Other Differentiation to apply: What will you do to provide The lesson focuses on differences between maps and globes. As outlined below, different map projects have different additional support/scaffolds and benefits and drawbacks. To scale to middle or high school students: extension activities? Discuss how the between parts of the globe are translated onto a map “blank” spaces Identify map projections most closely linked to the flattened globes Analytically compare different map projections Incorporate calculations of distortion Compare distortion of land versus water for different projections. Discuss importance of oceans in plate tectonics and whether the oceans in the flattened globes are distorted, or even absent. Discuss the social/cultural/political biases introduced by inaccurate scaling on maps vs globes. Sequence of Instruction: Hands on exploration of two-dimensional maps Describe how the major portions Tactile/Kinesthetic observations of globes by tossing beach ball globes and having students make one of your lesson are put together – observation before throwing the globe to another student what will you do first, second, Comparison between maps and globes and so on. Include opportunities Divide students into groups for student practice and Give each group a beach ball, scissors, tape, and wet-erase markers. (To draw “cutting lines,” if desired.) assessments. (Ex: Introduction Task the students with turning their globe into a flat map, allow time to develop a strategy as a team, then time and attention-getter → demonstration and to cut the globes and adjust the plan as necessary. → practice assessment → extension → Allow each group to present their to the class. “map” practice and assessment → Compare and contrast different approaches. independent practice → Allow each group to make additional modifications to their map. assessment) As a group, discuss what the empty space between parts of the globe means, and what happens to it when it gets translated on to a map. Remind students that they should not have any discarded pieces of the globe. All pieces are part of the model of the earth and all should be represented. (The most commonly discarded pieces are oceanic.)
Other Differentiation to apply: What will you do to provide additional support/scaffolds and extension activities? The lesson focuses on differences between maps and globes. As outlined below, different map projects have different benefits and drawbacks. To scale to middle or high school students: Discuss how the “blank” spaces between parts of the globe are translated onto a map Identify map projections most closely linked to the flattened globes Analytically compare different map projections Incorporate calculations of distortion Compare distortion of land versus water for different projections. Discuss importance of oceans in plate tectonics and whether the oceans in the flattened globes are distorted, or even absent. Discuss the social/cultural/political biases introduced by inaccurate scaling on maps vs globes. Sequence of Instruction: Describe how the major portions of your lesson are put together – what will you do first, second, and so on. Include opportunities for student practice and assessments. (Ex: Introduction and attention-getter → demonstration → practice and assessment → extension → practice and assessment → independent practice → assessment) Hands on exploration of two-dimensional maps Tactile/Kinesthetic observations of globes by tossing beach ball globes and having students make one observation before throwing the globe to another student Comparison between maps and globes Divide students into groups Give each group a beach ball, scissors, tape, and wet-erase markers. (To draw “cutting lines,” if desired.) Task the students with turning their globe into a flat map, allow time to develop a strategy as a team, then time to cut the globes and adjust the plan as necessary. Allow each group to present their “map” to the class. Compare and contrast different approaches. Allow each group to make additional modifications to their map. As a group, discuss what the empty space between parts of the globe means, and what happens to it when it gets translated on to a map. Remind students that they should not have any discarded pieces of the globe. All pieces are part of the model of the earth and all should be represented. (The most commonly discarded pieces are oceanic.)