Baltimore Curriculum Project Draft Lessons

Introductory Notes

These lessons generally follow the grade-by-grade topics in the Core Knowledge Sequence, but they have been developed independent of the Core Knowledge Foundation. While the Core Knowledge Foundation encourages the development and sharing of lessons based on the Core Knowledge Sequence, it does not endorse any one set of lesson plans as the best or only way that the knowledge in the Sequence should be taught.

You may feel free to download and distribute these lessons, but please note that they are currently in DRAFT form. At this time the draft lessons on this web site do NOT have accompanying graphics, such as maps or cut-out patterns. Graphics will be added to this site later.

In participating BCP schools, these lessons are used in conjunction with the Direct Instruction skills programs in reading, language, and math. If you use or adapt these lessons, keep in mind that they are meant to address content and the application of skills. You will need to use other materials to ensure that children master skills in reading, language, and math.

Kindergarten - Geography - Overview

The geography objectives for the month of September are designed to introduce beginning Kindergartners to the basic concept of the Earth as our world. The lessons are simple and direct. It is the intention that the basic concepts that are introduced in September will be built upon through the rest of the year as the child matures. The lessons should be frequently reviewed.

Suggested Books

Arnold, Caroline. Maps and Globes: Fun, Facts, and Activities. New York: Franklin Watts, 1984

Fradin, Dennis B. Continents. Chicago: Children's Press, 1986.

Knowlton, Jack. Geography From A to Z. New York: Crowell, 1988.


Kindergarten - Geography - Lesson 1


Understand that all people, places, and animals live on Earth.


Chart paper (or chalkboard)

Colored marker (or colored chalk)


Take the children on a short (5 min.) walk around the outside of the school building. Tell them to look carefully at things they see on the walk. Tell them you will ask them to name some of the things they see when you return to the classroom.

Once returned to the room, ask the children to brainstorm things they saw on the walk. List all responses on chalkboard or chart paper. When everyone has had a chance to contribute to the list, have children classify items as people, plants, animals and other. Use different color chalk or markers to dot or check items off the list (example: green chalk for all plants, red for animals)

Tell the children all people, plants, and animals share the same home and the name of the home is Earth. Say: I live on Earth, _________(name of specific student) lives on Earth. Birds live on Earth, trees live on Earth. Ask: Who can name something or someone that lives on Earth. Allow time for many responses. Firm up the concept that all people, plants, and animals live on Earth through continued questions.


Kindergarten - Geography - Lesson 2


Review that all people, plants and animals live on Earth.

Recognize that our world is the planet Earth and that it is shaped like a ball.



If possible a photo of Earth as it looks from space (check encyclopedias or What Your Kindergartner Needs to Know)

One 8 1/2 x 11 tag board sheet pre-cut into a circle for each student

Scissors, glue, crayons

Selection of magazines


Ask: Who can name something that lives on Earth? Allow time for multiple responses.

Ask: Do all plants live on Earth? Do all people live on Earth? Do all animals live on Earth?

Tell the children to get into a comfortable sitting position. Tell them to put on pretend spacesuits and to buckle up a pretend seat belt because they are about to go on a spaceship ride. When all are ready, tell them to close their eyes and get ready for blast off. Say: 5,4,3,2,1 blast off! Tell the children they are now high above the Earth. Tell them to pretend they are looking out of the spacecraft window back down at our world, the Earth. It is far, far below them now.

Say: The Earth looks like a large bluish ball with patches of white swirling around it. Ask: What do you think those white patches are? (clouds). Show a photo of Earth as it appears from space. Continue to discuss its shape.

Tell the children to check their seat belts as they will be returning to Earth. Land the spacecraft and send children to tables. Complete the following activity to reinforce the lesson:

Create an "All Things Live on Earth" mobile.

1. Distribute one tagboard circle to each student.

2. Discuss how the circle will be used to represent the shape of the Earth.

3. Have the children cut out pictures of people, plants, and animals from magazines.

4. Glue the pictures on both sides of the "Earth."

5. Review that all things live on our world, the Earth.

6. Paper punch a hole in the top of each mobile and attach yarn for hanging.


Kindergarten - Geography - Lesson 3


Identify the globe as a model of the Earth.

Distinguish between land and water on a globe.



Models (toy cars, toy trucks, dolls, miniature furniture)

Worksheet, see attached



Display a variety of models such as cars, trucks, miniature furniture, or dolls. Have the children examine the models. Discuss the similarities and differences between models and the objects represented by the models. Help the children understand that a model has the same shape, but is much smaller, than the object it represents.

Show the children the globe. Say: This is a globe. Ask: What is this? Check for correctness. Tell the children that a globe is a model of the Earth. Be sure the children are clear on the concept by referring to models of objects discussed at the beginning of the lesson.

Spend time examining the globe. Allow children to touch and notice the shape of the globe. Ask: What do you think all the blue on the globe is for? (water) What about the green, what is it for? Point out that there is more blue than green on the globe. Tell the children that our world is mostly under water, and that the biggest bodies of water are called oceans.

Firm up: The globe is a model of the Earth. Water is shown with the color blue; land is shown with the color green.

Assist the children in completing the worksheet.


Kindergarten - Geography - Lesson 4


Recall the globe is a model of Earth.

Identify a map as a drawing of a place.


Chart paper

Color markers

Map of United States or world



Show children the globe. Ask: Who remembers what this is called? Review that a globe is a model of Earth, that blue represents water and green represents land.

Tell the children that today they are going to learn about a map. Write the word map on the board. Define map as a drawing of a place. Explain that maps help us find where things or places are located.

Tell the children you are going to draw a map of the classroom. Draw the shape of your room on the chart paper. Ask the children what they need to put in the picture to make it look like the classroom. Add items as they are suggested (chairs, sinks, bookshelves). Keep this simple enough for children to follow. When finished, tell the children your drawing is a map of the room. Tell the children that there are maps of the world and the United States and many other places. Show an example of a world or U.S. map. Note how blue is still used as water, discuss how other colors are used to represent land.

Compare the maps to a globe. Discuss the similarities and differences. Ask: Which one (globe or map) is a model of Earth? (globe) Why? (The globe is the same shape as Earth; a map is not the same shape as Earth.)