Name: Ashley Thorson

Date: 09/15/2016

Curriculum/Course: Social Studies

Grade level: Fourth Grade

Materials: Computer with projector, writing utensils, worksheet,
quiz, clipboards or other hard portable writing surfaces, various art
supplies such as: poster materials, construction paper, glue, pipe
cleaners, yarn, pom poms, crayons, colored pencils.

Time/Period: fifty-five minutes

Standards:
4 G1.0.2: Use cardinal and intermediate directions to describe the relative location of significant places in
the United States.
4 G1.0.3: Identify and describe the characteristics and purposes (e.g., measure distance, determine relative
location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).
CCSS.ELA-LITERACY.SL.4.1.B: Follow agreed-upon rules for discussions and carry out assigned roles.
Objectives (I can statements):
- I can describe the purposes of a map.
- I can construct a map.
- I can use cardinal and intermediate directions to describe relative location.
- I can properly participate in discussions by keeping my eye on the speaker, and raising my hand when I
wish to speak.
Students will learn about location, and maps. They will then be able to construct their own map in small
groups.
Introduction/Hook:
Have a map on display and ask the students what this map could be used for.
Steps in the lesson:
1. Go over the PowerPoint. On slide three give the students one minute to think about the question and
then allow them the opportunity to share their answer with the person next to them. Point out the grid
lines on slide four, go onto slide five, and then loop back to four to show how Big Rapids is located at
43N 85W. On slide six have the students write down their answer on a scrap piece of paper. Then
they can share. They can come up the screen and point with a yardstick as they describe their
directions. Explain how each one person used a different route but still got to the same place. (fifteen
minutes)
2. Have students work on the worksheet. (ten minutes)
3. Take students on a walk throughout the school. Have them write down different things that catch their
attention. They should also keep track of locations for the office, lunchroom, library, and bathrooms.
(five minutes)
4. Students will be placed in mix ability groups of four and have the opportunity to make a map of the
route they just went on. The first few minutes should be spent on going over what each student
observed, they should try to incorporate that into the map. After that they can begin planning out their
map. They can use poster materials, construction paper, glue, pipe cleaners, yarn, pom poms, and any
type of coloring utensil. (twenty minutes)
Closure Activity/Wrap up:
Students will have the opportunity to share and display their maps for the rest of the class to see. (five minutes)
Assessment (Formative)
Students will take the location quiz.

Extension Activity:
Students will be able to create a set of directions for a substitute teach on how to get to the office, lunchroom,
library, and bathrooms.
Differentiation:
What will I differentiate? Content Process Product
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Specific Student / Group:
Auditory learners will benefit from the lecture during the PowerPoint, as well as the discussion during whole,
and group time. Visual learners will benefit from the pictures PowerPoint, the worksheet, tour, and actually
creating the map. Kinesthetic learners will benefit from tour, and creating the final map. As far as product each
group will have different map to present because the students in each group will have focused on different
things during their tour, and will be interested in using different materials. Students will be in mixed groups so
they can help scaffold one another. It also helps students to hear information from another student sometimes
rather than from a teacher.
Accommodation/Modification:
Specific Student /Group: One student has ADHD, and has difficulties staying still for extended periods of
time so he will have a small semi-soft ball to fiddle with. During group time he will be seated next to the
instructor. The student also has a designated pace spot where he can get up and move. He will be in the
quietest portion of the room. The teacher will provide silent reminders to help ensure the student stays on task.
He will benefit from the second half of the lesson where the students move around on the tour as well as
working on the map.
Another student has slight issues with her vision and therefore will be placed closer to the board, as well as the
teacher during group. She will also be provided with materials printed off in larger print. She will sit in the
location of the classroom that has the most natural light to help with glares.
This lesson touches on language arts through discussion. It also touches on art when the students create the map.