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Elementary Geography Lesson Plan 3rd –

4th

grade

LilianneCherichel Geography 300

Charlene Cota

Kyle Middleton

Children’s connection with Geography Standard Maps

Grades 3 to 4

Overview

This lesson plan demonstrates the importance for children to connect with Geography. At a certain

grade or level, children are able to understand and read maps with its environments. Students will

discuss environmental concerns, analyze these concerns, and develop common sense in that

particular domain and be able to share the outcome with their classmates.

Connections to the Curriculum:

Geography, social studies

Connections to the Geography Map Standards:

Standard 3: "How to apply and interpret Geography map standards in a third and fourth grade classroom”

Time:

One to two hours a week

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Materials Required:

Newspaper articles highlighting environmental issues Drawing paper and/or poster board Markers, colored pencils, or other drawing materials

Objectives:

Students will

learn to recognize how different types of maps relate to each other; and their importance to discover new horizons.

propose alternative activities to help students know the continents and its locations.

Know the names of countries, and part of their continents.

Geographic Skills:

Asking Geographic Questions Organizing Geographic Information map Answering Geographic Questions Analyzing Geographic Information

S u g g e s t e d P r o c e d u r e

Opening:

Have a class discussion about different maps and environmental issues. Even very young students tend to have information and opinions on environmental concerns. Record what your students consider to be environmental problems. Next to each problem record how social views and activities influence or control the problem. Maps to identify locations that have pollutions.

Development:

Examine how important to use maps to locate good and bad environment, and to know the specific area. Identify specific effects in your community or school. Students should have a clear understanding of cause and effect. Then talk about similar problems in other places and how societies elsewhere are coping (or failing to cope) with them.

Focus the student conversation on both local and national maps environmental. Either individually or as a group, have students diagram the interconnections between different countries through standard maps.

Divide your class into small groups. Encourage each group to sketch a map showing the areas affected by the environmental problem. The map should

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address several questions: What are the sources of the problem? Can they be pinpointed or are they geographically diffuse? How and where does the problem currently affect people or other aspects of the environment? Using colored pencils, students should also show how the geographic extent of the problem could change in the future.

Have the groups discuss how they might improve the situation.

Closing:

Students should locate good and bad location and evaluate their solutions for practicality and effectiveness. A successful solution should include a goal, steps people can take to attain the goal, and a means of measuring progress toward the goal.