Design Topic Locations on a Map Subject(s) Social Studies Grade(s) 2nd Grade Designer(s) Roxana Ponce and Rebecca

ca Barron

STAGE 1 – DESIRED RESULTS

Unit Title: Locations on a Map.

Established Goals:

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
2.2.1. Locate on a simple letter-number grid system the specific locations and geographic features in their
neighborhood or community (e.g., map of the classroom, the school).

2.2.2. Label from memory a simple map of the North American continent, including the countries, oceans, Great
Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator,
scale, and date.

2.2.3 Locate on a map where their ancestors live(d), telling when the family moved to the local community and how
and why they made the trip.

Understandings: Students will understand that… Essential Questions:

● Students will understand that maps consist of titles,
legends, directional indicators, scales, and dates.
● Students will understand that maps are used to
visually see what locations look like.
● Students will understand that maps are used to
travel from one location to another.
● What is necessary for students to read a map?
● What information does a student need in order to
create a map?
● What kinds of maps can students create?
● What information do maps provide?
● What is the purpose of a map?

Students will know: KNOWLEDGE Students will be able to: SKILLS

● Students will know how to read and create a map.
● Students will know how to interpret different forms
of maps.
● Students will know how to use a map to travel from
one place to another.
● Students will be able to interpret the information
that a map depicts.
● Students will be able to create their own maps.
● Students will be able to determine where their
ancestors came from though the use of a map.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: (GRASPS) Other Evidence:
● Goal: Your goal is to create a map that will guide your ● KWL Charts
friend to your buried treasure. ● Journaling
● Vocabulary quizzes
● Role: You are an explorer. ● Creation of house, community, and school maps.
● Creation of city, state, country, and world maps.
● Audience: Your audience is your friend. ● Tree map
● Worksheets (Community, world map)
● Situation: The classroom will be divided in 6 different ● Geography Kit
sections: Sandy Beach, Bright Rainforest, Melting Desert, ● Harvesting Hope by Cesar Chavez
Foggy mountain, Laky lake, and Bear forest. There will be ● Concept map
bridges and trails connecting each section. ● Art project
● Oral presentation
You found treasure! To keep your treasure safe, you buried it
somewhere in the classroom. However, to make sure you
know where to find it, you created a map that leads to its
location. To test out your map, you will give it to a special
friend of yours so they could try and find your treasure. If
your friend finds the treasure, then your map is effective and
1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Locations on a Map Subject(s) Social Studies Grade(s) 2nd Grade Designer(s) Roxana Ponce and Rebecca Barron

works! If your friend did not find your treasure, then your
map needs a little bit of fixing. Your goal is to use at least
three sections of your choice to travel through to get to your
buried treasure. The ultimate result should be a map that will
lead your friend to finding treasure.

● Product, Performance, and Purpose: Your final product

should be a detailed map that can guide your friend to
finding your treasure. You map should include at least three
of the locations labeled in the classroom. Your map should
also include directions to go left, right, up, and down the
locations. The map should consist should map should
provide clear instructions of where the peers have to travel in
order to reach the buried treasure. Ultimately, the purpose of
the map making activity is to guide students through
different parts of the world by traveling through unfamiliar
places.

● Standards and Criteria for success:

• Your map needs to include:
o Directions. (up, down, left, right)
o At least three sections of the classroom on
the map
o Neat and concise lines, pictures, markings,
etc.

2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Locations on a Map Subject(s) Social Studies Grade(s) 2nd Grade Designer(s) Roxana Ponce and Rebecca Barron
Key Criteria:
Criteria Exemplary (Exceeds)
Demonstrates Demonstrates knowledge
Knowledge of of directions: left, right,
Directions up, and down.
Shows Ability to Read Growth is exceedingly
Maps shown through clear and
concise reading of
locations and shows how
to get from one place to
another using the
appropriate directions.
Follows Directions in Follows thorough
Creating Map directions pertaining to
the creation of the map
utilizing the required
number of locations and
directions such as: left,
right, up, down.
Shows Neatness Exemplifies an
exceptional amount
neatness throughout the
creation of their entire
map and is clear in what
they are trying to portray
within their map.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Good (Meets)
Demonstrates some
knowledge of directions:
left, right, up, and down.
Growth is somewhat
shown through clear and
concise reading of
locations and shows how
to get from one place to
another using the
appropriate directions.
Follows through with
some directions pertaining
to the creation of the map
utilizing the required
number of locations and
directions such as: left,
right, up, down.
Shows enough neatness
throughout the creation of
their entire map and is
clear in what they are
trying to portray within
their map.
Minimal (Lacks)
Minimal demonstration of
knowledge of directions:
left, right, up, and down.
Growth is minimally
shown through reading of
locations and shows how
to get from one place to
another using the
appropriate directions.
Follows through with
minimal directions
pertaining to the creation
of the map utilizing the
required number of
locations and directions
such as: left, right, up,
down.
Shows minimal neatness
throughout the creation of
their entire map and is
clear in what they are
trying to portray within
their map.
1
Design Topic Locations on a Map Subject(s) Social Studies Grade(s) 2nd Grade Designer(s) Roxana Ponce and Rebecca Barron

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
Students are headed towards demonstrating their map skills through finding various locations on a map. Prior to actually learning about maps,
students have already acquired components of a map without even knowing it e.g. their address, state, where their parents are from. As
teachers, we need to make sure that they know what they have learned will contribute to what they will be learning in the unit. The experiences
that the students bring to this unit are what they may have learned about where their parents or grandparents are from e.g. Mexico, Philippines,
Korea. The students’ interests have been ascertained by making sure that their creative interests are met. They are engaging in various ways of
creative expression such as art projects and journaling which emphasizes their artistic and written expressions. The students have been a part of
the pre-planning by contributing what prior knowledge they think they have learned in the years that have led them to second grade. Some
needs that are anticipated might be a need of knowing their directions. Directions in real life such as North, South, East, and West are different
in real daily life compared to on a map. directions of left and right may look different on a map rather than in person which may be very
confusing for some students and will need the most attention. Thus, the students’ learning occurs in at home with their parents because they
have provide information of where their students live using the appropriate vocabulary. Students’ learning also occurs in the classroom as they
try to map their homes, communities, and schools. Moreover, the physical environment of a classroom can be arranged in a way that will
challenge students to use create maps as well as use them to move from locations.

How will you engage students at the beginning of the unit? (motivational set)

We will engage students by asking them a series of opening questions such as: Who knows what a map is? What can a map tell us? Why do you
think maps were invented? What might people use maps for? Who can name some types of maps? Before I have them share their answers with
the class outloud, they will talk to their partners. They will have the opportunity to think about the types of maps and what a map is actually
used for. These types of questions will get their brains working and thinking about the many uses of maps. Once they have had enough time to
collaborate with their peers, a few students will be asked to answer each question. There are no right or wrong answers at this time because
they are sharing their thoughts on what they think the answers to these questions are. At the beginning of our unit, we will also introduce a
YouTube video that will encourage the students to pay attention and become interested in the topic.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you

1
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Locations on a Map Subject(s) Social Studies Grade(s) 2nd Grade Designer(s) Roxana Ponce and Rebecca Barron

equip them with needed skills and knowledge?

# Lesson Title Lesson Activities CCCs Resources

1 ● KWL chart https://ww

What do you o Students will be able to create their own KWL to answer the question w.youtube.
know about ▪ What do you know about maps? com/watch?
maps? ▪ What do you want to learn? v=DSnVC
● Students will watch the two sections of the YouTube video. The first section covers V4uGGQ
what is a map and the second section covers parts of a map.
● Students will finish filling out the KWL chart. Google
● The teacher will then present visuals of different maps on the overhead projector. Images:
Maps

2 ● Journaling Notebook
Write it Out! o Students will be able to journal details of their house. They will write down
how many rooms their house has, where is each room located, their backyard,
their front porch, etc.

3 Map your ● Creation of your house map Poster

house! o Students will then transfer their details into a map. They will draw out each Paper
room, including windows, doors, inside, and the outside of the house.
o The students will also use the parts of a map: north, south, east, west, and
symbols.
● The teacher will portray a map of their house as an example for students.

4 What’s in ● Oral presentation Individual

your house? o Each student will explain their house maps to the class. The students will house map
outline the parts of the map.

5 Label the ● Fill out the community worksheet https://ww

Neighborhood o Students will fill out a worksheet called “My neighborhood”. This activity will w.youtube.
! provide students with the practice of labeling north, south, east, and west. com/watch?
● Students will have a spelling quiz of the four directions: north, south, east, west. v=Gt2mYP
● Students will learn about different maps: community map, state map and country map. wXyAc

2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Locations on a Map Subject(s) Social Studies Grade(s) 2nd Grade Designer(s) Roxana Ponce and Rebecca Barron

● The teacher will show a YouTube video that sings about the 50 states of the United
States so students can see where each state is located, ex. West coast. “My
Neighbor-
hood”
Worksheet
6 ● Vocabulary quiz Vocabulary
o Students will have a quiz that will ask them to define a community map, a state Words
The United map, and a country map.
States Map. ● Collectively draw a country map with the teacher. The students will give the details of Poster
what maps are made of.

7 Label the ● Geography Kit: World maps World Map

World Map! o The teacher will show visuals of the world map on the overhead projector.
o The teacher will use a geography kit to label the world map as a class. Geography
o Students will map will be labeled with the continents and oceans. Kit

8 ● The world map art project World Map

o The teacher will provide an outline of a world map so students are able to label
Arts and and decorate it. The students will apply their art skills to create their world map.
Crafts with
the World.

9 Do you have ● KWL chart KWL Chart

ancestors? o Students will fill out a KWL chart to answer the question
▪ What are ancestors?
o The teacher will show a YouTube video of ancestry and family history.
o Students will finish filling out their KWL chart.
10 ● Cesar Chavez Cesar
Read it! o Students will have a brief introduction to the story of Cesar Chavez. Chavez
o The students and the teacher will conduct a read out loud of the book book
Harvesting Hope.
o After reading the book, students will fill out a flow chart that depicts the Concept
chronological order of the book. map: Flow
Chart

3
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic Locations on a Map Subject(s) Social Studies Grade(s) 2nd Grade Designer(s) Roxana Ponce and Rebecca Barron

● Family tree map Poster of

11 Map it! o Students will be able to create a family tree map of their ancestors. Family
Tree

12 Locate your ● Trace the world map World Map

ancestors o The students will point out where their ancestors came from using a world map.
o Students will create their world map using their arts skills and will create trace
lines of where their ancestors came from.

4
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)