E- Lesson Plan Template
CLASS
|
V
|
TOPIC
|
Mapping
India
|
SUB TOPICS
|
1.
Voyage
of Ferdinand Magellan
2.
Globes
v
North
and South pole
v
Equator
v
Prime
meridian
v
Parallel
of latitudes
v
Meridian
of longitude
v
Grid
v
2
motions of the earth
3.
Map
v
Types of
Maps
v
Components
of map
4.
Difference
between map globe and sketch
|
DURATION
(no. of periods)
|
7-8
|
Learning Objectives –
After
completing the lesson students will be able to:
1.
Comprehend
how earth’s shape was discovered.
2.
Define map
, scale, globe, latitudes, longitudes, rotation, revolution and atlas
3.
List and
define the types of maps
4.
Distinguish
between a map, sketch and a globe.
5.
Differentiate
between a parallels of latitude and a longitude
6.
Explain
and distinguish between two motions of earth.
Learning outcome – At the end of the
lesson students will be able to:
1.
Identify
the importance of various types of maps.
2.
Identify the
importance and use of symbols on the map.
3.
Recognise
and identify the directions.
4.
Students
will be able to use maps especially when they go to some other city.
Content flow
The
lesson will be started with a video
of journey of Ferdinand Magellan
(Megallan’s Voyage 1519-1522)
Blind
fold game will be played by the students/ teachers in the class with the political map of the
world for locating different countries on the world map . (To enhance student’s
skill of locating various places on the map)
Globe: Teacher
will use the model of a globe to make students understand the Shape of the
earth, location of oceans and continents, North and South pole will be
explained using the globe.
Activity
(by the whole class): To enhance the knowledge of important parallels of
latitudes longitudes the students will mark the important latitudes and
longitudes on the plastic ball using a marker or a tape.
Teacher displays a large map and a globe in the classroom.
P3 Teacher explains that the lines running from North to South , are lines of longitude, and that the lines running from East to west on the globe are lines of latitude. These lines form an imaginary grid on the map or globe that help pinpoint locations of places on Earth.
Teacher displays a large map and a globe in the classroom.
P3 Teacher explains that the lines running from North to South , are lines of longitude, and that the lines running from East to west on the globe are lines of latitude. These lines form an imaginary grid on the map or globe that help pinpoint locations of places on Earth.
Teacher
makes the students also observe the numbers in degrees on the map and globe and
explain that lines of longitude and latitude are expressed in degrees. The students
mark equator and Prime meridian on their respective map and the same is
showcased by the teacher on the smart board.
With this the teacher explains the equator and the prime meridian are the imaginary line and there are no such lines on the earth.
With this the teacher explains the equator and the prime meridian are the imaginary line and there are no such lines on the earth.
Teacher provides handout for students to keep a
record in social science notebook that visually represents these concepts and
defines key terms.
Activity
for locating places (Appendix A)
The two motions of the earth, i.e., Rotation and Revolution
will be explained. Rotation will be explained and using the globe and a torch the
concept of day and night will be given. Revolution will be explained with the
help of a video/ Demonstration by children.
The teacher holds an
interactive session where the following concepts will be delivered.
a) Importance of map
b) Components of map
(i) Direction (With the help of an activity and compass)
(ii) Give one example of scale Mumbai/ Delhi ? image
(iii) Symbols and compass (sketch)
c) Use of key to understand its use and importance on the map (*link of two images)
a) Importance of map
b) Components of map
(i) Direction (With the help of an activity and compass)
(ii) Give one example of scale Mumbai/ Delhi ? image
(iii) Symbols and compass (sketch)
c) Use of key to understand its use and importance on the map (*link of two images)
Maps:
The 3 types of maps will be introduced using inductive method. The teacher will
show the students 3 types of maps on the smart board or will distribute the
handouts without labelling it. The teacher will then ask students to observe
the maps for 5 minutes. Using the interactive method the teacher will ask
students to tell the difference between the three maps and the teacher will
take the notes on the board. The teacher will make students understand the use
and importance of three types of maps during class discussion.
In
components of map- direction will be explained
to students using activity (Appendix B) where students will be taken to the ground.
For symbols, teacher will ask students to draw a
sketch map from their school to home and include all the landmarks. After this
activity the teacher will display the conventional
symbols(Appendix C) on the smart board to tell students that they are
common symbols used all over the world. With the help of this activity the
teacher will make students understand the meaning, importance and use of
symbols and colours as a component of a map.
Home work
After an interactive session and displaying the image of physical map of India where
different colours are used for showing
mountains , Plains desert Plateau Region, Coastal regions The students will be
asked to paste cotton glaze paper ,dal ,wool,sand etc and their work will be
discussed and displayed on class wall.
Using
discussion method teacher will ask students the difference between a globe and
a map by using the concepts they have learned in this lesson.
Teaching Strategy/ Methodology
1.
Journey Ferdinand
Magellan – interactive method Story telling method.
2.
Globe: Demonstration,
hands on activity, audio- visual
3.
Maps : Inductive
method, hands on activity
4.
Difference
between globe and a map : Group discussion
Tools/Aids/Resources
Globe, maps, worksheets, handouts, images, torch .
Vocabulary
1.
Map Latitude
2.
Longitude
3.
Grid
4.
Atlas
5.
Rotation
6.
Revolution
7.
Sketch
8.
Globe
9.
Scale
10.
Conventional
symbol
11.
Thematic
map
Values intended to be inculcated
·
The child
will learn to appreciate the two movements of the earth and how day/nights are
formed and how seasons change.
·
Critically
analyse about myths and superstitions which prevailed.
·
Will learn
to respect boundaries of his country and neighbouring countries.
·
Learn to
face difficulties using the knowledge transacted during the lesson e.g if they
get separated from the parents in a crowded market what steps they will take.
Assessment technique
1.Interdisciplinary/multidisciplinary
activities
www.mapsofindia.com/games/india-map-puzzle.html (online game for students)
Balloon Globe: Student can make a globe using a balloon and
physical map of the world. These can be
used to display in the classroom or in the corridor .
Activity 1:
CRITICAL THINKING(LIFE SKILL)
Students create their own “Who Am I?” riddle.
Students create their own “Who Am I?” riddle.
Activity 2: Maths:
Planet Earth isn’t just rotating. It is also
moving in a giant circle, or revolving , around the sun. It takes 365 days for
Earth to make one complete trip around the sun. That’s why 365 days make one
year.
ROUND TRIPS
How many trips around the sun has Earth made
since you were born? It’s easy to figure out. Your birthday is the day that
Earth is back at the same place as it was on the day you were born. If you are
four years old, you’ve been on four complete trips round the sun. If you are
five, five trips. How many trips around the sun have your parents made?
Yourself:____________ Mother: ________________ Father :__________
Activity 3 SCIENCE: Name India’s northern , southern, western and
eastern most states.
Find out any one famous dish from these states. Name all the nutrients that are included in these dishes? Is it a healthy diet?
Find out any one famous dish from these states. Name all the nutrients that are included in these dishes? Is it a healthy diet?
Activity 4 ENGLISH: Your
friend lives in London and has to complete his summer project on how days and
nights are formed and how seasons change. Write a letter to him describing the
same as you have learned in your class.
Follow Up /Remedial Strategy
A follow up worksheet will be given to the
students. Students who did not perform well in the feedback worksheet will be
called for remedial where teacher will provide notes on the chapter in the form
of points and explain difficult concept.
APPENDIX
A. For locating places on globe : Teacher will give two points on the globe with latitudes and longitudes marked by the students, i.e. , A (30˚E and 60˚N) & B(60˚W and 30˚S).
The third point by the teacher should have latitude or longitude which lies between the ones marked
(eg. 20˚ W and 45 ˚N)
B. Direction
Activity: in an open area like a park or a field, you can also determine the
direction by this simple activity.
1
Find a
sunny area on the ground. Locate s
stick, branch, or any long thin material like a rod.
2
Plant the
stick or a rod firmly in the ground. Mark the top edge of its shadow on the
ground. Use a stone or other item to make the mark.
3
Wait 15-20
minutes, and mark the top edge of its shadow again.
4
Draw a
straight line on the ground between the two marks. This is the East-West line.
v
Since the
sun rises in the East, our shadow moves in the opposite direction across the
ground, so the shadow will move West to East.
v
The first
mark on the ground is West, and the second mark is East. Clockwise from West is
north, and clockwise from East is South.
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