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Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: ​Kyla Swanson

Date: ​3 April 2018 Subject/ Topic/ Theme: ​My Community: Map Grade: ​2nd Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson is an introduction to the unit plan about communities. In this lesson students will be introduced to the concept of communities through maps.
1. Maps
2. Different types of communities
3. How we contribute to the community
4. How we can serve our community

cognitive- physical socio-emotio

Learners will be able to: R U Ap An E C* development nal
● Identify how maps help us learn about communities An
● Construct a key to a map Ap X
● Identify the important parts of a map An
● Design a map of their bedroom C X
● Follow given directions X
Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural
characteristics of place.
2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying the concepts including relative
location, and using distance, direction, symbols, and the key or legend.
2 – G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant
places in the state.
(Note​:​ Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students will need to comprehend their immediate surroundings and larger surroundings. They will
knowledge and skills. need a vague idea of what a map is.

Pre-assessment (for learning): ​Students will share their background knowledge about maps. Students will have
the time to look at maps around the classroom and observe what they notice about each map. When they share, it
will be a good baseline for me to see how much they know and where to go from there.

Formative (for learning): ​Students will share their experiences from exploring different maps and talk about the
importance of maps in our lives.
Outline assessment
activities Formative (as learning): ​Students will be given a checklist and will be asked to make a map of their bedroom.
(applicable to this lesson) This will allow the students to understand their knowledge about maps as well as help the teacher see where each
individual is at in their understanding.

Summative (of learning​): Students will assess themselves using the checklist made in class. Students
will also take some time to write about what they have learned and what they do in their community:
where people work, live, and play.

What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
What will it take – Provide options for self-regulation- Provide options for comprehension- Provide options for executive
neurodevelopmentally, expectations, personal skills and activate, apply & highlight functions- ​coordinate short &
experientially, emotionally, strategies, self-assessment & Students will be able to apply long-term goals, monitor progress,
reflection what they learned about maps as and modify strategies
etc., for your students to do
Students will be completing they draw a map of their own
this lesson? activities on their own, and
increasing their knowledge through
independent learning.
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
collaboration, mastery-oriented symbols- ​clarify & connect of expression
feedback language Students will have opportunities
Students will be working Students will be making a map to share their thoughts and ideas
individually, and will be given a with symbols that represent after the activity.
checklist so they know the words and parts of the map.
expectations. Students will also
check in with teacher to talk
about their map.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- ​choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threatsThere are multiple means of
Students will be looking at perception: students will have
maps that are relevant to them, the opportunity to write, draw,
maps of their own bedroom and and discuss about their ideas.
Several books with maps in them, Atlases (from our library or Meadow Brook library).
Materials-what materials Book - ​My Map Book ​by Sara Fanelli
(books, handouts, etc) do Grand Isle Map
you need for this lesson Medium Sized paper
and are they ready to use? Map Grid
Map Checklist

The chairs will be in their usual set up: in a circle.

Maps will be laid out on the floor, desks.
How will your classroom
be set up for this lesson?

III. The Plan

Describe​ teacher​ activities AND ​student​ activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
(5 min) Teacher will ask students what they know about Students will share what they know about maps and
Motivation maps. what maps can be used for
(opening/ On Google maps, teacher will show students where
(10 introduction/ Michigan is, and where Meadowbrook Elementary Students will observe the map and notice where
min) engagement) is. Compare it with South Korea (Daniel can talk Meadowbrook is in comparison to South Korea.
about his time there and where he went ask him if
he can try and find Korea on the map) Students will talk about the differences between the
● Different amount of roads, different land two areas.
(10 “To learn a bit more about what we can use maps
min) for, and how we use maps, you will have the
chance to explore some of the maps that are around
the room”
Teacher will release groups of students to look at a
map that is laid out in the room. Students will need Students will wait until called to find a map that is
to be in partners, or observe in small groups. in the room and observe it with a friend. They will
think about where the place is, the different parts
Teacher will gather students and talk about what that make up the map.
they observed on the different maps. Students will share their findings and talk about the
(5 min) different maps they observed.

30 min
(5 min) On white piece of paper, teacher and student must Students will contribute based on what they learned
come up with the different parts of a map: from looking at the different maps around the room.
● A map must show a place
● A map must have a key: tells you what all
the symbols on the map stand for
● A map must have a grid
● A map must have a compass rose: will
always point north, will show the four
directions: north, south, east, and west.
Students will observe sample map and take note of
(5 min) Teacher use the ‘Map of my Bedroom’ in the ​My what they could add to make it a better map.
Map Book ​by Sara Fanelli to show students an
example of what a map of a bedroom looks like
Ask students what they notice, what may be
missing, or what the author did well with the map.
● Missing a compass, key
● Done from birds eye view
Development ● Has a title
(the largest Students will start in a snap and with the grid they
(20 component or Teacher will ask students to draw a map of their are given, draw a map of their bedroom. They will
min) main body of bedroom. check back with the checklist to make sure they
the lesson) Teacher will pass out map grid to help students meet the expectations.
draw their map. (Teacher can talk through how they
can get started)
Students must include a compass rose and a key.
Maps must include:
● A title
● A key
● A compass rose
● 3 items
● Birds eye view
Students will be given a check list so they can make
sure they have everything they need.
Teacher will dismiss students who are sitting
respectfully to start working
Teacher will monitor as students work on their
individual maps. Any student who feels they need
extra help may sit in the main circle and work with
the teacher.
Teacher will ask students to gather on rug in front Students will regather on rug in front of
(10 of whiteboard. whiteboard, will sit quietly waiting for the next
min) Teacher will show students a print out of a map of activity.
Grand Isle Louisiana (it will be taped on the board)
Before showing map, teacher will ask students what
they know about Grand Isle. Students will either say they don’t know anything
Teacher will show map, ask students what they about Grand Isle, or they will share what they do
observe, what they notice. (teacher can point out know.
there is street named nora, just like Nora in the clas Students will share ideas and observations about
:)). what they see, when they learn there is a street
Ask students to silently think about the map. Then name named nora, they will all look at Nora and
teacher will call on students to share their thinking. she will feel special.
After observing the map for some time, teacher will
ask again, now what more do you know about Students will share what they have learned about
Grand Isle? Grand Isle based on the map.

Teacher will tell students how maps help us know

more about the places around us, our communities
Communities are places where people live, work,
and play.
(map helped them learn more about Grand Isle).
“Where can you see where people live, work, and
play from this map of Grand Isle?”
How is the community of Grand Isle different from
(5 min) yours?
Next time we will be learning about different

45 min
(5 min) Closure If time, teacher will ask students to talk about the Students will gather together in their chairs and
(conclusion, maps they have made and what was difficult about share their work.
culmination, it, what was fun.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. ​(Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)