Lesson Plan #1 - Introduction to Maps
Grade Level: 2nd Grade
I. Objectives
Virginia SOL Standard
2.6 (Social Studies) The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.
NCSS Theme: People Places and Environments or Individual Development & Identity
SWBAT Objective
· Student will be able to identify and locate a compass rose and legend/key on map
· Student will be able to make a map and include a title, map legend, and compass rose
Essential Questions:
What is a map?
What is included when making a map?
What are some map terms you need to know to read a map?
What is a compass rose? What is a legend?
II. Materials for Learning Activities
· Teacher will need: Book - There's a Map on my Lap! All about Maps, by Dr. Seuss, SMART board presentation with blown up maps, worksheet for students
· Students will need: Social studies journal, pencil/crayons, worksheet, clipboard
III. Procedures for Learning Activities
Introduction (7-10 minutes)
1. Teacher will gather students on rug for whole group instruction. Teacher will ask - Entry Question: What are maps? Who can tell us what we use maps for? Students will be given 30 seconds to turn and talk with their elbow partner to answer question. Teacher will call on a few students to give their responses.
2. Students have already taken pre-test. Teacher will have made notes from pre-test.
3. Teacher will read book (There's a Map on my Lap! All About Maps). Teacher will ask follow up questions: What are some ways we use maps? When was the last time you or someone in your family used a map? Students will be asked to turn and talk for 15 seconds and then will have opportunity to discuss their answers with the class.
Instructional strategies (10-15 minutes)
1. Teacher will review book as stated above. Teacher will show interactive map slide on SMART board. Students will be asked to make observations of the map (color, features, etc.) Teacher will ask students to point out features of map and give descriptions of their importance. Teacher will ask students to list features and come point to: title, map legend, compass on map.
2. Students will share ideas about maps and features (Teacher can assess students prior knowledge with their responses and take notes). Teacher can scaffold descriptions and give more details of feature.
3. Teacher will hand out worksheet for students to complete. Directions will be given to students to work individually at their seats. Students will cut worksheet and paste into their social studies journal. They will draw features to correspond with picture to help them remember vocabulary. Students will work in their social studies journal. Teacher will circulate room to observe students and check for understanding. Teacher can ask questions to reinforce lesson: What does a compass rose tell us? Why is it important to have a map legend?
4. Students will glue worksheet in social studies journal. Students will draw simple map of classroom below worksheet and demonstrate that they understand the usage of each map feature. Students will be given time to walk around classroom to make notes and write down details of classroom features.
5. Teacher will circulate classroom and take anecdotal notes for understanding and/or misconceptions of features of map.
6. If students finish early they can draw a simple map on the next clean page of their journal using the map features they have learned in the lesson. They can choose to draw a map of any place they choose. Students can look for maps around the classroom and think more about when they might have used a map and why?
Summary (3-5 minutes)
1. Teacher will ask students to come to rug for closure. Optional: Exit Ticket can be given at this time. Students will be asked what is a map? What can we use maps for? Why are maps important? (Extension for next lesson)
IV. Assessment
Formative:
Teacher will take notes of any misconceptions during read-aloud and activity. Teacher will check for understanding through observation and anecdotal notes. Teacher will ask for questions or comments related to maps.
Teacher will have student's activity worksheets to assess for map objectives. Optional: Teacher can make short exit ticket for students to assess whether students can label title, legend, and compass rose on blank map.
V. Differentiation and Accommodations
Differentiation
· This lesson plan appeals to visual learners who are able to view the maps on the SMART board as well as examples of maps (hand-outs) - Auditory learners (reading of book and teacher explanations), interpersonal learners (sharing during turn and talk, discussion of maps) - kinesthetic learners (activity worksheet) - linguistic learners (building on vocabulary). It can be adapted to emphasize one learning style or another depending on the students in the class.
· Lesson uses engaging teaching techniques (discussion, cooperative learning)
Accommodations
· Students who need extra help with the activity can work with partners rather than individually. Teacher can read directions to students step-by-step. Teacher can provide examples of "real" maps to students.
· Because many students speak English as their second language this lesson can be used as a simple introduction due to not many concepts being presented (too quickly) and then teacher can continue to build on map knowledge and vocabulary.
VI. Technology
SMART board to project map slide
I. Objectives
Virginia SOL Standard
2.6 (Social Studies) The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.
NCSS Theme: People Places and Environments or Individual Development & Identity
SWBAT Objective
· Student will be able to identify and locate a compass rose and legend/key on map
· Student will be able to make a map and include a title, map legend, and compass rose
Essential Questions:
What is a map?
What is included when making a map?
What are some map terms you need to know to read a map?
What is a compass rose? What is a legend?
II. Materials for Learning Activities
· Teacher will need: Book - There's a Map on my Lap! All about Maps, by Dr. Seuss, SMART board presentation with blown up maps, worksheet for students
· Students will need: Social studies journal, pencil/crayons, worksheet, clipboard
III. Procedures for Learning Activities
Introduction (7-10 minutes)
1. Teacher will gather students on rug for whole group instruction. Teacher will ask - Entry Question: What are maps? Who can tell us what we use maps for? Students will be given 30 seconds to turn and talk with their elbow partner to answer question. Teacher will call on a few students to give their responses.
2. Students have already taken pre-test. Teacher will have made notes from pre-test.
3. Teacher will read book (There's a Map on my Lap! All About Maps). Teacher will ask follow up questions: What are some ways we use maps? When was the last time you or someone in your family used a map? Students will be asked to turn and talk for 15 seconds and then will have opportunity to discuss their answers with the class.
Instructional strategies (10-15 minutes)
1. Teacher will review book as stated above. Teacher will show interactive map slide on SMART board. Students will be asked to make observations of the map (color, features, etc.) Teacher will ask students to point out features of map and give descriptions of their importance. Teacher will ask students to list features and come point to: title, map legend, compass on map.
2. Students will share ideas about maps and features (Teacher can assess students prior knowledge with their responses and take notes). Teacher can scaffold descriptions and give more details of feature.
3. Teacher will hand out worksheet for students to complete. Directions will be given to students to work individually at their seats. Students will cut worksheet and paste into their social studies journal. They will draw features to correspond with picture to help them remember vocabulary. Students will work in their social studies journal. Teacher will circulate room to observe students and check for understanding. Teacher can ask questions to reinforce lesson: What does a compass rose tell us? Why is it important to have a map legend?
4. Students will glue worksheet in social studies journal. Students will draw simple map of classroom below worksheet and demonstrate that they understand the usage of each map feature. Students will be given time to walk around classroom to make notes and write down details of classroom features.
5. Teacher will circulate classroom and take anecdotal notes for understanding and/or misconceptions of features of map.
6. If students finish early they can draw a simple map on the next clean page of their journal using the map features they have learned in the lesson. They can choose to draw a map of any place they choose. Students can look for maps around the classroom and think more about when they might have used a map and why?
Summary (3-5 minutes)
1. Teacher will ask students to come to rug for closure. Optional: Exit Ticket can be given at this time. Students will be asked what is a map? What can we use maps for? Why are maps important? (Extension for next lesson)
IV. Assessment
Formative:
Teacher will take notes of any misconceptions during read-aloud and activity. Teacher will check for understanding through observation and anecdotal notes. Teacher will ask for questions or comments related to maps.
Teacher will have student's activity worksheets to assess for map objectives. Optional: Teacher can make short exit ticket for students to assess whether students can label title, legend, and compass rose on blank map.
V. Differentiation and Accommodations
Differentiation
· This lesson plan appeals to visual learners who are able to view the maps on the SMART board as well as examples of maps (hand-outs) - Auditory learners (reading of book and teacher explanations), interpersonal learners (sharing during turn and talk, discussion of maps) - kinesthetic learners (activity worksheet) - linguistic learners (building on vocabulary). It can be adapted to emphasize one learning style or another depending on the students in the class.
· Lesson uses engaging teaching techniques (discussion, cooperative learning)
Accommodations
· Students who need extra help with the activity can work with partners rather than individually. Teacher can read directions to students step-by-step. Teacher can provide examples of "real" maps to students.
· Because many students speak English as their second language this lesson can be used as a simple introduction due to not many concepts being presented (too quickly) and then teacher can continue to build on map knowledge and vocabulary.
VI. Technology
SMART board to project map slide