TITLE: "Where in the world is......" AUTHOR: Jean Ann Hollar OVERVIEW: 3-4 I have students from the third and fourth grade. They have a heck of a time figuring out where any of the places on the map are. Also, they ask if Canada is one of 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. GRADE LEVEL/SUBJECT: This game can be adjusted to any grade level. I'll give the directions for playing with my third and fourth graders. PURPOSE: 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 students will be able to point out major countries of the world as well as major cities. RESOURCES/MATERIALS: One large wall map of the world Several globes Tag board and yarn and pins or tape ACTIVITIES AND PROCEDURES: Day One Have a large wall map of the world on a bulletin board with space around it. Also, have a globe of the world. Cut out large letters spelling, "Where in the world is....?" and put this above the wall map. Have two spaces available to the right of the wall map. These will hold tag board pieces cut to the same size. They will have different names on them each day. Attach a piece of yarn to the tag board. It will be attached to a different spot on the map each day. The second space for tag board is for later on when city names are added to the question. This also requires a piece of yarn. On the first day, allow the students to become familiar with the similarities between the wall map and the globe. The first day tag board should read "the world". Day Two through Eight Have the name of one of the continents up on the first tag board space when the children enter in the morning. Allow them to use the globe to find the answer to the question, "Where in the world is....Africa?" When the children have had a chance to decide, let one come up and attach the yarn to the correct area of the map that answers the question of that day. Day Nine through (?) Take this time to point out major oceans and seas. Each day ask what the students know about the area that is high-lighted. Day (?) When you are ready to begin asking where a country is, begin using the second tag board section for a city in that country. TYING IT ALL TOGETHER: I use the first part of the school year to practice mapping skills. I have the students map out the classroom, the school, and a fantasy island. As they practice finding real places on the wall map and globe, it helps them see the relationship between the paper and the real world.
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John Kurilecjmk@ofcn.org