Kindergarten Maps Unit Overview Calhoun ISD Social Studies Curriculum Design Project Essential Questions Enduring Understandings GLCEs Assessments District Resources What do maps and globes represent? What is in our environment? Maps and globes represent places. Everything has a place. There natural (nature-made) and human (man-made) characteristics in our environment. Key Terms & Vocabulary Map Globe Up, down, in, out, below, above Environment Human characteristic – people made objects or ways people have changed the environment. Natural characteristic – landforms such as rivers, lakes, forests, etc. G1.0.1 Recognize that maps and globes represent places. G1.0.2 Use environmental directions or positional words to identify significant locations in the classroom. G2.0.1 Identify and describe places in the immediate environment. Summative (Required): Kindergarten Maps Unit Assessment Formative (Optional) : My Classroom My Environment District 1
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Kindergarten Maps Unit Overview
Calhoun ISD Social Studies Curriculum Design Project
Essential
Questions
Enduring Understandings GLCEs Assessments
District
Resources
What do maps and
globes represent?
What is in our
environment?
Maps and globes represent places.
Everything has a place.
There natural (nature-made) and
human (man-made) characteristics
in our environment.
Key Terms & Vocabulary
Map
Globe
Up, down, in, out, below, above
Environment
Human characteristic – people made
objects or ways people have
changed the environment.
Natural characteristic – landforms
such as rivers, lakes, forests, etc.
G1.0.1
Recognize that maps and globes
represent places.
G1.0.2
Use environmental directions or
positional words to identify
significant locations in the
classroom.
G2.0.1
Identify and describe places in
the immediate environment.
Summative (Required):
Kindergarten Maps Unit Assessment
Formative (Optional):
My Classroom
My Environment
District
1
Calhoun ISD Social Studies Curriculum Design Project
Kindergarten Maps Unit Lessons Breakdown
Title GLCEs Included Resources Needed Resources Suggested Resources
Lesson 1 My
Environment
G2.0.1 My Environment worksheet
Environment Card Game
There is a Map on My Lap by Tish
Rabe
Follow That Map by Scot Ritchie
Lesson 2 Identifying and
Using Maps
and Globes
G1.0.1
G1.0.2
G2.0.1
Maps and Globes
Discovery Education Video:
Understanding Maps: Key
to Everywhere K-2 (15
min. 11 Segments)
Me on the Map by Joan
Sweeney
My Global Address by Tamara
Nunn
Maps and Globes: Differences by
C. Bohanon-Brown
Buried Treasure: All about using a
map by Kirsten Hall
Lesson 3 Classroom
Locations
G1.0.2
My Classroom worksheet Classroom Map
Chart Paper
Can You Read a Map? by Rozanne
Lanczak Williams
2
Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 1
Title: My Environment
Grade Level: Kindergarten
Unit of Study: Maps
Estimated Pace: 4-6 Days
Abstract: Students will recognize places in their environment.
GLCE:
G2.0.1 Identify and describe places in the immediate environment.
Key Concepts: environment and location / Human and Natural Characteristics
Important Questions to Ask:
What is your environment? (It is your surroundings or area around you.)
Where is your environment? In (your city or town), in (school), in classroom, in
(teacher’s) classroom.
Sequence of Activities:
Day One: Identify what an environment is.
1. Brainstorm on chart paper places students have gone (home, school, store, playground,
church, library, beach, zoo). Show pictures of these environments if available.
2. Have students talk with a partner about different places they have visited.
3. Talk with the students about how these places are all different environments. Explain
what an environment is to your students: Environment is your surroundings or area
around you.
Day Two: Where is your environment? Identifying things in that environment that are
Natural and Human characteristics. (Natural: Nature-Made) (Human: Man-Made)
1. Review what an environment is.
2. Talk with students about where they are right now. Explain to them that this is their
environment now. As the day goes on their environment will change.
3. Go on an “Environment Walk:”
Go to the Library in your school. Ask the students where their environment is
now? Talk about things that they see in their environment. Talk about what things are
Human Characteristics in that environment and what things are Natural Characteristics.
Make a list of what they say. Talk with them about what rules are in this environment.
Take the students outside, depending on the weather. Talk to them about where
their environment is now. Talk about things they see in this environment that are Human
Characteristics and Natural Characteristics. Write these ideas down. Talk about what
special rules students need to follow in this environment.
4. Take students back to the classroom. Ask the students if their environment now is the
Library? They should say NO! We are in the classroom. The classroom is our
environment now.
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
5. Brainstorm the different environments they visited. On chart paper list the Natural
Characteristics (Nature-Made), and Human Characteristics (Man-Made) objects they
encountered.
Day Three: Reviewing what and where an environment is, and what Natural and Human
Characteristics are.
1. Review what and where an environment is based on the activities completed above,
along with Natural and Human Characteristics.
2. Explain to the students that they are going to play an environment game. Show the
students the three different environment cards. Talk briefly about things that they would
find in each environment. Hang the cards up in three different locations in your
classroom. Next, pass out small picture cards of things that are found in each
environment. Give one to every child. Tell them that you are going to play a little music
and they are to move around the room and switch cards with everyone they pass. When
the music stops they need to look at their card and decide what environment it belongs in
and go stand by that environment card in the room. Once there, the student needs to hold
up their card for all to see. The teacher then can call on each environment area to name
off what objects the students are holding, and the class needs to decide if that object
belongs to that environment and if it is a Natural or Human Characteristic. Repeat as
many times as teacher wants.
3. Gather students for a discussion. Tell them that for homework, you would like them to
draw and label three objects that they ONLY find in their kitchen at home and three
objects that they ONLY find in their bathroom. They must write on the lines provided,
what the object is. Give some examples (ie. toaster in the kitchen, toilet in the