Lesson Plan #5 - Connecting the Pieces (Assessing Map Skills)
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.
2.5 (Science) The student will investigate and understand that living things are part of a system.
a) living organisms are interdependent with their living and nonliving surroundings;
c) habitats change over time due to many influences
2.11 (Writing) The student will write stories, letters, and simple explanations.
a) Generate ideas before writing
b) Organize writing to include a beginning, middle, and end
NCSS Theme: People Places and Environments, Individual Development & Identity, Global Connections
SWBAT Objective
· Students will recognize that a map shows a pictorial representation of a place and that different maps are used for various reasons
· Students will be able to create a map to show how we use maps and why we need them
Essential Questions:
What is included when making a map?
What are important features of maps?
Why are maps important in our lives?
II. Materials for Learning Activities
· Teacher will need: Book - Pen/Marker, White Board, rubric for students
· Students will need: Social studies journal, pencil/crayons/markers, glue, construction paper, clay (optional), copy of rubric
III. Procedures for Learning Activities
· Introduction (3-5 minutes)
1. Teacher will gather students for whole group instruction on rug to give directions on final assignment. Teacher will remind students that we have been learning about what maps are, the different features of maps, why maps are important, and how we use maps in our daily lives.
Instructional strategies (20-25 minutes)
1. Introduction to lesson activity will be given as stated above. Students will be given directions and the rubric for the project. (See attached). Students will be given directions that they may use any materials that are provided (see material list) to make their own maps. They will have the option to create a map of their own chosen location. Teacher will remind students that their maps should represent how their location looks at present time. (Extension: Students may repeat this project later in the year to continue addressing that habitats change over time)
2. Students will be given the opportunity to ask questions about the assignment before heading back to their seats. Students will work individually at their seats completing map project. They will have to time to brainstorm and construct their project.
3. Teacher will circulate room making observations of students on task and checking for understanding. Teacher will also remind students to refer back to direction sheet to make sure they are including everything stated on rubric. Teacher will assist students if necessary.
4. Students will work on project for remaining time. Teacher may gather small group of students for further instruction or assistance, if necessary.
Summary (3-5 minutes)
1. At the end of the lesson teacher will ask students to come to rug for closure. Students will be asked if they need more time. Teacher may ask a few students to share their project. Students will be given more time to complete their project (next class/take home). Teacher will ask closure questions: Why are maps important? What do maps tell us? What are some features (of your own) maps that are different than _______ map? Teacher will wrap up and students will be asked to clean up.
IV. Assessment
Formative:
Teacher will take notes of any misconceptions during activity. Teacher will check for understanding through observation and anecdotal notes.
Teacher will have student's social studies journal to check for their exploration and reflections for understanding of concept to assess for objectives. Optional: Teacher can make short exit ticket for students to assess whether students recognize various maps and their purpose.
V. Differentiation and Accommodations
Differentiation
· This lesson plan appeals to visual learners who are able to see the written directions. - Auditory learners (teacher explanations) kinesthetic learners (creating map). Students are able to draw pictures or make models for their project. It can be adapted to emphasize one learning style or another depending on the students in the class.
Accommodations
· Students who need extra help with the activity can ask for teacher assistance. Teacher can read directions to students step-by-step (ample opportunity for scaffolding). Teacher may rotate and work directly with group of students who are in need of additional assistance or guidance. Teacher may also provide student examples of previous work or have teacher made example.
VI. Technology
Technology will not be used for this lesson.
Virginia SOL Standard
2.6 (Social Studies) The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.
2.5 (Science) The student will investigate and understand that living things are part of a system.
a) living organisms are interdependent with their living and nonliving surroundings;
c) habitats change over time due to many influences
2.11 (Writing) The student will write stories, letters, and simple explanations.
a) Generate ideas before writing
b) Organize writing to include a beginning, middle, and end
NCSS Theme: People Places and Environments, Individual Development & Identity, Global Connections
SWBAT Objective
· Students will recognize that a map shows a pictorial representation of a place and that different maps are used for various reasons
· Students will be able to create a map to show how we use maps and why we need them
Essential Questions:
What is included when making a map?
What are important features of maps?
Why are maps important in our lives?
II. Materials for Learning Activities
· Teacher will need: Book - Pen/Marker, White Board, rubric for students
· Students will need: Social studies journal, pencil/crayons/markers, glue, construction paper, clay (optional), copy of rubric
III. Procedures for Learning Activities
· Introduction (3-5 minutes)
1. Teacher will gather students for whole group instruction on rug to give directions on final assignment. Teacher will remind students that we have been learning about what maps are, the different features of maps, why maps are important, and how we use maps in our daily lives.
Instructional strategies (20-25 minutes)
1. Introduction to lesson activity will be given as stated above. Students will be given directions and the rubric for the project. (See attached). Students will be given directions that they may use any materials that are provided (see material list) to make their own maps. They will have the option to create a map of their own chosen location. Teacher will remind students that their maps should represent how their location looks at present time. (Extension: Students may repeat this project later in the year to continue addressing that habitats change over time)
2. Students will be given the opportunity to ask questions about the assignment before heading back to their seats. Students will work individually at their seats completing map project. They will have to time to brainstorm and construct their project.
3. Teacher will circulate room making observations of students on task and checking for understanding. Teacher will also remind students to refer back to direction sheet to make sure they are including everything stated on rubric. Teacher will assist students if necessary.
4. Students will work on project for remaining time. Teacher may gather small group of students for further instruction or assistance, if necessary.
Summary (3-5 minutes)
1. At the end of the lesson teacher will ask students to come to rug for closure. Students will be asked if they need more time. Teacher may ask a few students to share their project. Students will be given more time to complete their project (next class/take home). Teacher will ask closure questions: Why are maps important? What do maps tell us? What are some features (of your own) maps that are different than _______ map? Teacher will wrap up and students will be asked to clean up.
IV. Assessment
Formative:
Teacher will take notes of any misconceptions during activity. Teacher will check for understanding through observation and anecdotal notes.
Teacher will have student's social studies journal to check for their exploration and reflections for understanding of concept to assess for objectives. Optional: Teacher can make short exit ticket for students to assess whether students recognize various maps and their purpose.
V. Differentiation and Accommodations
Differentiation
· This lesson plan appeals to visual learners who are able to see the written directions. - Auditory learners (teacher explanations) kinesthetic learners (creating map). Students are able to draw pictures or make models for their project. It can be adapted to emphasize one learning style or another depending on the students in the class.
Accommodations
· Students who need extra help with the activity can ask for teacher assistance. Teacher can read directions to students step-by-step (ample opportunity for scaffolding). Teacher may rotate and work directly with group of students who are in need of additional assistance or guidance. Teacher may also provide student examples of previous work or have teacher made example.
VI. Technology
Technology will not be used for this lesson.