LESSON PLAN 13 _ GLOBE _ SOCIAL STUDY _ B.ED (HONS) PART 2 SEMESTER 3

 

Lesson Plan — Grade 4 Social Studies — Globe

Grade: 4
Student-Teacher Name: Bharat Kumar
Co-operative Teacher: Sir Jeetendar Maheshwari
Time: 30–40 minutes
School: Govt. Boys Primary School, Dharmani Colony, Mithi
Subject: Social Studies 
Topic: Globe

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define what a globe is: a model of the Earth. 

2. Understand that the globe is round (spherical), similar to how Earth is shaped. 

3. Identify land (continents) and water (oceans) on the globe. 

4. Know simple uses of the globe: for finding places, understanding how Earth looks from space, and how maps compare to a globe. 

5. Recognize important imaginary lines on the globe: equator, possibly prime meridian / hemispheres (simplified).

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Materials / Resources

• A physical globe (ideally one for the class)

• World map or atlas (if available)

• Whiteboard / chart paper + marker

• Worksheet (see below)

•  A video about globe vs map or how the globe works 

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Lesson Procedure

1. Warm-Up / Introduction (5 min)

   • Greet students and begin by showing the globe. Ask: “What do you think this is?”

   • Let a few students answer, then say: “This is a globe. A globe is a model of the Earth.” 

   • Explain briefly: “Because the Earth is so big, we use a smaller model (a globe) to study it.”

2. Teaching / Explanation (10 min)

   • Show the globe and rotate it slowly so students can see different parts.

   • Explain the shape: “Earth is round like a ball, and the globe shows that round shape.” 

   • Point out continents (land) and oceans (water) on the globe: “The blue parts are water, and the colored or green / brown parts are land.”

   • Introduce imaginary lines on the globe (in simple terms):

     • Equator: “It is an invisible line around the middle of the Earth / globe.” 

     • (Optional) talk about hemispheres: “The globe is divided into Northern and Southern Hemisphere.” 

   • Ask: “Why do you think using a globe is more helpful than a flat map sometimes?” and hint: “Because it shows the real shape of Earth.” 

3. Group / Hands-On Activity (8–10 min)

   • Divide class into small groups (if you have more than one globe) or pairs. Give them time to explore the globe. Ask them to:

     • Find Pakistan (or their country) on the globe. 

     • Identify at least one continent and one ocean.

     • Notice and describe (or draw) where the equator is.

4. Discussion / Comparison (5 min)

   • After exploration, bring students back. Ask groups: “What did you notice about the globe?”

   • Then compare: “How is a globe different from a map?” Use their answers and guide them: a globe is 3D, shows real shape, but a map is flat. 

   • Use board / chart to list their ideas.

5. Worksheet / Written Practice (5 min)

   • Hand out the worksheet (below). Students complete it individually or in pairs.

6. Reflection / Consolidation (3 min)

   • Ask students: “Why is a globe important?”

   • Recap key points: model of Earth, shows land and water, helps us locate places, shows Earth’s real shape.

7. Homework / Follow-Up

• Ask students to draw a mini globe in their notebook (a circle) and color land vs water (green / blue).

• Under the drawing, write two sentences:

1. “A globe helps me find …”

2. “On the globe, I saw …”

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Worksheet: Globe

A. Label the Globe
On a simple drawing of a globe (teacher / worksheet should provide a circular shape), write / label:

1. Water / Ocean

2. Land / Continent

3. Equator (draw the line)

B. Short Answer

1. Name one continent you can find on a globe.

2. Why is a globe more realistic than a flat map?

3. Write one use of a globe: “We use a globe to …”

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Five Activity Ideas to Make the Lesson Engaging

1. Globe-Map Comparison Game

   • Give students a small map outline and a globe. Ask them to point out the same country / continent on both and compare.

2. Globe Mystery Game

   • Using a globe, spin it lightly and stop. Ask a student to name a country or ocean that the pointer is on. This helps with geographical orientation.

3. Globe Drawing Challenge

   • Ask students to draw a “mini-globe” (a circle), then shade / color continents and oceans roughly in their right places.

4. Equator Walk

   • In class, draw a big line on the floor (with chalk / tape) to represent the equator. Ask students to pretend they are “on the equator” and talk about what the weather might be like if they lived there.

5. Day & Night Globe Demonstration

   • Use a globe and a lamp (as “Sun”): darken the room, shine the lamp on one side of the globe to show day, and the other side will be in shadow (“night”). Explain how Earth rotates to create day and night. This is adapted from the teaching guide. 

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