TE 404: Teaching Social Studies to Diverse Learners

Directions for the Field Based Lesson Planning

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Bednarz, S. W., Acheson, G., &
Bednarz, R. S. (2006). Maps and map
learning in social studies. Social
Education, 70(7), 398.
Kari Lydersen - Washington Post,Staff
Writer. (2008, Jan 06). Picturing the
world, around us; maps have always
worked on more than one level: There's
the you-are-here that lets us see where
we are and where we're going. and
there's the we-are-here that lets us say
it. The Washington Post Retrieved from
http://ezproxy.msu.edu.proxy1.cl.msu.ed
u/login?url=https://search-proquest-
com.proxy1.cl.msu.edu/docview/410159
345?accountid=12598
Mapping and being able to understand maps is an
extremely important skill to have. With the
widespread development of technology access to
maps and other geographic tools have become
accessible to pretty much everyone. Geographers,
psychologists and cognitive scientists have
become interested in studying spatial thinking.
Which can be defined as the kind of thinking that
underpins map reading and interpretation. It can
be argued that it is a requirement in today’s
society to be able to use maps, images, and spatial
technologies intelligently and critically.
Maps have changed over the years. Maps in the
1800’s were carved into pieces of wood. Maps
allow people to dream of far off places. Maps can
show bias.

Reeves, A. (2019). Classroom Collaboration within the classroom is important.

collaborations: enabling sustainability Students working together creates more of a
education via student-community co- classroom community. Collaboration also create
learning.
an active learning environment.

Stage 1: Desired Results (25 points)

2.) Lesson Title: Maps Maps Everywhere!
3.) Grade Level Content Expectations (GLCEs) (2 points):
4 – G1.0.4 Use maps to describe elevation, climate, and patterns of population density in the
United States
List the content and skills students will need to know to meet each standard:
Students will need to know what maps are, how to use maps, map keys and that maps can show a
variety of different things.
What themes do you see emerging from the content listed above?
Mapping and Collaboration
4.) Big/Powerful Ideas (5 points):
Maps can show many different things.
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Maps can help us understand the world around us.

5.) Essential Questions (4 points):
How can maps show many different things?
How can maps help us understand the world around us?
6.) Lesson Objectives (9 points):
Students will be able to construct a map that shows elevation, climate, or patterns of population
density in the United States.
Students will be able to investigate how maps help us understand the world around us.
Students will be able to use collaboration skills to work together and produce their final map.
Students will be able to analyze a reference map and use that information to help construct their
groups map.
Students will be able to compare constructed maps.
Students will be able to conclude that maps can show a variety of things such as elevation,
climate, or patterns of population density in the United States.
7.) Rationale (5 points):

What/How are you teaching? Why you are teaching this?

To begin the lesson, I will give an explanation
of what maps and map keys are. I will show
students multiple examples and model how
students can use maps and map keys in order
to find out important information.
(Must align with the 5 elements of powerful
social studies)
Value-Based:Here students will learn about the
value of maps and how they can be important
in life. Students will understand the value that
maps have. Maps can help people understand
the world around them. Specifically, that maps
can show elevation, climate, or patterns of
population density in the United States.
Understanding maps and map skills holds
extreme value in life because students will be
able to use maps to better understand the world
around them.

Students will learn map skills that can be
helpful within life. Through looking at
different maps students will develop a vast
knowledge of maps and how they can be
helpful for different life activities.
Students will also be doing a lot of
collaboration.
Students will work collaboratively to create a
map and map key that shows elevation,
climate or population density by using only
M&M’s.
Meaningful: Understanding maps is an
important skill students need. Students will
develop knowledge of how/ why maps can be
helpful. Students will be able to apply these
skills in all areas of life. Collaboration allows
students to develop and understand ideas from
each other. Students can make meaning of the
materials through information they learn from
each other.
Challenging: Students will have to think
critically about how to create a map and map
key that shows either elevation, climate or
population density by only using M&M’s.
Students will have a reference map, but
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students will still have to make their own

choices about how they will create their map
and map key.

Students will work with a group to collaborate
and this will allow student to move around to
create their M&M maps.
Students will have to use their math skills in
order to interpret map keys. Students will also
work in groups and practice collaboration.
Active: Physically students will be working in
groups they will be physically moving and
collaboratively learning. Students will be using
their hands to move M&M’s and be actively
collaborating to map decisions in how to create
their final map.
Integrative: Students will use skills they have
learned in math to create their map key.
Creating a map key is similar to the graphing
skills my teacher has shown her students.
Students will have to be able to interpret and
actually create the key understating that certain
number relate to certain M&M colors. Students
will also be working on their collaboration and
active listing skills. As a group students have to
create this M&M map they will have to listen
to each other’s ideas and make decisions as a
group in order to create the map successfully.

Part II: Select an anti-bias standard that will be addressed by your lesson:
Students will express comfort with people who are both similar to and different from them and
engage respectfully with all people.

Students will work collaboratively in groups with some students who may be similar to
themselves and some students who are different from themselves. Students will respectfully
engage with one another and complete the assigned tasks. Students will learn to work with
people who are different from themselves. Collaboration is a key life skill that will be practiced
within this lesson.

“Who are my Students?”

 4th grade
● There are about 25 students in my classroom
● The ratio of boys to girls is pretty even there are a few more boy students
● Majority of the students are African American
● Many students are bilingual
● Students are diverse and come from multiple backgrounds there are multiple immigrant
students
● Students are active and enjoy activities that involve lots of movement
● Students learn best when directions are very clear
 TE 404: Teaching Social Studies to Diverse Learners
Directions for the Field Based Lesson Planning
● Many students within my classroom have ADHD
● Some students get frustrated easily
Learner Profiles (Task 2)
ADHD- Mark is an active student.
He really enjoys conversation and
prefers more interactive activities.
When lessons aren’t interactive Mark
tends to not stay on task. Mark also
prefers hands on activities. By being
active in lessons he is able to stay on
task and better understand the overall
material.
Student characteristics including
range of abilities and temperaments-
Sophia is a bright student, but she
often gets frustrated. She gets
distracted easily and then tends to get
off task. When she gets in trouble for
not being on task she gets upset and
then often will not complete any of
her necessary work. Sophia is
motivated by rewards.
Emergent Bilingual- Katie is working
really hard to learn English. She
understands a great deal of English,
but has a few issues here and there
understanding some words. She
struggles especially within the
writing area. She worries about her
spelling and therefore, takes a long
time to write or needs someone to
help her spell words as she goes.
4
What linguistic, social and academic resources
and supports will I incorporate into my lesson?
(Task 3)
In order to help Mark, stay on task I am going to
create an active lesson that allows for
communication. This way mark will be able to
better understand the material and stay on task. For
example, this lesson is extremely collaborative so
Mark will have the opportunity to talk to classmates
throughout the lesson which will help him stay on
task and understand the overall material at a deeper
level.
For Sophia, The M&M’s at the end of the lesson
will be a reward. I will remind students that I will
take away their M&M’s if they do not stay on task,
behave or follow directions. If Sophia is able to stay
on task, behave and follow directions she will be
able to have M&M’s at the end of the lesson. The
M&M’s will be motivation to stay on task and
complete all necessary work.
For Katie, I am going to make sure that students do
not do a lot of writing. The only writing that
students will be responsible for is creating the map
key and maybe someone else within Katie’s group
can do the writing on the map key. Students will
share ideas verbally during this lesson and not
through writing. The collaboration aspect of this
lesson will really help Katie too because she can use
groupmates as a resource.
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Formative Assessment: The process of creating a map and map key that shows elevation, climate
change or population density. I will walk around as students work to create their map and help
them be successful. The process of creating the map is the formative assessment.

Summative Assessment: Creating a map and map key that shows elevation, climate change or
population density. The final map that is created by each group is the summative assessment.

Highlighted areas = differentiation strategies

Components Teacher Activity Student Activity
(include differentiation strategies that show
you are meeting the needs of all learners)
Opening  Good morning class  Students will understand what the
(engagement and today we are going to shaker is being used for.
tapping into be learning a little  Students will quietly pay attention
prior knowledge) more about maps and while I introduce maps and map
map keys. keys.
 Introduce shaker. Tell
students that this is
what we will be using
for transitions: “When
I use the shaker voices
will stop and eyes will
be on me.”
 Display image of map
using power point.
Ask students if they
know what it is.
 Give definition of
what a map is using
the power point: “In
geography, a map is a
diagram that shows
land, water and
different features of a
specific place. Maps
can help us get from
one place to another
and learn about the
land features, climate
and population of a
specific place.”
 Display image of map
key using power point.
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Ask students if they

know what it is.
 Give definition of
what a map key is
using power point: “A
map key is a tool that
gives you information
so that you can
understand what a
specific map means.
Each map has its own
special key.

Development  Have students discuss  Students will collaboratively work

three questions with
(detailed their table groups use
activities shaker as a transition
and then have students
including:
share out ideas to the
questions, whole class: “Where
transitions, have you seen maps
scaffolding, and being used
assessment) before? Why might we
use a map? What
kinds of things could
maps help us
understand?”
 Today we are going to
do an activity that will
help us understand
that maps can show
many different things.
We are only going to
focus on three things
for today.
 The first thing is
Elevation: “Elevation
is how high or tall the
land is. So would an
area with lots of
mountains have a high
as a table to share ideas about the
three questions.
 Students will respond when the
shaker is used.
 Students will contribute ideas to
whole group discussion.
 Students will actively listen and
answer my questions while I teach
about elevation, climate and
population density.
 Students will actively listen while I
describe the activity.
 Students will be motivated by the
fact that they can eat their M&M’s
at the end of their lesson if they
behave and follow directions.
 Students will collaborate and
choose a retriever.
 Students will collaboratively work
to create their M&M maps.
 Students will participate in a galley
walk and look at all the maps that
were created.
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or low elevation?”  Students will listen to the shaker

Also point out map and return to seats.
and map key displayed
on power point.
 The second thing is
climate: “Climate is
the average
temperature of a place
over a long period of
time. Climate is like
weather, but we look
at the temperature
over a longer period of
time. Do you think
Michigan or Texas has
a cooler climate?”
Also point out map
and map key displayed
on power point.
 The third thing is
population density:
“Population density
shows how crowded a
place is. Do you think
a city or the country
would have a higher
population density?”
Also point out map
and map key displayed
on power point.
 Make sure there are 6
tables of students.
Regroup students if
needed.
 “Today, in your
groups you will be
creating maps and
map keys that
represent elevation,
climate or population
density and you will
do this by using
M&M’s.”
 “If you guys listen and
follow direction you
will be able to eat your
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M&M’s at the end of

the activity.”
 I need each table to
pick someone to be
your retriever. The
retriever is going to
come up to the front
table and grab a blank
map, a blank map key
and the M&M bag.
 Then I will come
assign your group
either elevation,
climate or population
density and give your
table a reference map
that you guys can look
at to help create your
map.
 As a group you need
to create the map I
assign you by using
M&M’s.
 Your group must
decide what each color
M&M represents and
write it on your map
key and then have me
check your map key.
 For example:
Elevation- Maybe I
make the red M&M
high
elevation Climate-
Maybe I make the red
M&M places with
warm climate
Population density-
Maybe I make the red
M&M places with
high population
density 
 After I approve your
map key then you may
place the M&M’s on
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the map in the places

where they belong.
 Remember that you
have to create the map
I assigned your group.
 Allow students to
work for about 10
mins walk around and
answer questions.

 After the M&M maps

are completed students
will walk around and
look at the different
Maps and map keys. I
will take pictures of
the maps.

 After 3-5 minutes use

the shaker to transition
students back to their
seats.

Closure  Thank you for being  Students will clean desks

(wrap up) such great listeners  Students will actively answer wrap
class. up questions
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 Can the retriever  Students will be rewarded with

please recycle the map M&M’s
and map key papers.
 I have a few final
questions for you
guys: “What is
something maps can
show us? What do
maps help us do?”
 You guys may eat
your M&M’s

Materials Power point Each group will need:

Needed M&M’s 1 blank map
6 blank maps 1 map key
6 blank map keys M&M’s
2 elevation example maps 1 example map
2 climate change example
maps
2 population density example
maps

13.) Reflection on Student Learning (3 paragraphs)

How did students meet the content goals and objective?
The main content goal that students met during my lesson was that maps can show a
variety of different things. The main content objective students met was students will be able to
construct a map that shows elevation, climate, or patterns of population density in the United
States. Students met the content and objective goals by first learning about three specific features
that a map can show. The three features I focused on were elevation, climate and population
density. I focused on these features because these are the map features mentioned in the fourth
grade GLCE I based my lesson off of. Students were to create a map key and use M&M’s to
show either the feature of elevation, climate or patterns of population density. Each table group
of students was given a reference map showing just their feature to help them better understand
their feature even though all students were exposed to all three features. Students used the
reference map help to create their own key and then placed the corresponding M&M color in the
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correct places in the United States. There were seven groups total three groups created an
elevation map, two groups created a climate map and two groups created a population density
map (see student examples below). Students also did a gallery walk at the end of their
assignment and were able to see how each group created a little bit different of a map and map
key and that the maps did show different features. My mentor teacher commented that my
activity went really well. She said that my directions were clear and helped students reach all
goals and objectives. She said that I also went through my lesson at a good pace and so students
easily understood all material.

Climate Map and map key

Elevation map and map key

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Population map and map key

How did the students meet the skill goals and objectives?
The main skill goals that students met were what are maps, how can we use maps, and
what are map keys. The main skill objective that students met was students will be able to
investigate how maps help us understand the world around us. To meet the what are maps skill
goal and the how can we use maps skill goal I put a picture on the board of a map and asked
students if they knew what it was. Immediately students responded “a map”. Then I proceeded
by giving students a definition of what a map is. The definition I gave students was, “in
geography, a map is a diagram that shows land, water and different features of a specific place.
Maps can help us get from one place to another and learn about the land features, climate and
population of a specific place.” To meet the what are map keys goal I put a picture on the board
of a map key and asked students if they knew what it was. Immediately students responded “a
map key”. Then I proceeded by giving students the definition of what a map key is. The
definition I gave students was, “a map key is a tool that gives you information so that you can
understand what a specific map means. Each map has its own special key.” Students developed
these skills throughout my lesson. Students had to create their own map key by using a template I
gave them (see below) and physically put the M&M’s in the places where they belong on their
blank map (see below) based on the map key they created. My mentor teacher commented that
using the M&M’s was a really fun idea. She also said the M&M’s really helped students stay
engaged and stay on task.
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Map Key For:

Red M&M:

Blue M&M:

Orange M&M:

Brown M&M:

Yellow M&M:

Green M&M:

What values did students learn as a result of your unit?

Through my lesson students learned about the value of maps and how they can be
important in life. Being able to understand the world around one’s self is extremely important.
Maps allow people develop an understanding about the climate, elevation and population density
of a particular place and so much more. Maps can also simply help you get from one place to
another. By developing map and map key skills students can successfully navigate the world
around them and better understand specific features of a particular place. My mentor teacher
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commented that mapping skills really do hold value. She said that her students have really been
struggling to understand mapping and the values that it holds. She said that my lesson was really
informative and definitely helped developed students understanding of the value of mapping.

14.) Reflection on Teacher Learning (6 paragraphs)

What did you expect to happen in this lesson?
Through my lesson I expected students to be able to use maps to describe elevation,
climate, and patterns of population density in the United States. I set expectations for transitions
and expected them to go smoothly. I expected that students would have some background on
maps and map keys so I gave students short definitions of a map and map key as an introduction.
I also defined the feature of elevation, climate and population density for my students. After this
I gave directions for the activity. Students were to create a map and map key using M&M’s that
represented elevation, climate or population density based on what feature I assigned their group.
Students were given a reference map that went along with their feature in order to assist students
and help them be successful. I expected that creating the map with the M&M’s and the map key
would be easy for students especially since they had a reference map. I also had divided all the
M&M’s out based on color so that they were already organized based on color for students. I
expected by dividing out the M&M’s and having each table have a supply helper getting the
necessary materials for the activity would go smoothly. I expected that after completing the
gallery walk students would easily answer the question “what is something maps can show us?”
with the answers elevation, climate and population density.
What went as predicted?
As predicted transitions went very well. Students responded when I used the transition
beads. The expectation was that students would look and me and stop any talking and this
happened each time I used the transition beads. My mentor teacher even commented that setting
the transition expectation really helped students be focused when it was transition time. Students
did have background knowledge on maps and map keys so going over those ideas went smoothly
and students clearly understood. Having a supply helper was also a great idea. My mentor
teacher really liked that I incorporated this into my lesson. Materials were easily gathered by one
person from each table group. The fact that I had the M&M’s sorted by color also really helped
students be able to be successful with the activity and it cut down on a lot of time that would
have been wasted by students trying to separate M&M’s by color.
What surprised you?
I was surprised that it was so difficult for students to come up with a map key using the
M&M’s. There are six colors of M&M’s and some of the reference maps I gave students had
more than six sections of color in their own key (see below). I figured that students would just
combine sections. Instead of students figuring this out on their own I had to assist them and help
them understand that it is okay to combine sections of the reference key so that only 6 colors are
being used. For students actually constructing their own map and map key was a bit more
difficult than I anticipated. After completing the gallery walk I was surprised that students first
reaction to the question “what is something maps can show us?” was that maps show us how to
get from place to place. I should have anticipated this since we do use maps all the time to get
from place to place, but I figured that since students had just seen maps that were showing
elevation, climate and population density that would be their answer.
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What were the strengths of the lesson?

I think some major strengths in my lesson was that I had a good pace of my lesson and I
kept moving around and assisting groups of students with questions to help them their map. My
mentor teacher commented that my pace was just right for the students. I did a really good job
keeping the lesson moving, but also checking and making sure that my students were gaining an
understanding of the concepts I was teaching. By moving around and supporting my students I
was able to assist with any questions and help groups gain a better understanding of the activity.
My mentor teacher commented that by moving around I really added extra support for my
students. I think that I also did a very good job creating clear directions for my students. After
saying directions, I made sure to ask if students had any questions. My mentor teacher
commented that by having such good and clear directions students were able to be on task and
that the class was more focused than normal.
What weaknesses exist in your lesson and what would you do to address these weaknesses?
I think a major weakness of my lesson was that I didn’t have an activity for students to
work on after they completed their M&M map. Some groups of students completed their maps a
lot quicker than others and so they just sort of had to sit and wait until we moved onto the next
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activity. My mentor teacher made a comment that it is always a good idea to have an extra
worksheet or small activity for students who finish tasks faster than others. I would fix this
weakness by bringing in another small activity for students. Like a worksheet or some type of
game. I would make sure that the worksheet or game went along with the topic of my lesson. So,
in this case I would have brought something extra that had to do with mapping skills.

What else did you learn about the topic, your students, the curriculum or teaching?
Overall, I learned a lot through teaching this lesson. I learned that my students really can
stay on task when clear directions are given. My mentor teacher often doesn’t give the clearest
directions and so students often do not understand the activity or lesson and so she becomes
frustrated. My directions were really clear and all students were on task during my lesson. I also
learned that creating an active lesson doesn’t necessarily mean that students have to get out of
their seat. My lesson was active in the fact that students worked with their hands moving the
M&M’s and collaborating to create the map and overall map key. I also learned that teaching
really makes you think on your toes. Students will often surprise you with random questions or
comments that you aren’t necessary prepared for.
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