Students review what they know about the continents and oceans. Then they learn additional information about both. Next, they explore the differences between weather and climate and look at the climate zones throughout the world. Finally, students work in groups to learn about climate-related topics and report back to the rest of the class.
Students read an introduction to the experience and review the objectives. Using a digital map, they label as many continents and oceans as they can with the text tool. Afterward, they discuss as a class what they already know and what they are unsure about, and collaboratively set goals for what they want to learn in the lesson.
Teacher MovesIntroduce the experience and objectives, then facilitate a brief whole-class discussion in which students share what they know and don’t know about continents and oceans and help the class articulate learning goals for the lesson.
Students use a note-taking table to record information about continents, important facts, and bordering oceans as they watch the video Seven Continents of the World and read the article What Are the 5 Oceans of the World?. They then answer a multiple-choice question about the percentage of Earth covered by water. Next, students post to a class wall one surprising fact they learned about continents or oceans and participate in a class discussion about these surprises.
Teacher MovesGuide students to use the note-taking organizer while they view and read the resources. After students post surprising facts, lead a discussion that highlights key ideas and, as suggested, encourage students to use their surprises as a springboard for additional research and exploration, allowing time for them to investigate and share additional interesting facts if possible.
Students are introduced to the idea of the seven natural wonders of the world and read The Seven Natural Wonders of the World to learn about each feature. They complete a graphic organizer by taking notes on Mount Everest, Rio de Janeiro Harbor, the Great Barrier Reef, Victoria Falls, Paricutin, the Grand Canyon, and the Aurora Borealis. Students then return to their original map from Scene 1 to add any missing continents or oceans and to label the approximate locations of each of the seven natural wonders. Finally, they post on a class wall explaining what makes one selected natural wonder a “wonder” and respond to at least two classmates with a question or positive comment.
Teacher MovesPrompt students to carefully read about each natural wonder and complete the organizer, then direct them back to their earlier map to revise and add locations for the natural wonders. Facilitate the online discussion by monitoring student posts and, as suggested, extend learning by having pairs or small groups research one natural wonder in more depth or explore additional natural wonders beyond the main seven.
Students reflect on how the physical features they have studied—continents, major bodies of water, and natural wonders—connect to human life. On a class wall, they respond to a prompt about how land masses and access to water likely affected early human civilization, including where and how people chose to live.
Teacher MovesReview student responses and share an interesting or exemplary answer with the class to spark discussion about how geography influences early settlement patterns and ways of life.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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