Student Teaching edTPA Lesson Plan Template

Subject: Social Studies Central Focus: Using maps, symbols and cardinal direction to
locate a particular location.
Essential Standard/Common Core Objective:
EssentialStandard:2.G.1Usegeographicrepresentations,
termsandtechnologytoprocessinformationfroma
spatialperspective.
CommonCoreObjective:2.G.1.1Interpretmapsofthe Date submitted: 3-20-17 Date taught: 3-20-17
schoolandcommunitythatcontainsymbols,legendsand
cardinaldirections.

Daily Lesson Objective:

Performance: Students will create a classroom map, including a legend and a compass rose as well as a sentence using
directional words to locate a symbol (location) in the classroom.
Conditions: Students will work independently creating a classroom map.
Criteria: Students are expected to include a legend, compass rose, and a sentence using directional words that tells how to
locate something in the classroom.
21st Century Skills: Academic Language Demand (Language Function and
Collaboration, critical thinking, planning, Vocabulary): compose rose, legend, map, and cardinal direction.
cooperation.
Prior Knowledge: Being able to follow a dotted line from start to finish.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input
To begin the lesson the teacher would have students come sit at the front of 10
the classroom. The teacher would ask the studentsHave you ever been minutes
lost? What did you use to find your way? Have you ever noticed your
parents trying to find a store in a shopping mall? After a short discussion
with the class, the teacher would then ask them Why do you think we have
maps? How do you make a map? After hearing the students input the
teacher will explain to the students that maps are a visual representation on
paper of places around them. The teacher will go over directional boards on
the smart board, such as north, south, east, and west, left, right, straight.
Lastly, the teacher will play Simon Says with the class to practice direction.
For example, Simon says make two hops north.
Today we are going to learn about how to use a map to locate places or things.
By the end of the lesson you will be
During this time the teacher will pull up a map of the school on the board for 10
the students to look at (the map will be blank, but show the building layout). minutes
The teacher will draw in a compass rose on the map of the school and explain
how you can see which part of the building faces north, south, east, and west.
The teacher will also create a legend on the map. The teacher will draw
symbols on the map and place those symbols in the legend and say what
they are. For example, the teacher will locate where the cafeteria is on the
map and draw a food tray over that spot. The teacher will then take the food
tray symbol and put it in their key and have cafeteria written beside it. The
teacher will explain that the key on a map is to help you know where things
are located, but you use directional words to locate that spot. The teacher will
model drawing several other spots on the map such as the playground, front
office, gym, library and music room. The teacher will also show several
examples of using directional words to locate symbols on the map. The

4. Guided Practice
5. Independent Practice
6. Assessment Methods of
all objectives/skills:
7. Closure
8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
For new English learners and EC children I would have
them use symbols such as arrows for direction instead
of words.
Materials/Technology: paper, crayons, markers, blank map of school
teacher will ask questions during this time to check for understanding Is
the symbol on the map always included in the key? What does the key tell
us? What does the compass rose tell us? How do we read the compass
rose? How do I get from the gym to the library using directional words?
During this time the teacher will create a map of the community with the class 10
as a whole group. The teacher will start with a blank piece of paper shown minutes
over the smart board. The teacher will ask students, What are some things in
our community we should include on our map? The teacher will make a list
of things the students said aloud. The teacher can start by creating a symbol
for the school they go to and placing that symbol on the map. Next, the
teacher can add other symbols for places around the community, such as: The
hospital, fire department, library, park, church, and other surrounding schools.
Afterwards, the teacher will show the students how to create a key and include
the symbols they used on the map with their label beside the symbol. Lastly,
the teacher will show the students how to draw a compass rose on the map and
where it is usually located on maps. After completing the map of the
community, the teacher will check for understanding by asking questions.
How did we make the map? What kinds of things are important to include
on a map? How could we explain to someone how to get from our school to
the park? If someone was lost, could you explain how to use this map of the
community to them?
For this activity, students will receive a blank piece of paper and be asked to 20
create their own map of the classroom with a key and a compass rose. The minutes
students will also be asked to pick one location in the classroom from their
drawing and describe how to get to that location using directional words. For
example, a student could pick the bathroom as their location and so they could
say, If you start at the front door of the classroom, go north to the first table
and then take a right and go straight. Allow the students to use crayons,
markers and colored pencils so that they can add detail to their map and make
it colorful and creative, but efficient and easy to read. The teacher will ask
questions during the lesson such as What direction is the door facing in the
classroom? What kinds of things are you adding to your map? What
directional words are you using to describe how to locate an object in the
classroom?
Formative: I will check for understanding by answering questions during the lesson.
Summative: I will check to see that students created a classroom map including the legend,
compass rose, and a sentence describing where a symbol is located.
I will ask students What did you find easy or hard about using the map? 5 minutes.
What are other places you could locate on a map? After I will give students
a notecard with a compass rose on it and have them fill out N, S, E, W for
north, south, east, west and turn in.
23 out of the 23 students met the objective. (100% proficiency).
Student/Small Group Modifications/Accommodations
For students struggling with the lesson, I would have them
work with a partner while creating a map. If there were
multiple students struggling, then I would create a small group
and work alongside them.

Reflection on lesson: Overall, the lesson went really well. In the beginning, I shortened a few things to stay on time. I
made sure to give an overall good understanding of what a map does and how to read a map. I provided ample examples,
therefore the students did well working on their own maps.

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______