Lesson Plan #2 - Begin to Construct (Me on MAP)
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.
2.15 (Mathematics) The student will a) draw a line of symmetry in a figure
2.9 (Fine Arts) The student will create works of art from observation.
NCSS Theme: People Places and Environments or Individual Development & Identity
SWBAT Objective
· Student will be able to recognize why maps are important
· Student will be able to understand positionality and compare smaller location to larger location.
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?
Why are maps important in our lives?
II. Materials for Learning Activities
· Teacher will need: Book - Me on the Map, by Joan Sweeny, activity worksheet for students
· Students will need: Construction paper, pencil/crayons/markers, scissors, worksheets to cut out
III. Procedures for Learning Activities
· Introduction (5-7 minutes)
1. Teacher will gather students for whole group instruction on rug. Entry Question: Why are maps important in our lives? What do maps help us with? Students will be given 30 seconds to turn and talk with their elbow partner to answer question. Students will share with the class their thoughts and ideas. Teacher will take note of students remembering previous lesson/using map terminology. Teacher will read book (Me on the Map).
2. Students will be asked: Where are we? What city do we live in? What state do we live in? and so on after reading of book? Why is it important to know where we are located? How do maps help us find location? Student answers will assess idea of positionality.
Instructional strategies (15-20 minutes)
1. Teacher will review book as stated above. Students will be asked to explain idea of book (expected response: how character is moving from a small location (her bedroom) to a larger location (the Earth)).
2. Teacher will show map slide on SMART board. Teacher will ask students to point out our country (United States), our state (Virginia), our county/city, and our school. Students will make observations of map and explain features of map (connection to previous lesson). Teacher will ask students to come and point to title, map legend, and compass on map (if applicable).
3. Students will be asked to turn and talk about why maps are important? Teacher should observe students for understanding and make anecdotal notes of individual responses.
4. Teacher will give directions for me on map activity and show example of final product. Students will be able to ask for questions if need for clarification. (Optional: Teacher can make sample product for students)
5. Students will work individually to complete their Me on Map booklet. Students will be provided with cut out circles for each layer and will label each circle themselves. Students will be asked to make comparisons of the school to the city, city to the state, the state to the country, and so on (which is bigger? smaller?). Students will have option to start the first layer using their home or their school.
6.Teacher can ask questions to reinforce lesson: Is their home/school bigger or smaller than the city? What makes you think that? How do maps help us in figuring out where we are located? Teacher will circulate classroom and assist students if need (scaffold activity for students who need assistance). Teacher will make anecdotal notes, observe students during activity and check for understanding.
Summary (3-5 minutes)
1. Teacher will ask students to come to rug for whole group instruction and closure. Teacher will ask a few students to share their projects. Students should share each layer (starting from their home/school).
2. Teacher can share google Earth resource with students. Zoom in to areas close to school and zoom out to the a larger picture of the earth/continent.
3. Teacher will ask students to think about why maps are important? Optional: Exit Ticket can be given at this time. Students will be asked name 3 features of a map (could ask to name as many as they can remember) 2 ways we use maps, and what is included when making a map? (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 mapping activity.
Teacher will have student's Me on the Map activity creation to assess for objectives. Optional: Teacher can make short exit ticket for students to assess whether students can recognize their positionality. (ex. Where do I live? - acceptable answers: in my house, name of street, which continent, which state, etc).
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) kinesthetic learners (Me on Map activity worksheet). 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 (ample opportunity for scaffolding). Teacher can provide examples of completed Me on the Map work from previous students (make own example if student work not applicable). Teacher may rotate and work directly with group of students who are in need of additional assistance or guidance.
VI. Technology
SMART board will be used to project map
Virginia SOL Standard
2.6 (Social Studies) The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.
2.15 (Mathematics) The student will a) draw a line of symmetry in a figure
2.9 (Fine Arts) The student will create works of art from observation.
NCSS Theme: People Places and Environments or Individual Development & Identity
SWBAT Objective
· Student will be able to recognize why maps are important
· Student will be able to understand positionality and compare smaller location to larger location.
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?
Why are maps important in our lives?
II. Materials for Learning Activities
· Teacher will need: Book - Me on the Map, by Joan Sweeny, activity worksheet for students
· Students will need: Construction paper, pencil/crayons/markers, scissors, worksheets to cut out
III. Procedures for Learning Activities
· Introduction (5-7 minutes)
1. Teacher will gather students for whole group instruction on rug. Entry Question: Why are maps important in our lives? What do maps help us with? Students will be given 30 seconds to turn and talk with their elbow partner to answer question. Students will share with the class their thoughts and ideas. Teacher will take note of students remembering previous lesson/using map terminology. Teacher will read book (Me on the Map).
2. Students will be asked: Where are we? What city do we live in? What state do we live in? and so on after reading of book? Why is it important to know where we are located? How do maps help us find location? Student answers will assess idea of positionality.
Instructional strategies (15-20 minutes)
1. Teacher will review book as stated above. Students will be asked to explain idea of book (expected response: how character is moving from a small location (her bedroom) to a larger location (the Earth)).
2. Teacher will show map slide on SMART board. Teacher will ask students to point out our country (United States), our state (Virginia), our county/city, and our school. Students will make observations of map and explain features of map (connection to previous lesson). Teacher will ask students to come and point to title, map legend, and compass on map (if applicable).
3. Students will be asked to turn and talk about why maps are important? Teacher should observe students for understanding and make anecdotal notes of individual responses.
4. Teacher will give directions for me on map activity and show example of final product. Students will be able to ask for questions if need for clarification. (Optional: Teacher can make sample product for students)
5. Students will work individually to complete their Me on Map booklet. Students will be provided with cut out circles for each layer and will label each circle themselves. Students will be asked to make comparisons of the school to the city, city to the state, the state to the country, and so on (which is bigger? smaller?). Students will have option to start the first layer using their home or their school.
6.Teacher can ask questions to reinforce lesson: Is their home/school bigger or smaller than the city? What makes you think that? How do maps help us in figuring out where we are located? Teacher will circulate classroom and assist students if need (scaffold activity for students who need assistance). Teacher will make anecdotal notes, observe students during activity and check for understanding.
Summary (3-5 minutes)
1. Teacher will ask students to come to rug for whole group instruction and closure. Teacher will ask a few students to share their projects. Students should share each layer (starting from their home/school).
2. Teacher can share google Earth resource with students. Zoom in to areas close to school and zoom out to the a larger picture of the earth/continent.
3. Teacher will ask students to think about why maps are important? Optional: Exit Ticket can be given at this time. Students will be asked name 3 features of a map (could ask to name as many as they can remember) 2 ways we use maps, and what is included when making a map? (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 mapping activity.
Teacher will have student's Me on the Map activity creation to assess for objectives. Optional: Teacher can make short exit ticket for students to assess whether students can recognize their positionality. (ex. Where do I live? - acceptable answers: in my house, name of street, which continent, which state, etc).
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) kinesthetic learners (Me on Map activity worksheet). 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 (ample opportunity for scaffolding). Teacher can provide examples of completed Me on the Map work from previous students (make own example if student work not applicable). Teacher may rotate and work directly with group of students who are in need of additional assistance or guidance.
VI. Technology
SMART board will be used to project map