these rivers are located. Share and discuss student findings. Notice that people in different countries and continents share the same problems. Evaluation: Student participation, maps, and lists.

35. "Where in the World is......"
...f the states. They think that New Mexico is part of the country Mexico. For these reasons, we play a game called "Where in the world is..." every morning. Goal: I want my students to know if I'm talking about a country or a state in our country. They should see that there is a World, that World has continents, those continents have countries within them, and those countries are divided up into smaller sections, such as states. Objectives: The students will be able to transfer what they see on the globe to a flat map. They will be familiar with large or major land masses as well as major rivers. The stude...

36. Continent Game
...eir telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops. Date: May 1994 Grade Level(s): 4, 5, 6 Subject(s) Social Studies/Geography Description: It is difficult for young people to compare the earth's continents in terms of area, population, population densities, annual growth, and other geographic terms. Goal: To provide students with the skills to compare the earth's continents in a variety of ways. Objectives: The students will correctly order the continents in terms of area, population, and other geogra...

37. With a few simple changes the le
...s from around the world or, if unavailable, photos of fruits from around the world. The following are websites which provide photos of fruits from around the world: http://www.comby.org/photos/fruitexo/pictgalen.htm http://www.tradewindsfruit.com/fruits_region_frameset.htm Below is a sample list of continents and fruits which demonstrates both diversity and similarities of fruits from around the world: Continent Fruit Africa Clementines, lemons, Minneola tangelos, apples, avocados, bananas, litchis, pineapples, mangos Asia Java plum, bael fruit, curry, loquat, yuzu Minneola tangelos, ortaniques, lemons,...

38. World Geography: The Earth is an Orange?
...and cylindrical. The type of map that is utilized depends on the objective for the reader. Students will compare two types of world maps: two-dimensional and cylindrical. Objectives Students will be able to: 1. Compare the data that may be acquired from two different types of maps. 2. Identify the continents. 3. Identify the oceans. National Geography Education Standard The World in Spatial Terms: Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information. Teacher Background A good source for information on types of maps and proj...

39. Flat Stanley
...phy Theme/Standards: Standard 1.2 : Students compare and contrast the absolute and relative locations of people and places and describe the physical and human characteristics of places by 1. Using maps and globes to locate their local community, the state of California, the United States, the seven continents and the four oceans. Geography Themes: Location, Place, Region, Movement, Human /Environment Interaction Focus Question(s): 1. What are some of the major physical features of a specific place or region? 2. How have historical events and individuals left their imprint on a region? 3. What is the abso...

40. Ports and Trade
Ports and Trade Goals: 1. Gain an understanding about the imports and exports of the continents involved in the triangular trade. 2. Use effective research methods to find historical information. 3. Work effectively with other students and learn from each other in that process. 4. Apply knowledge about the Atlantic slave trade and judge the trade as a critical thinker. Resources: 1. Africa in...