Marli Sears

Caili Johnson

Unit Plan: Maps and Geography

Standards:

1.SS.2.1.1 Explain what maps and globes represent and how they are used.
1.SS.2.1.2 Use directions on a map: East, West, South, and North.
1.SS.2.1.3 Identify legends and keys on maps.
1.SS.2.1.4 Identify continents and large bodies of water on a globe or a map.
1.SS.2.1.5 Name and locate continent, country, state, and community in which the class lives.

RL.1.1 Ask and answer questions about key details in a text.

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of
closure.

Big Idea: Maps help me see the world and where I fit in it.

Topic: Maps and Geography

Key Understandings: Students will understand:

● Maps help us get to places we need to go.
● Maps show us different places around the world.
● Why different kinds of maps are useful in different situations.
● The different tools that help us read maps.
● Maps are only useful if they can be understood by other people.

Essential Questions:
● Why did people use maps in history?
 ● Why aren’t all maps the same?
● What makes some maps more useful than others?
● Why is it important to know how to read a map when we have GPS?
● Are maps needed today?

Know/Do:
Student will be able to explain why we have maps and their purpose.
Students will be able to identify directions on a map- North, South, East, West.
Students will be able to identify landmarks, oceans, and continents on maps.
Students will be able to locate their continent, country, state, and community that they live in.
Students will be able to draw a map of their community.
Students will be able to draw a map of how to get to their home from the school.

Assessment Plan:

Pre-Assessment:
Students will video log their responses to the essential questions:
● Why did people use maps in history?
● Why aren’t all maps the same?
● What makes some maps more useful than others?
● Why is it important to know how to read a map when we have GPS?
● Are maps needed today?

While waiting for their turn to do a video log or after finishing, students will complete a test on how to use maps and identify
continents, large bodies of water, keys, legends, and the state they reside in.

Formative Assessment:

● In their journals, students will write down what they are learning about maps and why they think maps are important.
Students will share their ideas with their shoulder partner.
 ● Students will draw a map from the entrance of the school to their table for their parents to follow. Students should have labels
on their maps.
● Students will draw a map showing the teacher how to get to their home from the school. Given parent permission, the teacher
will follow the map to the students house and discuss what went well and what didn’t in following their map. Maps should be
clearly labeled and include use of the cardinal directions.
● After learning about maps, students go on a field trip and draw a map of their community. On their map, the students will
include labels, cardinal directions, and a key of important landmarks.
● Using the maps they have created and drawn, students will teach their partner about the map they have created and the
different landmarks they have included in their map.

Summative Assessment:

Students will video log their new responses to the essential questions after learning:
● Why did people use maps in history?
● Why aren’t all maps the same?
● What makes some maps more useful than others?
● Why is it important to know how to read a map when we have GPS?
● Are maps needed today?

While waiting for their turn to do a video log or after finishing, students will complete the same test on how to use maps and identify
continents, large bodies of water, keys, legends, and the state they reside in.

Assessment Plan:

Pre-Assessment:
Students will video log their responses to the essential questions:
● Why did people use maps in history?
● Why aren’t all maps the same?
● What makes some maps more useful than others?
● Why is it important to know how to read a map when we have GPS?
● Are maps needed today?
While waiting for their turn to do a video log or after finishing, students will complete a test on how to use maps and identify
continents, large bodies of water, keys, legends, and the state they reside in.
Maps Pre- and Post-Assessment

1. Color the state we live in with a blue crayon.

2. What are two states west of the state we live in? Color them with a red crayon.

3. What are two states east of the state we live in? Color them with a green crayon.

4. What are two states south of the state we live in? Color them purple.
Post Assessment:
Summative Assessment:

Students will video log their new responses to the essential questions after learning:
● Why did people use maps in history?
● Why aren’t all maps the same?
● What makes some maps more useful than others?
● Why is it important to know how to read a map when we have GPS?
● Are maps needed today? Why or why not? Have your ideas about this changed from your first video log?

While waiting for their turn to do a video log or after finishing, students will complete the same test on how to use maps and identify
continents, large bodies of water, keys, legends, and the state they reside in.
 Standard/Objective Pre-test Question Post-Test Question Type Level of Bloom’s Scoring
Taxonomy
Asses
sment
Bluep
rint

1 1.SS.2.1.1 Explain Why did people use Why did people use Oral Understand 1 pt. For a complete and logical
what maps and maps in history? maps in history? Response answer.
globes represent (Video Log)
and how they are
used.

2 RL.1.1 Ask and Why aren’t all maps the Why aren’t all maps Oral Understand 1 pt. For a complete and logical
answer questions same? the same? Response answer.
about key details in (Video Log)
a text.
3 RL.1.1 Ask and What makes some maps What makes some Oral Understand 1 pt. For a complete and logical
answer questions more useful than others? maps more useful Response answer.
about key details in than others? (Video Log)
a text.

4 RL.1.1 Ask and Why is it important to Why is it important Oral Understand 1 pt. For a complete and logical
answer questions know how to read a map to know how to Response answer.
about key details in when we have GPS? read a map when (Video Log)
a text. we have GPS?
5 RL.1.1 Ask and Are maps needed today? Are maps needed Oral Evaluate 5 pt. For a complete and logical
answer questions Why or why not? today? Why or why Response answer. Must show growth on post
about key details in not? Have your (Video Log) test.
a text. ideas about this
changed from your
first video log?

6 (1) 1.SS.2.1.2 Use Color the state we live in Color the state we Multiple Knowledge 1 pt. for correctly identifying Idaho
directions on a with a blue crayon. live in with a blue Answer on a map of the United States.
map: East, West, crayon.
South, and North.
1.SS.2.1.5 Name
and locate
continent, country,
state, and
community in which
the class lives.
7 (2) 1.SS.2.1.2 Use What are two states west What are two states Multiple Apply 2 pts. for identifying two states that
directions on a of the state we live in? west of the state we Answer are west of Idaho (one point per
map: East, West, Color them with a red live in? Color them state).
South, and North. crayon. with a red crayon.
1.SS.2.1.5 Name
and locate
continent, country,
state, and
community in which
the class lives.

8 (3) 1.SS.2.1.2 Use What are two states east What are two states Multiple Apply 2 pts. for identifying two states that
directions on a of the state we live in? east of the state we Answer are east of Idaho (one point per
map: East, West, Color them with a green live in? Color them state).
South, and North. crayon. with a green
1.SS.2.1.5 Name crayon.
and locate
continent, country,
state, and
community in which
the class lives.
9 (4) 1.SS.2.1.2 Use What are two states What are two states Multiple Apply 2 pts. for identifying two states that
directions on a south of the state we live south of the state Answer are south of Idaho (one point per
map: East, West, in? Color them purple. we live in? Color state).
South, and North. them purple.
1.SS.2.1.5 Name
and locate
continent, country,
state, and
community in which
the class lives.

10 (1) 1.SS.2.1.2 Use Label N, S, E, and W on Label N, S, E, and Fill in the Knowledge 4 points for correctly identifying and
directions on a the compass rose. W on the compass blank writing North, South, East, and West
map: East, West, rose. on the compass rose.
South, and North.
11 (2) 1.SS.2.1.4 Identify Color the land green and Color the land Fill in Understand 1 point for coloring the land. 1 point
continents and the water blue. green and the water for coloring the water.
large bodies of blue.
water on a globe or
a map.

12 (3) 1.SS.2.1.2 Use The row boats are The row boats are Fill in the Apply 1 point for identifying the direction of
directions on a ______ of the campfire. ______ of the Blank the rowboats compared to the
map: East, West, campfire. campfire.
South, and North.
13 (4) 1.SS.2.1.2 Use The camping trailers are The camping Fill in the Apply 1 point for identifying the direction of
directions on a ______ of the tents. trailers are ______ blank the trailers.
map: East, West, of the tents.
South, and North.

14 (5) 1.SS.2.1.2 Use The cabins are ______ of The cabins are Fill in the Apply 1 point for identifying the direction of
directions on a the tents. ______ of the tents. blank the cabins.
map: East, West,
South, and North.
15 (6) 1.SS.2.1.2 Use The campfire is ______ The campfire is Fill in the Apply 1 point for identifying the direction of
directions on a of the camping trailers. ______ of the blank the campfire.
map: East, West, camping trailers.
South, and North.

16 (7) 1.SS.2.1.2 Use The island is ______ of The island is Fill in the Apply 1 point for identifying the direction of
directions on a the cabins. ______ of the blank the island.
map: East, West, cabins.
South, and North.
 Social ELA Vocabulary Concepts/ Teaching Strategies Assessment
Studies Standard & Terms Essential Materials Used of Students
Standard, Objective Questions
Goal, &
Objective

Da 1.SS.2.1.1 Explain W.1.2 Write Maps: A drawing of the What are Journals Asking In their journals,
what maps and informative/expl world. maps? Pencils questions students will write
y1 globes represent anatory texts in The purpose of maps is Why did people Maps Class down what they
and how they are which they to show where places use maps in Discussion are learning about
used. name a topic, are located. history? Teacher maps and why
supply some Presentation they think maps
facts about the Free Write are important.
topic, and Students will share
provide some their ideas with
sense of closure their shoulder
partner.
RL.1.1 Ask and
answer
questions about
key details in a
text.

Da 1.SS.2.1.1 Explain RI.1.7 Use the Labels: Words put on Map labels Paper Class Students will draw
what maps and illustrations and something to tell us Why aren’t all Pencils Discussion a map from the
y2 globes represent details in a text what it is maps the Crayons Partner entrance of the
and how they are to describe its same? Markers Sharing school to their
used. key ideas. What makes Artistic table for their
some maps Expression parents to follow.
1.SS.2.1.3 Identify more useful Students should
legends and keys than others? have labels on
on maps. their maps.
Da 1.SS.2.1.2 Use RI.1.7 Use the GPS: Global Positioning Using Cardinal Paper Interest Students will draw
directions on a illustrations and System. It is an directions Pencils Centers a map showing
y3 map: East, West, details in a text electronic device that What makes Crayons Independent the teacher how
South, and North. to describe its tells a person where some maps Markers Learning to get to their
key ideas. they are in the world more useful Treat bag (for Artistic home from the
and can tell them how than others? teacher to bring) Expression school. Given
to get where they want Why is it parent permission,
to go. important to the
Cardinal Directions: The know how to teacher/teacher
directions on a read a map aids will follow the
compass; north, south, when we have map to the
east, and west. They tell GPS? students house
us which way in the and discuss what
world we are facing. went well and
what didn’t in
following their
map. Maps should
be clearly labeled
and include use of
the cardinal
directions.

Da 1.SS.2.1.3 Identify RI.1.7 Use the Community Landmarks and Paper Artistic After learning
legends and keys illustrations and A group of people living map keys Pencils Expression about maps,
y4 on maps. details in a text in the same place or How can you Crayons Differentiated students go on a
to describe its having a particular change the Markers Assignment field trip and draw
key ideas. characteristic in effects that a map of their
common. history has community. On
caused on a their map, the
Landmark: something community? students will
that is easy to see and include labels,
can help you find cardinal directions,
important things around and a key of
it (like a tall building by important
your house).. landmarks.
Map Key/Legend: a
part of a map that tells
you what different
symbols or colors on a
map means.
Da 1.SS.2.1.5 Name RI.1.7 Use the Virtual Field Trip: Are maps Student created Student Using the maps
and locate illustrations and Exploring a part of the needed today? maps Presentations they have created
y5 continent, details in a text world and seeing Why or why Projector Virtual Field and drawn,
country, state, to describe its different places in that not? (Post: Have Passports (Teacher trips students will teach
and community key ideas. area through the your ideas will provide) their 5th grade
in which the class internet. about this buddies about the
lives. RI.1.3 Describe changed from map they have
the connection your first video created and the
between two log?) different
individuals, landmarks they
events, ideas, or have included in
pieces of their map.
information in a
text.
SELF-DIRECTED LESSON PLAN Grade 1st Student Name: Marli Sears, Caili Johnson

Topic: My Special Place on the Map

Lesson #_2_in a series

CCSS:
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RL.1.1 Ask and answer questions about key details in a text.

2 Literacy Strategies:
Drawing and Artwork
Graphic Organizer (Packet)
Technology

Social Studies Standard:

1.SS.2.1.5 Name and locate continent, country, state, and community in which the class lives.
1.SS.2.1.1 Explain what maps and globes represent and how they are used.

Curricular objective: Students will be able to complete the “my special place on the map” packet, learning about where their home address is in
relation to their neighborhood, city, state, and country.
Vocabulary terms and definitions:
Maps: A drawing of the world. The purpose of maps is to show where places are located.
Labels: Words put on something to tell us what it is.
Community: A group of people living in the same place or having a particular characteristic in common.
Address: Where a person lives.

Technology Integration: Students will have the opportunity to watch this video of someone reading the book “Me on the Map” by Joan Sweeney
https://www.youtube.com/watch?v=b0cjSXC2rHE

Students will use google maps in the lesson packet using this link
https://www.google.com/maps/@43.8149142,-111.7858797,15z
Accommodations: The student with Down Syndrome will have the opportunity to listen to an audio version of the book “Me on the Map.” This student will
receive verbal instructions on what they need to do for each page of the packet. The student can receive partner or teacher assistance as they work through the
different pages of the packet. The student will receive assistance when using google maps or when asked to type in things on the computer.
Time What the teacher will say and do. What the student will say and do. Materials
1 minute Gain Attention Today we will be learning Students will be sitting at their tables ready to N/A
more about maps! learn.
5 minutes Recall Prior Knowledge Students will answer the questions about N/A
What are maps? What are map labels? Why labels, maps, etc.
are map labels important? “Map labels are words that tell us what
something is.”
“Map labels help us know where things are on
the map.

2 minutes Teacher Input Students will receive their packet “My Special “My Special Place on the Map”
“Today you will have the opportunity to learn Place on the Map.” packet, paper with student’s
more about maps as you do this packet “My Students will have their homework from the home address
Special Place on the Map.” night before where they wrote their home
“You will each read or listen to the book “Me address down.
on the Map” before you start the lesson
packet.
“If you need the directions read to you, or if
you need help typing on the computer, raise
your hand.”
“Before you start the packet, you will need
your homework assignment from last night-
the piece of paper with your home address on
it.”

45 minutes- 1 hour Procedures and Direction for Independent Students will follow the instructions on each “My Special Place on the Map”
Learning page of their packet. packet, “Me on the Map” book,
“Read the directions on each page of the Following the instructions in the packet, the pencil, colored pencils,
packet to complete this assignment.” students will draw pictures in their packet. computer
10 minutes Closure: Teacher will get on google maps and shows the school. She will then show where the Computer
school is in the city, state, continent, and world (this is what the students did with their home
address). As they “zoom out” the teacher and students will talk about the experience they had
as they worked on the packet.
During teacher prep time Curricular assessment: Teacher will gather the student’s packet and look through the different Student’s packets
pages to make sure they are completed, thus seeing if the objective for this lesson was met.

Reflection (done after the lesson) Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the
future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?
COOPERATIVE LEARNING LESSON PLAN Grade Level: 1st Your Name: Marli Sears, Caili Johnson

Topic: Maps
Lesson #___3____in a series Grouping: small group/partners
CCSS: English Language Arts Common Core State Standards.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RL.1.1 Ask and answer questions about key details in a text.
2 Literacy Strategies:
Brainstorming and Discussion
Jigsaw
Graphic Organizer

Social Studies Standard:

1.SS.2.1.2 Use directions on a map: East, West, South, and North.
1.SS.2.1.3 Identify legends and keys on maps.

Social Studies Objective: Students will be able to become an “expert” on their assigned topic (labels & landmarks, cardinal directions & the compass rose, and
map keys/legends). Students will teach their peers in their small group about their “expert” topic. Students will work with their group and create a map of
the entire school using labels, landmarks, directions, and map keys.
Vocabulary terms and definitions:
Labels: Words put on something to tell us what it is.
Compass Rose: Picture put on a map that shows the cardinal directions; north, south, east, and west.
Cardinal Directions: The directions on a compass; north, south, east, and west. They tell us which way in the world we are facing.
Symbols: Pictures on a map that represent something in real life. For example, little triangles on a map represent mountains.
Map Key/Legend: a part of a map that tells you what different symbols or colors on a map means.

Technology Integration:
Each expert group will watch an introductory video about the topic they are becoming and “expert” in.
Cardinal Directions video : https://www.youtube.com/watch?v=axalHsSfdLY
Map Keys video: https://www.youtube.com/watch?v=oBzRq04rliY
Labels video: https://www.youtube.com/watch?v=ZHL5MtAcGaQ
On the classroom website, we will upload the maps the students created on their school.
Accommodations:
Visually impaired: Jigsaw group materials with larger print, graphic organizer in larger print, graphic organizer made with high contrasting colors to make it
easier for them to see, seat child near front of the classroom in front of the whiteboard.
Interpersonal skills: Teacher reviews key interpersonal skills required for group work. Intentional grouping-placing this student in a group where the
members will be understanding of their preference. Making sure that within their small group there is a student who is their “classroom buddy”- someone
who the student knows well and has worked with in previous activities. Using small group sizes of no more than three students. Having small groups helps
students who do not have good interpersonal skills. The graphic organizer helps student know what they will need to teach their group making it less
intimidating for the student to talk in front of others.

Time What the teacher will say and do. What the student will say Materials
and do.
3-5 minutes Gain Attention Gain Attention Paper, markers
At the tables, the students will receive a piece of paper and a marker. Students will use a marker to
When the teacher says go, they will scribble on the paper for 10 scribble lines on the piece of
seconds without taking the marker off the paper. When the 10 paper they have received.
second timer goes off, the students will stop scribbling. We will then Students will crumble their
do the “snowball activity” where students crumble their paper and paper and throw it to a
throw it to a different part of the room. Students will then pick up a different place in the room.
random piece of paper and open it up. The teacher will explain that Students will pick up a random
they have 1 minute to follow the scribbles on their paper, like they paper off the floor and open it.
would follow a map. The teacher will set a 1-minute timer and Students will have one minute
students will try and follow the scribbles on the paper. to follow the scribbles on the
paper, just like they would on a
map.
“How do I know where to
start?” “I can’t follow the map!
It’s too crazy!”
5 minutes Recall Prior Knowledge Recall Prior Knowledge
Teacher will ask the students the following questions. “We would need to have
“What would you need to put on the map you created to make it pictures on the map to make it
easier to use?” easier to use.”
“If all maps were just scribbles, would anyone be able to use them?” “We learned that some maps
“What are necessary parts of maps that help us use them?” need words on them so we
know where to start.”
“Everyone would get lost if
maps were scribbled.”
“Maps need to have directions
so you know where to go.”
5 minutes Teacher Input Teacher Input Content, Pre-
Check for understanding. Determined groups,
Teacher will explain that students will do a jigsaw today. In their Students will work in groups
expert groups, students will either learn about labels and landmarks, for this activity. They will do
cardinal directions and the compass rose, and map keys/legends. the jigsaw and become experts
Each group will watch a video relating to their topic, read a “fact in their assigned topic. They
sheet” about their topic, and fill out a graphic organizer. will teach their peers about
Students will then return to their groups and teach one another about their topic. Students will
their expert topic so everyone in the class learns about labels and create a map of the entire
landmarks, cardinal directions and the compass rose, and map school using labels, symbols,
keys/legends. directions.
After each group member has taught their peers, the group will work
together to create a map of the entire school. The map should have
directions, labels, symbols.
3 minutes Group Organization Group Organization Groups listed on board
Teacher will organize “experts” into groups of 3, allowing each Students will move to their
student to become an expert in their assigned topic. Students will assigned group after the
meet with their “expert” group and work together to learn their teacher has announced the
material. Students will return to their small groups of 3 students groups.
where they will teach one another their “expert” topic. Within their
group of 3, students will work together to create a map of the entire
school.
40 minutes Positive Interdependence Computer, KWL chart,
Positive Interdependence Resource/Role interdependence-Jigsaw Each students within the
method—each student is an expert or resource of specific cooperative group will have
information on a required portion of the map. Each role is vital to the become an expert on one of the
success of the team. Product goal interdependence- students will turn three map components: Labels
in one map as a group relying on each expert’s area of knowledge, as & landmarks, cardinal
described above. Labels & Landmarks Experts: These students will fill directions & the compass rose,
out a KWL chart on Labels and Landmarks. After filling out the K & W or maps keys/legends. The
sections as a group (teacher monitoring as needed), these students other group members will
will start their video on the table’s I-pad and proceed to fill out the L need to rely on each other to
section, adding further questions for the teachers to the W section. learn about each map
After the video, students will list three landmark areas in the school component. This makes it so
on the back of the graphic organizer and create a drawing to that every student must do
represent them clearly. After the group has completed all of this, they their part as an expert because
will raise their hand for the teacher to come and answer their “want the group needs their expertise
to know” questions not answered by the video and check over their to create an effective map.
independent activity. Labels video:
https://www.youtube.com/watch?v=ZHL5MtAcGaQ

Cardinal Directions & the Compass Rose Experts: These students will
fill out a KWL chart on Cardinal Directions and the Compass Rose.
After filling out the K & W sections as a group (teacher monitoring as
needed), these students will start their video on the table’s I-pad and
proceed to fill out the L section, adding further questions for the
teachers to the W section. After the video, students will draw a
compass on the back of the KWL graphic organizer and create their
own acronym for NSEW to help them remember. After the group has
completed all of this, they will raise their hand for the teacher to
come and answer their “want to know” questions not answered by
the video and check over their independent activity.
Compass Rose video:
https://www.youtube.com/watch?v=axalHsSfdLY Map

Keys/Legends These students will fill out a KWL chart on Map

Keys/Legends. After filling out the K & W sections as a group (teacher
monitoring as needed), these students will start their video on the
table’s I-pad and proceed to fill out the L section, adding further
questions for the teachers to the W section. After the video, students
will draw three symbols to represent areas in the school on the back
of the graphic organizer to represent the school playground, library,
and cafeteria and label them. After the group has completed all of
this, they will raise their hand for the teacher to come and answer
their “want to know” questions not answered by the video and check
over their independent activity.
Map Key video: https://www.youtube.com/watch?v=oBzRq04rliY
Individual Accountability- Individual Accountability Every member’s Individual Accountability- KWL graphic organizer
KWL chart will be inspected by the teacher for quality and correct Every member will show his or
completion of the independent activity before they use them to teach her KWL graphic
their group. Each group will submit their map of the school to be organizer/independent activity
reviewed by the teacher for the three map components. On the back sheet for the teacher to review.
of their map, each student will write their name and expert role so They will also write their
the teacher knows who was responsible for the effective completion names & expertise on the back
of each map component. of the cooperative group map
so the teacher knows what
portion they taught their team
on and how effectively they
taught their group.
Equal Participation After completing their assigned work within the Equal Participation
expert group and being reviewed by the teacher, they will join their Students will complete their
cooperative group members. Once in their cooperative groups, KWL charts and share what
students will use their KWL charts to teach their group members they learned with their
about their area of expertise, as well as aid them in the completion of cooperative groups. They will
that portion of the map. be responsible for ensuring
their component on the map is
completed correctly by the
whole group, as well as aiding
in the general map creation.
Simultaneous interaction Simultaneous interaction Paper, markers, KWL
Students will work in expert (jigsaw) groups to learn more about Students will work in expert Charts,
their assigned map component. Students will then work with their (jigsaw) groups to learn more
cooperative group to create a map of the school combining all of their about their assigned map
map components.
component. Students will then
work with their cooperative
group to create a map of the
 school combining all of their
map components.
5 minutes Curricular assessment: Curricular assessment: KWL chart, maps
Students will be required to turn in their KWL chart at the end of Students will be required to students created
class to show the teacher that their topic they became an expert on. turn in their KWL chart at the
Students will turn in the map they created with their cooperative end of class to show the
group with the compass rose, map key, and symbols. teacher that their topic they
became an expert on. Students
will turn in the map they
created with their cooperative
group with the compass rose,
map key, and symbols.
10 minutes Closure & Debriefing Closure & Debriefing Student created maps
Teacher will ask students to share what they learned with the class Students will share what they
about the compass rose/cardinal directions, landmarks & labels, and learned about the compass
map keys/legends with their classmates. They can share the map rose/cardinal directions,
they made with other groups and explain how they incorporated the landmarks & labels, and map
things they learned into their map. keys/legends with their
classmates.
Reflection (after the lesson)
DISCOVERY LEARNING LESSON PLAN Grade Level: 1 Name: Marli Sears/Caili
Johnson
Topic: Maps
#__1_____in a series Grouping: Whole Class, Independent, Partners
CCSS:
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
RL.1.1 Ask and answer questions about key details in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
2 Literacy Strategies: Determining importance, summarizing
Social Studies Standard:
1.SS.2.1.1 Explain what maps and globes represent and how they are used.
1.SS.2.1.1 Explain what maps and globes represent and how they are used.
1.SS.2.1.3 Identify legends and keys on maps.

Objective/s: Students will be able to orally explain three necessary elements on a map to make it “usable.” Students will be able to create a clearly
labeled map that can be logically followed by someone else.
Vocabulary terms and definitions:
Maps: A drawing of the world. The purpose of maps is to show where places are located.
Labels: Words put on something to tell us what it is.
Researcher: Someone who gathers information from good sources to answer questions.

Technology Integration:
ICT.K-2.3.a With guidance from an educator, students use digital tools and resources, contained within a classroom platform or otherwise provided
by the teacher, to find information on topics of interest.
ICT.K-2.2.c With guidance from an educator, students learn about ownership and sharing of information, and how to respect the work of others.

Students will use reputable websites as resources to find answers to the discovery questions. Students will have the option to create a map of the
classroom on one of the websites.
Accommodations:
Audio Text available for when they go through the various readings. Students who are willing to read books out loud to their peers/small group.
Websites that can be delivered in an audio format.
Pictures/Visuals next to written instructions
Repeating Verbal Instructions/Checking for Understanding
 Time What the teacher will say and do. What the Materials
student will
say and do.
5-7 minutes Anticipatory Set/Gain Attention& Recall prior Knowledge: “I was lost in
Teacher will ask students, “Have you ever been lost? What did you do? Were there any materials the grocery
you used to help you get back?” store. I asked a
“Would it have helped you seeing where you needed to go to get back?” person to help
Show the students an actual map and ask me.”
“I got lost when
I was at the lake.
I sat down and
waited for my
parents to find
me.”
“I got lost at
Lagoon. I
looked at a
map!”
5 minutes Teacher Input: “Today you will be researchers! A researcher is someone who has a question and What will the
gathers information to help them answer their question. Today you will use the computer, books, students say and
and maps to learn more about maps. In your researcher journal, you will write down what is do?
important to have on a map and the different things you learned about maps. “We will be
With your partner you will discuss important things that maps should have. researchers!”
“We will write
Check for understanding by asking students to explain what they will be doing. down what is
important to
have on a map.”
“We will be
using the
computer,
books, and maps
to learn more
about maps!”
4 minutes Discovery Or Inquiry questions: Written on the board and repeated verbally for the students Discovery Or
before they separate into partners/groups. Inquiry
The following list of questions will be posed by the teacher. Students will use teacher-provided questions:
websites, books, and maps to help them answer these questions. Students will be
researchers to
What do maps need to have so other people can follow them? answer these
Why aren’t all maps the same? questions posed
What makes some maps more useful than others? by the teacher.

35-40 minutes Explore Activity: Explore Activity: Research

Before splitting into groups, the teacher will explain the different activities the students will be “Look! I can journal,
doing at each center. She will explain that the students will use their computers to research more make my own computers,
about maps. She will explain that she has already pulled up the two websites the students will be map on this books on
using for the day. She will also explain that at a different station, students will be looking though website. “
maps, atlas
different books to help them answer the discovery questions on the board. At a different station,
pencils,
students will be looking at different types of maps and discovering the different parts of maps that “I wonder why
make them useful and helpful. At each station, students will take their discovery journal. In their some maps look different
journal they will draw pictures or write down things they have learned about maps and what different than types of
maps need to be useful. Students will rotate between each station, and the teacher will be walking others?” maps,
around the room to assist as needed. “It says that description
road maps help of maps.
The students will return to their tables to work with partners. drivers know
The following are websites the students will use to research about maps and what maps need to which roads
make them useful. they should take
to get to
https://online.kidsdiscover.com/discover/maps?ReturnUrl=/discover/maps different places.”
http://www.pbs.org/parents/catinthehat/activity_mapping_tool.html
“Why is this map
These websites are interactive. The kidsdiscover website has different parts of maps and students hard to read?”
can click on the different sections to learn more about maps and what makes them useful.
“How do I know
The following are a list of books the students will look through to learn more about maps. if others can
Lucy in the City: A Story about Developing Spatial Thinking Skills, by Julie Dillemuth read my map?”
As the Crow Flies: A First Book of Maps, by Gail Hartman
There’s a Map on My Lap!: All about Maps, by Tish Rabe “This book was
Kat’s Maps, by Jon Scieszka about a boy who
 Henry’s Map, by David Elliot followed a map.
Follow That Map!: A First Book of Mapping Skills, by Scot Ritchie I want to create
a map that
Students can partner read a few of these books together and write down in their researcher others can
journal the things they learned about maps/answers to the discovery questions. follow!”

At different tables, we will have different types of maps. Next to each map, we will have a short The students
description of the type of map and its purpose. For example, next to a road map, we would have a will be writing
paragraph saying that road maps show different roads, highways, and freeways to help drivers their discoveries
know what road they need to take in order to get to their destination. regarding the
discovery
Students will be able to look at different types of maps and see the different labels and pictures questions in
used. As they read the description placed next to the map, they will learn that some maps have their researcher
different purposes. Students will write down what they have learned or draw different types of journal.
maps in their researcher journal.

5-7 minutes Teach: Teach: Whiteboard,

“Boys and girls, today you had the opportunity to be researchers and learn about maps. After “Maps should markers,
doing these activities, what have you learned about what is important to have on a map?” have objects.”
“Maps need certain things on them so others can use them. Some of those things are words, labels, “Maps should
directions. Maps need these things so people can use them.” have words on
them so we
know what
things are.”
“Maps show us
different places.”
20 minutes Apply: Apply: Computer,
Students will have the opportunity to make a map of their classroom. They can make the map on Students will or paper,
the Cat in the Hat website or on a piece of paper and use colored pencils or crayons to draw their either use the colored
classroom. They will need to add labels on the map so others know what their map shows, and so Cat in the Hat pencils,
it is easier for others to use. website to
pencils,
Teacher will walk around the room and see the maps the students are making and ask questions create a map of
about the things they are putting on their map. the classroom
(showing how to
 get to their
desk/table from
the door), or
they will use
paper and
colored pencils
to draw a map
showing how to
get to their
desk/table from
the entrance
door of the
classroom.
Students will
use labels on
their maps
5-7 minutes Closure: “This is my map
What is one thing you put on your map so others can use it? and I put words
(Students can share their maps with others and answer the question of what they put on their on it so others
map that made it so others could use it). would know
what the picture
was.”
“I have my desk
over here, right
next to the
teacher’s, just
like it is in the
classroom.”
To be collected: Self-made maps and journal entries.
Reflection (done after the lesson)