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Comparing Mountains Around The World

3^rd-4^th grade

50-60 minutes (1 day)

Performance Expectations:

• The student will use an atlas to locate specified mountain ranges.
• The student will find the highest peak in the range as well as the length of the range.
• The student will list countries that the ranges go through.
• The student will begin to understand the extraordinary size of ranges.
• The student will label the information on a given map.
• The student will write about their thoughts concerning mountains.

Materials:

Each student will need an atlas of the world showing both physical and political characteristics, blank copy of a map of the world showing physical and political boundaries that the students can label, colored pencils, pen/pencil, list of mountain ranges to look at, access to reference materials, for information that may not be provided on the maps.

Procedures:

Introduction:

Students will be shown a map of the world large enough for all to see. Have students write on a sheet of paper what a mountain is. Then what a mountain range is. After they have all written their answer ask if anyone would like to share. Based on students responses, tell them what a mountain is.

Development:

Tell them that today we are going to be looking at mountain ranges all over the world. Point out to them some ranges, but do not give the names. Explain that some ranges go through a number of countries, and for that reason when they are looking at the maps they should also pay attention to what countries are there. Pass out the maps to students and tell them to get their atlases out. Then pass out the list of mountain ranges to students and the mountains that are to be found. Ranges could be: Andes, Rockies, Urals, Himalayas, Alps, Appalachian, etc. Mountains could be Mt. Everest, McKinley, Kilimanjaro, etc. For each of the ranges tell students that they can consider the meeting of the equator and the prime meridian as the middle of the compass. Then the directions from that point will be listed beside the range (Rockies-Northwest). Have students color all ranges brown on the map, then list the name beside it. They should also label every country that the range goes through, this can be done on the map as well. Students may work in groups if their is a question or problem, but should be directed towards independent practice. Students may use other references if they are unable to find facts on the ranges, but it should be included in their atlas. They should list the information about the ranges, such as highest peak, and length of the range on the back of the map.

Closure:

After students have finished the map with all of the information colored and labeled ask them what they learned from looking at mountains. Take two to three minutes to discuss, then ask them if they could write on the back of their map what it was that they found the most interesting about the days lesson (3-4 sentences).

Assessment:

Examine students maps to see if the correct information is in the right places. Read reflections over mountains to see if students came away with a positive feeling about the activity, and an understanding of mountains. Check to see if the questions dealing with height and length were done. Respond to students maps with insightful suggestions or comments. Look to see if there were students that missed the same ones, consider why. If enough all had trouble with a particular range or area then go back the next day and clarify.

Adaptations/Considerations:

A few days after the lesson is done play a game using the information of mountains as the questions and answers.

References:

Matthew Goodman, October 1997