Design Topic Maps and Globes Subject(s) Social Studies Grade(s) Kinder Designer(s) Carrie Rodriguez and Samantha

Kaul

STAGE 1 – DESIRED RESULTS

Unit Title: ____Maps and Globes

_______________________________________________

Established Goals: (Copy & Paste Standards here)

K.3 Students match simple descriptions of work that people do and the names of related jobs at the school, in the
local community, and from historical accounts.

K.4 Students compare and contrast the locations of people, places, and environments and describe their
characteristics.
1. Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.
2. Distinguish between land and water on maps and globes and locate general areas referenced in
historical legends and stories.
3. Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).
4. Construct maps and models of neighborhoods, incorporating such structures as police and fire stations,
airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.
5. Demonstrate familiarity with the school’s layout, environs, and the jobs people do there

Understandings: Students will understand that… Essential Questions (2-5 max):

1. Students will understand that Maps and Globes represent 1. What is a map and how do we use a
places in our world. map?
2. Students will understand that a map is a drawing of a 2. How can maps be different?
place and a globe is a model of the Earth. 3. How can maps help us today?
3.Students will begin to understand cardinal directions. 4. What do you need to know in order to
4.Students will understand that any place can be read a map and be able to use it?
represented on a map.
5.Students will understand that features of land and water
are shown on maps and globes.
6.Students will understand how to read a map.

Knowledge:
Students will know
1.Students will know that a symbol can represent a real
object.
2.Students will begin to know cardinal directions
3.Students will understand the concept of location.
4.Students will know how to create and interpret maps and
pictures.
5.Students will know that a map is a drawing of a place and
a globe is a model of the Earth.
Skills:
Students will be able to:
1.Students will understand the meaning behind the
symbols of a map.
2.Students will be able to design and create a map.
3.Explain that a map is a drawing that we use to
find places.
4.Students will be able to read a map.
5.Students will be able to follow a map.
 STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks (Think about G. R. A. S. P. S.):
Goal: Your goal is to design a map that includes all points of
interest that have been discussed in class (e.g. Post Office,
Police Station, the School, etc.). This map should include
symbols and a compass rose. You should be able to explain
your map using vocabulary words (up, down, left, right, etc.).
Role: Kindergarten Student (Cartographer)
Audience: Other Classmates and the Teacher
Situation: You are being asked to create and design a map
of the neighborhood with your partner. You will need to
include all the important points of interest that we have
explored through google earth and the appropriate symbols,
as well as a compass rose.You will also be asked to present
your map to the class and explain how to get to the points
of interest using vocabulary words.
Product, performance: Create and design a map of the
neighborhood. Present the map to the class and use vocab
words.
Purpose: You will gain a better understanding for the use of
maps and develop familiarity with your neighborhood. You
will also become familiar with symbols and the compass
rose. You will also develop skills used for working with a
partner.
Standards and Criteria for success: You must include the
following components to your map: Police Station, Post
Office, Fire Station, Bank, Hospital, Schools, Homes, Place
of Worship, and Transportation Lines. You must also explain
you map to the class using the vocabulary terms left, right,
up, down, etc.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Maps and Globes Subject(s) Social Studies Grade(s) Kinder Designer(s) Carrie Rodriguez and Samantha Kaul
Key Criteria (e.g., rubric for Performance Task): We will be using our rubric to grade their map design. See
attached rubric.
Other Evidence (e.g., texts, quizzes, prompts,
work samples, observations, self-
assessments, reflections):
We will be informally assessing students through
observation as they create their maps with their
partner. With the observations, the teacher will be
listening to the vocabulary that is being used, and
the knowledge that both partners bring to the
creation of the map. Finally, the teacher will
observe the way each student articulates their
map to the class when they present their map.
As a reflection, students will participate in a writing
prompt in which the students will imagine that an
alien has come into our classroom and has never
heard or used a map. The students will reflect on
what a map is, the function of a map, and describe
the symbols found in a map with great detail. This
will not be graded, but instead provide a alternative
way in which the students may share their
knowledge and interpretations of what a map is.
Within their writing prompts, they will be instructed
to make sure they use the vocabulary we have
been using throughout our unit of maps. They will
need to include important aspect such as the
compass rose, symbols, and other factors they
know are necessary to a map.
 STAGE 3 – LEARNING PLAN

Summary of Learning Activities (Think about WHERETO):

 Journal: Students will have to pretend that an alien has just come into the class and they have never
heard of a map. Each week they will teach the alien something about a map. Or they may share with their
new alien friend what they learned about maps during the lesson, or any experience they have had that
involved a map.
 Picture Puzzle- Teacher will print and cut apart a picture a map. We will put the map together.
 Discuss what we see, how we think people used it, have we ever seen this before.
 Review concepts in front of and behind.
 Classroom discussion of the following questions: -Are there different types of maps? -What can you find
on a map?
 Have you ever used a map?
 Google maps
 Reading: “Me on the Map” After have a discussion of the different maps that the character drew.
 Create a classroom map.
 Treasure Hunt.
 Create their own map.
 Second grade buddy will go on an adventure with the kinder students and read/follow the map to see
what their treasure will be.
 Discuss what helped our Second grade buddies read the map and what made it difficult. What would you
change to make your map easier to read?
 Teacher will create a rubric for students to self-assess their maps. It will be 3 my second grade was able
to read my map with no help from me. 2 My second grade buddy needed my help to read my map. 1 my
buddy was not able to read my map at all.
 Students will read our Studies weekly and read information on maps. As we are reading the magazine,
we will see if we can make any connections to our experiences with the maps so far, if we learned
something new about maps, or just anything they found interesting.
 Students will have a discussion with a partner answering the question “Are maps important in our world?”
When the time is up we will find a new partner and see what their answer is to the question.
 Gallery Walk to present viewing of everyone’s map.
  We will fill in a KWL chart. The K will be what do we Know of maps. The W will be why do we need
maps. The L will be what have we learned about maps.

Stage 3--Learning Matrix

Tuesday Thursday

 Journal: Students will have to pretend  Journal

that an alien has just come into the class  Picture Puzzle- Teacher will print and
and they have never heard of a map. cut apart a picture a map. We will put
Each week they will teach the alien the map together. (Strategy: Picture
something about a map. Or they may Puzzle )
share with their new alien friend what  Discuss what we see, how we think
they learned about maps during the people used it, have we ever seen this
lesson, or any experience they have had before.
that involved a map.
 Review concepts in front of and behind.
 Classroom discussion of the following
questions: -Are there different types of
maps? -What can you find on a map?
 Have you ever used a map?
 Google maps
 Reading: “Me on the Map” After have a
discussion of the different maps that the
Week character drew.
1  Create a classroom map.

 Journal  Journal - Students will write in their

 Treasure Hunt. journals a quick write on the process
 Create their own map. of their treasure hunt with their
second-grade buddy. (Strategy: Quick
 Second grade buddy will go on an
write)
adventure with the kinder students and
read/follow the map to see what their  Teacher will create a rubric for
Week treasure will be. students to self assess their maps. It
2 will be 3 my second grade was able to
  Discuss what helped our Second-grade
buddies read the map and what made it
difficult. What would you change to
make your map easier to read?
 Journal
 Students will read our Studies weekly
and read information on maps. As we
are reading the magazine, we will see if
we can make any connections to our
experiences with the maps so far, if we
learned something new about maps, or
Week just anything they found interesting.
3 (Strategy Close Read)
 Journal
 Gallery Walk to present viewing of
everyone’s map. (Strategy: Gallery
Walk)
Week
4 maps. (Strategy KWL)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
read my map with no help from me. 2
My second-grade buddy needed my
help to read my map. 1 my buddy was
not able to read my map at all.
(Strategy: Self evaluation on their
map- Rubric)
 Journal
 Students will have a discussion with a
partner answering the question “Are
maps important in our world?” When
the time is up we will find a new
partner and see what their answer is to
the question. (Strategy: Think Pair
Share )
 Journal
 We will fill in a KWL chart. The K will
be what do we Know of maps. The W
will be why do we need maps. The L
will be what have we learned about