Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
Grade 01 Social Studies Unit 07 Exemplar Lesson 02: Exploring Maps and Globes
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students identify a globe as a model of the Earth. They interact with maps and globes to locate land
masses (continents) and oceans. Some of the concepts in this unit were introduced in Unit 5. This lesson provides a
more detailed study of these concepts.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.4
Geography. The student understands the relative location of places. The student is expected
to:
1.4A Locate places using the four cardinal directions.
1.5
Geography. The student understands the purpose of maps and globes. The student is
expected to:
1.5A Create and use simple maps such as maps of the home, classroom, school, and
community.
1.5B Locate places of significance on maps and globes such as the local community, Texas, and the United States.
1.6
Geography.
The student understands various physical and human characteristics of the environment. The student is
expected to:
1.6A Identify and describe the physical characteristics of place such as landforms, bodies of
water, natural resources, and weather.
1.6B Identify examples of and uses for natural resources in the community, state, and nation.
Social Studies Skills TEKS
1.17
Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
1.17B Obtain information about a topic using a variety of valid visual sources such as pictures,
symbols, electronic media, maps, literature, and artifacts.
1.18
Social studies skills. The student communicates in oral, visual, and written forms. The
student is expected to:
Last Updated 04/23/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
1.18A Express ideas orally based on knowledge and experiences.
1.18B Create and interpret visual and written material.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Social Studies Unit 07 PI 02
Using a blank map of a community, add physical characteristics to the map, including landforms, bodies of water, and natural
resources. Exchange maps with a classmate and use social studies terms to ask and answer questions and explain the physical
characteristics of the place. Use cardinal directions to tell about the relative location of characteristics on the map using cardinal
directions.
Standard(s): 1.4A , 1.5A , 1.6A , 1.17B , 1.18A
ELPS ELPS.c.3E
Key Understandings
People use maps and globes to communicate about the physical characteristics of places.
– What is a map?
– What is a globe?
– How is land indicated on a map or globe?
– How is water indicated on a map or globe?
– How do maps help us communicate about the physical characteristics of place?
– How does the compass rose help determine direction?
– How does a map key help determine specific landforms?
– What landforms and bodies of water are found on Earth?
Vocabulary of Instruction
physical characteristics
continent
plain
valley
desert
ocean
landforms
coast
bodies of water
lake
mountain
hill
river
pond
Materials
2D and 3D math manipulatives, including a circle and a sphere.
A map of the Earth that includes a compass rose.
A map that is specific to the local community with details that students will recognize (for example, a nearby lake,
river, or a landform they may have seen)
An atlas to show detailed maps from a number of different places all over the world
Ball
Compass
Floor map of North America (optional)
Globe
Map that includes the North Hemisphere
Our Earth Word Journals (see Advance Preparation) one per student
Picture of the solar system or a 3-D mobile of the solar system
Piece of paper shaped like a circle
A computer with access to virtual maps/GIS
Blank map of a community , 8 ½ X 11 or similar size
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Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Maps and Globes Cloze Activity (1 per student)
Teacher Resource: Sample Word Journal Page
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson, including the purpose for maps and globes.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Become familiar with the content and procedures for this lesson.
5. Select appropriate sections of the textbook and other classroom materials to support the learning in this lesson.
6. Display vocabulary words on a “word wall” to be used during the lesson. Clip Art pictures to accompany words
would be helpful for vocabulary development.
7. Gather picture books to use with lesson.
8. Schedule computer lab time for Day 4 if desired.
9. Consider downloading Google Earth or ask the IT person on your campus to download it. Explore Google Earth
before Day 4 of this lesson.
10. Prepare a word journal for each student. Our Earth Word Journals should be made of several 8­1/2 x 11 “Word
Journal Pages” for the inside pages with a white construction paper cover. For the cover, cut an 18 x 12 sheet of
construction paper in half, lengthwise. Fold the paper in half to create a cover that opens on the right. Word
Journal Pages can be slipped into the cover and stapled on the left side. (The teacher decides on the number of
words and which words from the unit to include in the Word Journal. Clip art can be provided as well.)
11. Prepare materials as needed.
Background Information
A map ‒ is a two­dimensional representation of the world. A globe is a three­dimensional representation of the world. (A map is a
“flattened” globe.)
A globe ‒ is a round model of the Earth.
The Four Cardinal Directions - are North, South, East and West.
Physical characteristics of places ‒ are features such as landforms, bodies of water, natural resources, natural hazards, and weather.
These result from climatic and tectonic processes. (Definition from The Social Studies Center)
Forces within the Earth (tectonic) - cause volcanic activity and earthquakes, which result in mountains and other natural features of the
landscape. Climate, including effects of temperature, precipitation, and wind, also shape the physical characteristics of places.
Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of
Last Updated 04/23/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance
Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the
Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
ENGAGE ‒ Introduce three­dimensional globe
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1 ‒ 7 minutes
1. Display a picture of the solar system (or a 3-D mobile of the solar
system).
Materials:
picture of the solar system or a 3-D
mobile of the solar system
piece of paper shaped like a circle
ball
globe
2. Students share prior knowledge about the solar syste. Possible
information could include:
The solar system is made up of planets. Point to and
name each of the planets. Identify Earth as our home
planet. If we were in outer space looking at the planets
Earth would be shaped like a round ball.
Why doesn’t it look like a round ball in the picture?
Purpose:
Learn the globe is a model of the Earth.
3. The picture is two-dimensional. Display the piece of paper shaped like a
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
circle. This circle is two-dimensional. Our Earth is round like a ball. It is threedimensional. Display the ball. The ball is three-dimensional.
1.18B
Instructional Note:
4. Display a globe. This globe is three-dimensional. It is a model of the Earth.
Globes and maps were briefly
introduced in Unit 5.
The Social Studies textbook should
have a thorough introduction to maps
and globes that can also be used as
a resource.
This is a model of what the Earth looks like in space.
EXPLORE – Discover globes and maps
Suggested Day 1 continued - 10 minutes
1. Continue to display the globe.
Materials:
2. Students share their observations about the globe.
If necessary, ask questions such as the following to guide the
observations:
What do the blue parts represent? (water) What do
the other parts, the green and brown parts,
represent? (land)
What are the masses of land called? (continents)
How many continents are there? Count them. (seven)
What is between most of the continents? (oceans)
Which one is the continent we live on? Point to North
America. (Some students may recall it was in the
PowerPoint in the previous lesson.)
Point to the United States, Texas, and your local
community.
Last Updated 04/23/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
Globe
2D and 3D math manipulatives, including a
circle and a sphere.
Purpose:
Learn that globes and maps represent the Earth or parts
of the Earth.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A; 1.18B
Instructional Note:
If desired, tape or velcro labels to the
globe.
An alternative activity could be to use an
inflatable globe and play “globe toss” and
page 4 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
3. Ask a volunteer to stand beside the globe.
4. With eyes closed, give the globe a slight spin. Then, place one finger on
identify water, continents, mountains, etc.,
where their hands are when they catch the
globe.
Venn Diagram
the globe to stop it from spinning. Did the student’s finger land on water or
land? It most likely landed on water because over 70 percent of the Earth is
covered with water.
5. Repeat more than once to show the probability that the student’s finger
will land on water.
6. Display a map of the Earth. Facilitate a discussion to discern the
differences between the map and globe, 2-D and 3-D. (The major difference
between a map and a globe is the map is two dimensional and the globe is
three dimensional.)
7. Draw or display a very simple Venn diagram. Label the two sides with the
words “map” and “globe”.
8. Students verbalize the difference between a map and a globe.
How are maps and globes alike? (They both show
oceans, land, continents, and countries.)
9. Point to a variety of features on the globe and the map. Depending on the
specific globe and map you are using, some also show landforms and
most show other bodies of water.
10. Add appropriate information to the Venn diagram as “show places” or
more specific information if there is space.
EXPLAIN – Cloze Activity
Suggested Day 1 continued ‒ 13 minutes
1. Read each definition from the Handout: Maps and Globes Cloze
Activity to the students.
Attachments:
2. Students turn and talk to a partner to share the correct answer.
Handout: Maps and Globes Cloze
Activity (1 per student)
3. Students share the correct answer with the class.
4. Distribute Handout: Maps and Globes Cloze Activity to
students.
Purpose:
Demonstrate knowledge of new vocabulary.
5. Again, read each definition to the students. Students choose words TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
from the Word Bank to fill in the blanks to complete the sentences. 1.18B
6. After each student writes answers independently, students
compare with a partner and talk about any differences they find in
their answers.
ENGAGE – Maps
Suggested Day 2 ‒ 5 minutes
1. Display a map of the Northern Hemisphere that shows a compass
rose, landforms, and bodies of water. Review with students names
of appropriate features.
Materials:
Map that includes the Northern
Hemisphere
2. Point to the Northern Hemisphere and name it as well as other
features of the globe.
Last Updated 04/23/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
3. Next, point to the United States and ask students to name it.
4. Then point to Texas and the local community.
This map is similar to the globe because we were able to
find some of the same locations.
Purpose:
Discover how similar items can be located on a map
and globe.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
Instructional Note:
Note that the term Northern Hemisphere is not
required of students in grade 1. Hearing the
terminology will help students build geographic
vocabulary and understanding as well as help
students move toward that difficult, abstract
understanding that the local community is within the
state, which is in the country, which is on the
continent, etc.
EXPLORE – Look at a variety of maps
Suggested Day 2 continued ‒ 10 minutes
1. Examine the map closely and look for physical characteristics:
landforms and bodies of waters. Ask these or similar questions to
draw attention to the details on the map.
Materials:
Are there mountains or valleys?
Do you see the coastline, where the water meets the
land?
Where are there deserts and plains?
Where is there a river?
Are there streams?
Do you see a lake?
2. Many maps have a key that shows the symbols used on the map and what
The same or a similar map that shows a
variety of landforms and bodies of
water, not of the local community and
surrounding areas
A map that is specific to the local
community with details that students will
recognize (for example, a nearby lake,
river, or a landform (like Enchanted
Rock) they may have seen)
An atlas to show detailed maps from a
number of different places all over the
world
they represent. Locate the key.
What does this map key show? (the symbols used on the
map)
Why is the key useful? (helps know what the symbols mean)
3. Display the map of the local community and surrounding areas.
What does this map show?
Are there places you recognize?
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
Purpose:
Examine a variety of maps to discover similarities
and differences in the way landforms and bodies of
water are shown and the ways the map key is used.
Instructional Note:
4. Continue to examine the map to find landforms, bodies of water, and other
familiar items.
5. Look at the map key.
Ask:
Is this key like the one on the previous map?
What does this map key show?
Why is the key useful?
6. Display an atlas. Show several different maps, including maps from different
Last Updated 04/23/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
Check with the local chamber of
commerce for maps of the local area.
Questions in this Explore section are
used as a guide to explore the various
tools found on maps. Questions should
be adapted to go with the maps you
have chosen to display.
An alternative arrangement for this
activity could involve several centers,
with one center being the teacher
talking to small groups and using a map
that is already labeled so all students
page 6 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
parts of the world. Look for similarities and differences in the map examined
can easily see the map and labels.
Other group activities that could be
done while the teacher is working with
map instruction are 1) map puzzle; 2)
globe exploration (label with dry erase
marker or Velcro); 3) coloring activity
(color all water blue; land green; outline
lakes and streams, etc.)
previously and those in the atlas. Ask the same or similar questions to include
landforms, bodies of water, and the map key.
EXPLAIN – Our Earth Word Journals
Suggested Day 2 continued ‒ 15 minutes
1. Distribute Our Earth Word Journals. Students may decorate the
cover of the Word Journal with an appropriate illustration that
represents the lesson.
Materials:
Our Earth Word Journals (see Advance
Preparation) one per student
2. Suggested vocabulary for Our Earth Word Journals:
map
globe
landforms
ocean
continent
atlas
map key
Purpose:
Demonstrate understanding of newly acquired
vocabulary by writing definitions, using the word in a
sentence, and drawing a picture.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
3. Teacher decides how many and which words to be included in the Our Earth
Word Journal. Other words can be used.
Instructional Note:
Time may only allow for 2 -4 words to be added the
Our Earth Word Journal. Additional words can be
added at a later time.
ENGAGE – Cardinal Directions
Suggested Day 3 ‒ 8 minutes
1. Display the classroom globe.
Materials:
Point to the top of the
what that point on the
Point to the bottom of
what that point on the
globe and ask if students know
globe is called. (the North Pole)
the globe and ask if students know
globe is called. (the South Pole)
2. The words north and south tell direction.
Directions help tell where something is located.
What other direction words do we use? (east and west)
These words are known as the cardinal directions. They
are north, south, east, and west.
Classroom globe
A map of the Earth that includes a
compass rose
Compass
Purpose:
Introduce cardinal directions.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
Instructional Note:
3. Display the compass.
4. Use a document camera if available so that all students may see the
compass at the same time.
5. Move the compass slightly to show how the needle moves.
6. Locate the north, south, east, and west sides of the classroom using the
compass.
Last Updated 04/23/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
Take the compass along when the
class goes to locations in the school.
For example, determine if the direction
of the library in relation to the
classroom.
If time, you may wish to provide
students an opportunity to explore
compasses. One way may be to play a
game. Divide students into several
page 7 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
teams. Give each team a compass.
Then, give directions such as, “Walk
five steps to the east.”
Many textbooks provide good
information to help in teaching cardinal
directions. Throughout the discussions,
the teacher models statements using
the TODAL strategy so students
recognize required parts of a map and
learn about geographic concepts:
T – Title (of the map)
O – Orientation (where north is)
D – Date (of the map’s creation)
A – Author (of the map)
L – Legend components
EXPLORE – Compass Rose and Cardinal Directions
Suggested Day 3 continued ‒ 7 minutes
1. Display the map of the Earth. Point to the compass rose.
Students will access prior learning and tell the purpose of the
compass rose. The compass rose is a tool used to tell where
something is located or give directions.
Materials:
Floor map of North America (optional)
Map of the Earth that includes a
compass rose
Map of the local community and
surrounding areas
2. Ask questions that will allow students to use the cardinal directions
found on the compass rose in their answers. Ask questions such
as these:
What ocean is west of the United States? (Pacific)
What ocean is east of the United States? (Atlantic)
Is Antarctica north or south on the globe? (south)
What state is east of Texas? (Louisiana)
What country is just south of Texas? (Mexico)
Purpose:
Use cardinal directions and compass rose to
describe direction.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
3. Display the map used previously of the local community and surrounding
areas. Ask questions specific to the map that will require students to use the
cardinal directions in the answer. For example: What city is just west of Dallas?
(Ft. Worth)
Instructional Note
Consider showing an “upside­down” map where
south and north are inverted to demonstrate the
importance of the compass rose.
compass rose
EXPLAIN – Add to Our Earth Word Journals
Suggested Day 3 continued ‒ 15 minutes
1. Distribute Our Earth Word Journals. (Use the Teacher Resource:
Sample Word Journal Page or other design to create journal
pages for the journals.)
Materials:
Our Earth Word Journals
2. Students add vocabulary words to their journals.
3. Suggested vocabulary words from this section of the lesson:
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Attachments
page 8 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
compass rose
cardinal directions
north
south
east
west
Teacher Resource: Sample Word
Journal Page
Purpose:
Demonstrate understanding of newly acquired
vocabulary by writing definitions, using the word in a
sentence and drawing a picture.
4. When students have completed this task, they will exchange their word
journals with a partner. They will read one another’s definition and look at the
picture.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
5. Teacher circulates and comments on word journal work.
ENGAGE – Use technology to learn about maps
Suggested Day 4 ‒ 5 minutes
1. Use online software to access virtual maps and GIS.
Materials:
2. Demonstrate how to use the north, south, east, and west arrows to
manipulate the map/globe.
3. Use the plus/minus tool to zoom in and out. By zooming in, the
view will go from the North American continent to the United
States. Guide it to zoom in on Texas and then your local
community.
Computer with access to virtual
maps/GIS
Purpose:
Demonstrate how technology can be used to learn
about maps and globes.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
Instructional Note:
Prior to the lesson, become familiar with
Google Earth or other GIS package
used. If a Smart Board is available, it
will make this lesson more interactive.
EXPLORE – Find landforms and bodies of water
Suggested Day 4 continued ‒ 10 minutes
1. Demonstrate how to find landforms and bodies of water in and
around the local community and other areas of Texas.
Materials:
Look for:
a continent
an ocean
mountains
hills
plains
valleys
deserts
the coast
lakes
rivers
ponds
Last Updated 04/23/13
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Computer with access to virtual
maps/GIS
Purpose:
Locate landforms and bodies of water using a GIS or
Google Earth.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
Instructional Note:
If possible, this activity should be
conducted in the computer lab so that
students have hands on experience
using GIS or Google Earth to learn
page 9 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
about maps and globes.
EXPLAIN – Tell how technology helps us learn
Suggested Day 4 continued ‒ 5 minutes
1. Students turn and talk to a partner telling how technology can help
us learn about maps and globes.
Materials:
Our Earth Word Journals
2. Students add another page to their Our Earth Word Journal
defining Google Earth and illustrating one of the screen shots.
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
ELABORATE – Bringing it all together
Suggested Day 4 continued ‒ 10 minutes
1. Facilitate a discussion that focuses on Key Understandings and
Guiding Questions:
TEKS: 1.4A; 1.5A; 1.5B; 1.6A; 1.6B; 1.17B; 1.18A;
1.18B
People use maps and globes to communicate about the
physical characteristics of place.
What is a map?
What is a globe?
How is land indicated on a map or globe?
How is water indicated on a map or globe?
How do maps help us communicate about the
physical characteristics of place?
How does the compass rose help determine
direction?
How does a map key help determine specific
landforms?
What landforms and bodies of water are found on
Earth?
EVALUATE – Using maps and globes
Grade 01 Social Studies Unit 07 PI 02
Using a blank map of a community, add physical characteristics to the map,
including landforms, bodies of water, and natural resources. Exchange maps
with a classmate and use social studies terms to ask and answer questions
and explain the physical characteristics of the place. Use cardinal directions to
tell about the relative location of characteristics on the map using cardinal
directions.
Standard(s): 1.4A , 1.5A , 1.6A , 1.17B , 1.18A
ELPS ELPS.c.3E
Suggested Day 5 continued ‒ 30 minutes
Materials:
Blank map of a community, 8 ½ X 11 or
similar size
Purpose:
Determine mastery of students’ ability to use maps
and globes.
TEKS: 1.4A; 1.5A, 1.6A; 1.17B; 1.18A
1. Students create their maps.
2. Students exchange maps with a partner.
Use social studies terms to ask and answer questions.
Explain the physical characteristics of the place.
Use cardinal directions to tell about the relative location of
characteristics on the maps using cardinal directions.
3. It may be helpful to provide sentence stems for students to use. Examples
include:
There is a lake in the ____ part of the map.
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page 10 of 13 Grade 1
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
Mountains are _____ of the lake.
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Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 11 of 13 Grade 1
Social Studies
Unit: 07 Lesson: 02
Maps and Globes Cloze Activity
Fill in the blank with words from the Word Bank.
1. A __________________ is a 3D model of the Earth.
2. Most of the surface of the Earth is covered with ________________.
3. A large mass of land on a map or globe is a ___________________.
4. The name of our planet is _________________________________.
5. Between the continents are large bodies of water known as
________________________.
6. A two dimensional representation of the Earth is a _______________.
Word Bank
©2012, TESCCC
map
Earth
water
oceans
globe
continent
10/11/12
page 1 of 1
Grade 1
Social Studies
Unit: 07 Lesson: 02
Sample Word Journal Page
Word:
Definition:
Picture:
Sentence:
©2012, TESCCC
10/12/12
page 1 of 1