Seven Continents

Overview

In this second lesson of the “Mapping Our World” unit, students use a globe and world map to locate, name, and describe the seven continents. They compare how globes and maps represent Earth, then use a short nonfiction passage and multiple sources to gather and explain information.

Learning intentions

Students will be able to:

• Locate and name the seven continents on a globe and world map.
• Describe at least one feature or location of each continent.
• Explain one way a globe and a world map represent Earth differently.
• Use a nonfiction passage and visual sources to find and summarize key information.

Success criteria

• I can correctly identify all seven continents.
• I can use a map or globe to locate a continent.
• I can explain how a globe and a world map are alike and different.
• I can use details from a passage and map to answer a question.

Curriculum links

• Reading informational text: drawing information from multiple print and visual sources to answer questions efficiently.
• Reading informational text: determining multiple main ideas, identifying supporting details, and summarizing.
• Reading informational text: independently reading and comprehending grade-level informational material.
• Writing informative/explanatory texts and conducting short research using several sources.

Lesson structure (45 minutes)

1. 0–5 min · Hook and review. Teacher displays a globe beside a flat world map using the opening comparison slide and asks, “Which tool would help you find a continent fastest, and why?” Students turn and talk, then share one observation from the previous lesson about maps, symbols, or direction.

2. 5–13 min · Direct teaching: the seven continents. Teacher uses the seven-continent teaching slides and a classroom globe and world map to introduce Africa, Antarctica, Asia, Europe, North America, Australia, and South America. Model locating each continent, noting relative position and a simple feature such as size, climate, surrounding oceans, or nearby continents. Students track locations on the continent map and information sheet and repeat each name with a partner.

3. 13–23 min · Color-coded continent sort. Teacher gives pairs the cut-apart continent cards included in the continent map and information sheet and displays the card-sort directions slide. Students match each card to the correct location on their map, color the continent using the card’s color, and check their choices with a globe or wall map. Pause halfway for students to explain how they confirmed one placement.

4. 23–31 min · Globe and map comparison. Teacher rotates the globe and displays the globe-and-map comparison slide, modeling that a globe shows Earth’s curved shape and overall positions, while a flat map is easier to carry, label, and examine but may stretch or distort some areas. Students complete a two-column comparison on the continent map and information sheet and discuss: “What can a globe show more realistically? What can a flat map help us do quickly?”

5. 31–40 min · Read, locate, and summarize. Teacher directs students to the short nonfiction passage in the continent map and information sheet and models skimming the heading and first sentence to locate useful information. Students read independently or with a partner, underline key details, identify two main ideas, and answer questions by combining information from the passage and map. Students write a two- to three-sentence summary using the sentence frame, “The text explains that ____. One important detail is ____.”

6. 40–45 min · Share and exit check. Teacher displays the discussion and exit prompt slide and invites several students to share a map-based answer and one globe/map comparison. Students complete the final questions on the continent map and information sheet: name two continents, describe one location or feature, and explain one difference between a globe and a world map.

Resources

• Classroom globe
• Large wall world map or projected world map
• the Seven Continents teaching deck
• the continent map and information sheet
• Colored pencils or crayons in seven colors
• Pencils and highlighters
• Document camera or display screen
• Optional sticky notes for partner observations

Assessment

• During the sort, check whether students can locate continents without relying only on memorized order; ask, “What evidence on the map helped you?”
• Review comparison notes and passage responses for accurate details drawn from both visual and print sources.
• Use the final worksheet questions as an exit check. Students should correctly name at least five continents, provide one accurate location or feature, and explain a valid difference between a globe and map.

Differentiation

• Support students with a labeled reference map, continent name bank, color cues, and sentence starters such as “___ is located ___ of ___” and “A globe is different because ___.”
• Pair developing readers with supportive partners and allow the passage to be read aloud or accessed through text-to-speech. Preteach “continent,” “globe,” “map,” “curved,” and “distortion” with gestures and visuals.
• For students needing additional support, provide a partially labeled map and complete the first card placement together before independent work.
• Challenge students to explain why a mapmaker might choose a flat map for a particular task and to support the explanation with evidence from both sources.