Title of lesson: World Mapping Strategies

Your Name: Alyssa Stehlin

Length of lesson: 20 minutes

Context of Lesson: This lesson is created to help students develop strategies for
identifying and analyzing maps, whether it is the world map we are currently
working on in class or other maps we will complete throughout the school year.
Previous to this lesson, students have started and/or completed their mapping of
world maps (Eurasia and Eastern Hemisphere). This lesson will focus on getting
students to create strategies to help them to read and analyze world maps. This
lesson will be part of a World History course and will be taught in a high school to
10th grade students.

Overview: This lesson will consist of 1 part: interviews with individual students. By
the end of this lesson students will be able to investigate what strategies are best for
reading and analyzing the world map.

Central problem/ Essential question: What strategies will allow you to be most
successful when mapping?

Learning Objectives:

Students will know/be able to:

● investigate what strategies are best for reading and analyzing the world map.

Standards:

Use appropriate strategies to read and analyze social science tables, graphs,
graphics, maps, and texts (MI.HSCE.SS.WHG.P1.1).

Anticipated student conceptions or challenges to understanding: I anticipate that

some students will have a hard time coming up with strategies, besides frequent
reviewing/repetition, that will help students to read and analyze maps. I anticipate
that I will need to introduce some alternative strategies to students and help guide
students to develop their own strategies for parts of the world map, specifically
geographic features.

Accommodations for students with special needs: Some students have

accommodations in which multi-step instructions and visuals are necessary for
student understanding. In these cases I plan to break down each strategy that I am
having students learn about with examples with visuals. These strategy examples
will also focus on mapping of the United States, because United States geography is
what students have prior knowledge of and can relate to.

Materials/Evidence/Sources:

● World Mapping Strategies

● Structure of Lesson
Launch/Hook: What effect has Google Maps had on our society?
Big Idea: Identifying and using strategies, such as chunking, visualizing
information, and association, when mapping will allow students to
effectively read and analyze geographic features.
Key Skills: Chunking. Visualize Information, and Association.

Instructional Sequence:

1. The teacher will introduce students to the learning target for the lesson,
emphasizing the importance of strategies when reading and analyzing maps.
The teacher will launch the World Mapping Strategies with the question:
what effect has Google Maps had on our society? This question is aimed to
get students to start thinking about how they previously have tried to read
and analyze maps. An anticipated student response to this would be that
they normally memorize geographic features through frequent reviewing or
repetition. I will introduce students to mapping strategies which will allow
students to be more effective when identifying and analyzing geographic
features. I will go through each strategy, introducing students to the skill and
having students attempt to do the skill with the maps they have completed
during previous classes. This format will repeat until all strategies have been
introduced. The teacher will provide examples that are relevant to students
prior experiences and knowledge in order to teach these strategies to
students. At the end of each strategy introduction slide the teacher will stop
to ask if students need further clarification or have any questions. Once all
strategies are reviewed the slides will conclude with a reminder of why it is
important for students to utilize these strategies when mapping (20 minutes).

Assessment: Students will be summatively assessed during this lesson. Students will
be assessed on their ability to read and analyze a world map during this class
period.