Joy Jensen Information Literacy Lesson Plan ITEC 7136 Grade 1 – Early Map Skills

Background: This information literacy / social studies lesson plan is designed for a first grade class. In this lesson, we will introduce two concepts. The first concept will be to become familiar with maps, globes and atlases and their purpose. The second concept is to have the ability to recognize their location starting on Earth, to North America, to Georgia, to Saint Simons Island, to their particular address. The Information Literacy Standards being focused on regard using information efficiently and effectively through the use of geographical reference materials. The class I am working with is another first grade class at my school. So I am familiar with the standards and the ability levels of the children. I approached this teacher as we began our map unit and asked to do a team teach Social Studies / Information Literacy Lesson. She was excited and we discussed ideas for our lesson. We found a concept that we liked to use from an old Core Knowledge Unit to help children “understand their place in the world”. I loved the concept and generated multimedia and website support materials to strengthen the content and make a connection to using the internet for “Accessing information efficiently and effectively”. I also added a component to allow further exposure to resources available in our Media Center Reference Section. GPS Social Studies Standard: SS1G2: The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.

ILLSSL Standards: Standard 1: The student will access information efficiently and effectively. . Standard 3: The student will use information accurately and creatively.

Information Literacy Lesson Plan

Materials and Equipment: 1. Smart Board 2. Computer with Internet

3. 4. 5. 6. 7.

Plastic Nesting Bowls Where Am I? Worksheet Globe Large Class Map Atlas

Amount of time: 100 minute block of time


Introduction: Prior to any instruction, the students the students will be given the pre assessment “Where Am I?” included in this lesson plan. This pre assessment will serve as a guide for scaffolding the appropriate level of the lesson based on the students’ familiarity with this concept. Step 1: The Media Specialist will begin the lesson by reading the story, Me on the Map by Joan Sweeney. This wonderful book demonstrates a child’s location in his house, in his neighborhood, in his town, in his state, etc… After reading the group will discuss what they know about where they are on the map. A Circle Map will be projected on the Smart Board and we will use this tool to brainstorm what we know about where we are located in the world. Step 2: The students will then watch the following video available via the Smart Board, on GPB unitedstreaming:

Maps: Where Am I? (Third Edition) (11:12) © 1983 Aims Multimedia Full Video Throughout the video, after each segment, I will pause the video to discuss the key points of location in relation to a world view. Discovery Education: Following the video, I will show students an example of a globe, map and an atlas. We will discuss the similarities and differences of these reference tools and how we can use them to find where we are. Step 3:

We will take a “field trip” to the media center to find the atlas and map section within the reference section. Students will divide into small groups (heterogeneously grouped by ability) to explore one of the many atlases. They can find whatever they like, the idea here is to explore the materials and begin to see the media center as a source for information. Step 4: The next activity is a hands on activity using a set of seven nesting plastic containers. The containers will all be labeled in descending order as follows: • North America • United States of America • Georgia • Saint Simons Island • Oglethorpe Point Elementary School • Address of School • Teacher’s Name Model how these containers stack inside of one another and are located in the larger containers. The MS will mode this process several times. Students will then practice saying the vocabulary terms (continent, country, state, city, community, neighborhood, house and person) as I stacks the containers in order. Repeat this activity several times allowing students to come up and demonstrate their understanding. Step 5: Next, go back to the Smart Board and pull up Google Earth. Demonstrate how this amazing site works and how it can be used to zoom in on any area on the Earth. Find saint Simons Island and zoom and then find Oglethorpe Point Elementary School and zoom in. Discuss the many uses for this amazing tool and how this tool can give us even more information than a map, a globe or an atlas. Step 6: Classroom Teacher begins individual assessment at back table while the whole group fills in our post assessment tool using index cards with their addresses. Step 7: If time allows reread Me on the Map and discuss what was new knowledge learned today.

My pathfinder for this lesson is located on a wiki. The wiki URL is: The wiki contains links to games and activities related to this topic. Also included is a list of recommended related literature.

Where Am I? Beginning Map Skills Pathfinder

Website Activities Create an edible map using icing, candy and dough. Continent Copycat, a memory to help children learn the placement and shape of continents. Geo Spy, a more advanced Geography practice game. Create a relief map jigsaw puzzle.

Recommended Literature
• • • • • • • • • • • Great Map Mysteries: 18 Stories and Maps to Build Geography and Map Skills by Susan Julio There's a Map on My Lap! All About Maps (Cat in the Hat's Learning Library) by Tish Rabe Me on the Map by Joan Sweeney Where As the Crow Flies: A First Book of Maps by Gail Hartman My Map Book by Sara Fanel Mapping Penny's World by Loreen Leedy Maps and Globes (Reading Rainbow Book) by Jack Knowlton Barney Bear World Traveler by Trisha Callella· Maps by Joellyn Cicciarelli Continents and Maps by Pearson Learning Group The Secret Birthday Message by Eric Carle Helping Your Child With Maps & Globes by Bruce Frazee and William Guardia

Assessments: • Students will be assessed on the ability to identify a map, glob and atlas through teacher observation. The classroom teacher will be set up at a station at the back of the room with a map, a glob and an atlas and the children will go back one at a time to point and name each object. This activity will take place one on one during the post assessment. Students will be assessed on the ability to recognize their location starting on Earth, to North America, to Georgia, to Saint Simons Island, to their particular address. This will be assessed through the “Where Am I?” post assessment. Students will also be observed by the classroom teacher during the post assessment using the nesting containers while they practice saying and stacking the containers for individual learning and self-assessment.

Reflection: I really enjoyed having the opportunity to team teach with a fellow first grade teacher. Collaborating really brought out our creativity and we were able to both contribute and take ownership of the lesson, which I think contributed to its overall success. Finding time to collaborate was a challenge, but between grade level meetings and email it was sufficient. I can see how much more difficult it might be for a Media Specialist attempting a similar collaboration without these natural cross-overs. It was also nice to work with a different group of students for this lesson. Because I also teach first grade, the student’s ability levels and interest levels were already known to me, which really helped in the planning stages. I know how excited my kids get when I incorporate websites, multimedia and hands on activities, so I usually incorporate those factors in all my lessons, because I have the luxury of a Smart Board and great internet connection. Some portions of the lesson were more successful than others. The post assessment was a challenge for the children because of their emerging literacy skills, rather than a misunderstanding of the overall concept. Luckily, the two teacher observation assessments allowed us to check for understanding without the issue of literacy interfering. All but two Special Education students were able to complete the entire nesting task correctly. All students were able to identify and map, globe and atlas when prompted. The combination of the book, the video and the hands on activity really seemed to help the majority of the students assimilate the key concepts. The children LOVED Google Earth and the teacher I collaborated with now uses it as a wrap up reward activity in her room for reinforcement. In the future I will continue to incorporate the different mediums while still exposing students to the more traditional resources in the media center so that they will grow into connoisseurs of information that are comfortable seeking information in either format.

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