Perspectives:  Geographic and Inquiry

Benchmarks:

• Describe and compare characteristic of ecosystems, states, regions, countries, major world regions, and patterns and explain the process that created them.
• Organize information to make and interpret simple maps.

Materials:

• Paper Mache Globes Markers 
• Globes
• Coffee Cans
• Scissors Paints
• PaintBrushes

Focus:  Begin the lesson with the following statements, "Have you ever examined a globe and wondered what
caused the seven continents of the world to be positioned the way they are?"  "Have you ever heard the term continental drift"?

Lesson Objectives:  For the next few minutes we will be discussing the seven continents of the world and their positioning on a globe. We will be defining the meaning (of "continental drift".)  We will be creating our own globes to keep with you to use as a reference.

Importance of Lesson: Because the seven continents of the world are discussed throughout much of our life, the geographical location of the seven continents on a map of, important for us to learn.  It is also important for us to learn and understand the term "continental drift" because it defines how our continents became located where they are today.

Mode of Instruction:  Skill Development
 

Overview:  The purpose of the lesson is to inform students about the location of the seven continents of the world on a globe They will be given the definition of "continental drift" and be informed on how this term relates to the positioning of the seven continents of the word.  Have students apply their knowledge to create a globe of their own

Lesson objectives: Students will:

Locate the seven continents on a globe.

Define "continental drift" and its relation to the location of the seven continents. 

Create a globe of their own, locating the seven continents on their globes

Hands-on Activity
 

• As a group, the students will review with the teacher the location of the seven continents of the world on a globe.
• Each student will be given a globe made of paper mache. They will also be given a handout with the continents on it for them to cut out.
• The students will cut out the continents and label them with the correct continent while comparing them with real live globes.
• The students will trace around the continents that they cut out onto the paper mache globe. They will use a real globe to compare the locations so they are traced in the proper locations.
• The students will then be given paint brushes and paints. They are to paint the continents and the oceans around the continents They may choose the colors they want the continents to be The oceans are to be painted blue.

Check for Understanding

These are a few questions that can be asked of the students to ensure their understanding.

A. Where would you find Asia on the globe?
B Where would you find Europe on the globe?
C What continent is the largest?
D What continent is the smallest?
E How would you organize the continents from smallest to largest?

Closure and Reflection

The teacher might start the review by stating, "In this lesson you have reviewed the positions of the seven continents in on a globe.  You have also learned what "continental drift" means and how it relates to the positioning of the seven continents. You then created your own globes to be used as a reference."
The teacher will then ask these questions (possible answers are in parenthesis): 
 

• How would you describe the meaning of "continental drift" and its relationship to the positioning of the continents to your classmates? (Continental drift is how the world moved and caused the continents to separate from each other and form individual continents.  Many say they are like a puzzle and could be put back together perfectly.)
• Where would you create a new continent? Why? (in between South America and Australia because there is lots of room for development in the South Pacific Ocean.)
• If you used an atlas, what are some similarities and differences between an atlas and a globe? (A globe easily defines the continents and the oceans and an atlas gives more detailed information, such as states, countries, road names, etc.)
• Which is more effective to use when learning about geographical locations, an atlas or a globe? Why? (Both are useful. It depends on your search.   If you need more detailed information, then an atlas is more useful.)

Extension:   Have the students create a database that gives facts about each of the seven continent of the world.