Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Sarah Zull

Date 04/03/2019 _ Subject/ Topic/ Theme Maps Grade _2nd__

I. Objectives
How does this lesson connect to the unit plan?
It is a lesson on maps but how geographers use maps

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Identify a physical map U
● Use the key to find things on the map Ap
● Compare other types of maps An
● Identify what is happening in the image (in text book) U X
● Assemble a compass rose with SE, NW,...ect. C
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 First map lesson
knowledge and skills.

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
I will have students guess what they are seeing on the map
Formative (for learning):
Answering my questions
Formative (as learning):
Checklist:
- Identify physical map
- Use key effectively to find information on map
- compare maps and identify differences and uses
- Create compass rose with NS, NW, SE, SW
Summative (of learning):
Take assessment at end of unit where students will fill in all definitions and create a small map with
key and compass rose.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & -Applying what they know term goals, monitor progress, and
reflection about maps to the different modify strategies
--reading from textbook as well as a maps -How they can use it in their lives
visual representation
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language -being able to tell teacher how
-Identifying/ guessing what a -applying definitions and to fill in example
map is used for that they have finding how they are connected
not seen before

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 Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-evaluating from their
knowledge what was happening
in textbook photo
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
-showing all different types of -collaborating on discussions
maps and relating to definitions and example making

Materials-what materials White board, textbooks (Social Studies Alive! My Community by TCI, 2010), pull down maps, laptop
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom students will sit on the carpet

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
prompts.
- I will have students tell me the maps they Interact with teacher and help with review by
Motivation remember from last time answering questions
(opening/ - “what are the two maps we used
introduction/ last time?”
engagement) - The colorful map of the US and
the map of meadow brook
- I will then show them the picture of the
physical map and cover the words and ask
them what it might be used for

- Then pass out textbooks and read them following along with reading and answer questions.
sections 4.5 and 4.6 (not summary) look at different maps to interpret and help with
- Answer question in book of what the compass rose review
people are doing in the picture at top of
page
- Ask them what the other maps might look
Development like
(the largest - Show examples of each (At the bottom of
component or this lesson plan)
main body of - Ask if they have ever see the weather one
the lesson) when their parents watch the news
- Go over the different types of keys (not in
depth, difficult to understand)
- Review the N,S,E,&W on a compass rose
and ask them to help me fill in the SW,
NE...

- Talk about how the maps are useful in Brainstorm what other maps are used for and tell
Closure
their lives and what they are used for neighbor them teacher
(conclusion,
- Have them ask/tell their neighbor
culmination,
for each one and then call on
wrap-up)
people.

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 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.)
I did not get the opportunity to teach this lesson, however I feel it would have been very beneficial. I think this
because it would have given them the opportunity to see other types of maps different from a normal world
map. Some issues that might have presented themselves was having to use the textbook again because last time
it caused a lot of chatter but in that lesson reflection I decided I would pick their partner to eliminate that. To
prepare for this lesson I would definitely practice to ensure if flows and connects to the previous lesson they
learned with me.

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