Equator Connections

Overview

In this lesson (1 of 9) students begin “Exploring Our Local Places” by learning what the Equator is and why it matters. Students will practise locating it on a globe and connect it to places across the world.

Learning intentions

• Identify the Equator as an imaginary line around Earth.
• Locate the Equator on a globe using latitude.
• Understand the Equator's role in describing countries and climates.

Success criteria

• Find the Equator on a globe.
• Explain what the Equator is.
• Describe why the Equator matters.
• Show the Equator on a map or globe diagram.

Curriculum links

• Students develop understanding of places and how people use maps and globes to represent the world.
• Students learn basic geographical concepts, including direction and location, using models such as globes.
• Students use observation and simple explanations to communicate geographical understanding.

Lesson structure (60 minutes)

1. 0–5 min: Introduce the Equator with a globe and student ideas.
2. 5–12 min: Teacher models the Equator on the globe.
3. 12–22 min: Small groups locate the Equator on globes with visual cues.
4. 22–32 min: Movement activity tracing the Equator path on the floor.
5. 32–42 min: Students complete a map/globe activity with sentence starters.
6. 42–54 min: Share work and check understanding.
7. 54–60 min: Exit ticket drawing and class chant.

Resources

• 1–2 large classroom globes and several student-size globes
• Visual cue stickers/marker (e.g., green tape) to highlight the Equator on globes
• Station cards: “Find the Equator” with a small picture of a globe
• Floor tape for the “Equator track” curved line
• Simple world map or globe diagram printouts (large, high-contrast)
• Coloured pencils/crayons (green preferred) and pointers (finger-friendly)
• Sentence starter strips: “The Equator is…” “It helps us…”
• Exit cards and a “Equator” collection box

Assessment

• Observation during globe stations: can students locate and point to the Equator correctly?
• Worksheet/diagram check: is the Equator coloured/circled in the correct place?
• Exit ticket: can students identify the Equator using drawing and/or one spoken/written word?

Differentiation

• Visual supports: labelled stickers, picture prompts, clear gestures.
• Interactive support: mini-globes at stations, extra practice time.
• Neurodiversity-friendly: consistent routines, quiet options.
• Writing/speaking scaffolds: sentence starters, partner talk, pointing/drawing alternatives.
• Extension: add a fun fact question about Equator countries or weather.