Day 9: Capitals
Objective:
The student will develop map skills by locating Washington, D.C., the capital of the United States and Virginia on maps and globes
Materials:
![Picture](/uploads/2/1/5/3/21538466/4751897.gif?286)
Washington, D.C. Letter Card Sort
Globe
World Map
Large Post-It Notes
Marker
Floor Map from Day 7
Ping Pong Balls
Blank Maps of U.S.
Interactive Notebooks
Globe
World Map
Large Post-It Notes
Marker
Floor Map from Day 7
Ping Pong Balls
Blank Maps of U.S.
Interactive Notebooks
Events of Instruction:
- Distribute the letter cards for the Washington, D.C. sort
- Instruct students to work with their groups to determine what the letters spell
- After two minutes, provide the hint: "it is the capital of the United States"
- Ask if any groups know the answer
- Gather students for whole group instruction
- Begin a concept map on a giant sticky. At the center of the sticky, write the term, "Capital" connect the term with a line to the term, "Washington, D.C."
- Ask students, "What do you think the word capital means?"
- Write their definitions on the concept map
- Based on the concept map, students will be asked to identify what they think the capital of their home should be.
- Students will be asked what the capital of the school should be. Display a map of the school for ideas.
- Ask students to share their ideas and explain why they chose their specific locations.
- Define a capital as the place where the government of a country or state is located. It is where the leadership meets and makes decisions about laws.
- Display a map of the United States and ask several volunteers to place a sticky note where they think the capital is located.
- Reveal the location of Washington, D.C.
- Identify Richmond as the capital of Virginia
- Locate Richmond on the map
- Ask students to locate Richmond and D.C. on a globe.
- Locate D.C. on the floor map from Day 7. Place a star sticker on its location.
- Using the floor map, allow students to take turns throwing different numbered ping-pong balls from an indicated distance onto the map. If they miss, allow for a second try.
- Determine which ball was the closest to the capital
- Instruct students to return to their desks
- Distribute a blank map of the United States, and instruct students to locate and label the capitals of the U.S. and Virginia
- Instruct students to glue these maps into their interactive notebooks
Differentiation:
- In organizing groups, pair advanced students with students who may need additional assistance
- For students who need additional assistance, provide choices of capital locations on the blank U.S. map
- For students who finish early, instruct them to find the capitals of other states and identify these capitals on the blank U.S. map in their interactive notebooks.
Assessment:
- Students will develop a definition for a capital
- Students will determine the location of the U.S. capital
- Students will locate Washington, D.C. and Richmond on a blank U.S. map