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Madison Sullivan

Part 1: Context for Learning

Context for Learning

Description of Learning Sequence/Progression:

This lesson was one of the first social studies lessons of the year. One of the first stands to be covered in 3rd
grade is to understand and use a different variety of maps to collect information. Along with addressing the
geography standard this lesson required students use their analysis skills to infer what they read from the map
to solve real world problems. This correlates with reading lessons that have previously taken place. Students
are learning to read a text while identifying key details and using information from texts to support their
logic. Similarly, this social studies lesson plan is having students analyze different maps while
comprehending what information is being given, and then using that information to explain their thinking.
Academic Language:
1. Map: way of selecting and compressing a large amount of data about where events occur on a sheet of
paper that represents a part of the earth’s surface
2. Globe: spherical representation of earth from view of space that identifies geopolitical boarders
3. Map Key: the information needed for the map to make sense. Maps often use symbols or colors to
represent things, and the map key explains what they mean
4. Grid System: set of measurements a graphic designer can use to align and size objects within the
given format
5. Compass Rose: a circle showing the principal directions printed on a map or chart
6. Scale: the ratio of a distance on the map to the corresponding distance on the ground
7. Distortion: the change to how earth’s represented based on the map’s features
Relevance and Engagement:

The relevance of this lesson is that students are learning about how their community fits into the world.
Students were asked to think about solving real life problems using the information acquired from maps. An
example of this is how students were prompted to think about how they would design a map of their
neighborhood to help a new classmate get around. Students also studied the population of Delaware
comparing where they live to other parts of the state. Additionally, students recognized distortions on a map
and globe to understand how the physical perceptions can be misleading. This type of activity has students
acquire unbiased data while acknowledging that how its represented can lead to misconceptions. Students
were actively engaged in the lesson by being given the opportunities to observe multiple maps, and a globe.
Students were also interacting with the materials and classmates to share and develop ideas.
Rationale
Instructional Select your instructional approach.
model ☒ Explicit Instruction/Gradual Release Model (I do, we do, you do)
☐ Cognitive Strategy Instruction
☒ Inquiry or Exploration
☒ Teacher guided or teacher supported practice (e.g., guided reading)/ Scaffolded Instruction
☐ Other: __________________________________

Select the grouping model (indicate all that apply).

☒ Whole class
☐ Small group (specific grouping/homogenous groups/heterogeneous groups
☐ Small group (student-selected groups)
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☒ Partners

Rationale and Rationale for Instructional Procedures:

Support We wanted to take an approach that would apply to all learners which is why we chose to teach
in multiple ways during this lesson (i.e. having a physical globe/world map, using the
Smartboard, and a writing activity). Having a variety of instructional approaches allowed us to
teach in ways that provided our students with both guided practice and independent practice to
check for understanding. We also wanted our students to take what they learned and apply it to
real-life situations, which is why we had a turn-and-talk about how they would use a map to
navigate around their neighborhood. We had multiple turn-and-talks for students to take what
they learned and talk to others in their own words about the lesson. Circulating around the room
and supporting these conversations allowed for both of us to engage with students while also
checking their understanding. We also used a “thumbs up/down if you agree” strategy to do a
quick formative assessment to ensure that students were following along throughout the entire
lesson.

Research Support for Instructional Procedures:

According to Essentials of Elementary Social Studies, it is important to have both guided and
independent practice through an I do, You do model (p. 249). Furthermore, in the text it says that
it is important to activate students’ prior knowledge which will help them be engaged from the
start of the lesson (p. 248). Through our neighborhood map activity, this engaged students and
was a “hook” to grab their attention while also getting them to talk about the structure of maps
and what they would expect to see on a map which would lead us into our next discussion.
Lastly, the text stresses the importance of exit tickets to help the teacher know if they were
successful in their lesson or not (p. 242). This is why we chose to do a quick exit ticket to help us
help them in the future for any misconceptions that they may have had.

Russell, W. B., Waters, S., & Turner, T. N. (2018). Essentials of Elementary Social

Studies. New York, NY: Routledge.

Collaboration:

We split the lesson in half, having one introduce the content while working on the first half of the objectives.
Then we switched allowing each an opportunity to lead instruction for the lesson, while the other acted as
more of a support. The first half (taught by Steven) of the lesson dealt with becoming familiar with a map and
a globe. Students identified different characteristics of each and drew similarities between the two. Students
also reviewed common distortions that may cause misperceptions. The second half (taught by Madison) of
the lesson focused more on map features and identifying how to understand the data represented on the maps.
Students viewed different types of maps and explained the different features purposes. After both halves of
the lesson students were administered an exit ticket that each of us helped students to complete.
Technology:

The technology integrated in this lesson included a SMART Board and globe. The SMART Board was used
to project various maps for students to analyze and extract information. The Smart Board was also used to
project vocab words and images of common map features that we wanted students to recognize. Lastly, the
SMART Board was used to present a slide of lesson objectives and activities. The globe was provided to
allow students to interact with the physical representations of earth. PDF
Access for All Learners
Instructional and For the students who required extra due to not being as comfortable with the English
Material language had questions on the exit ticket read aloud along with the answer choices. This
Adaptations helped them overcome the struggle of reading and comprehending the questions and to
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focus on the content. To assist the student who is hard of hearing he was placed close to
instruction. Instruction was also conducted clearly, and key ideas were repeated to
ensure our main ideas were heard. The use of visuals also helped to support instruction
based on more than hearing the instruction.
References:

RRussell, W. B., Waters, S., & Turner, T. N. (2018). Essentials of Elementary Social Studies. New York, NY:
R Routledge.

Part 2: Lesson Plan

Lesson Plan - Collaborate

Subject(s): Geography Date & Time: October 14th 1:45 p.m
Grade: 3 Group Size: Whole Class
NCSS Standards & DE Social Studies Standards Addressed:
K-3a Standard 1: Students will understand the nature and uses of maps, globes, and other geo-graphics.
The standards are appropriate for the learners and the lesson because students are to understand how
different map’s patterns are analyzed to help solve societal problems and how maps representations can
be distorted, or biased, based on the information they portray.
Learning Target(s)/Lesson Objective(s):
Students will be able to…
 compare a world map and a globe
 identify distortions on a flat map
 “read” a variety of maps
 explain reasons for different types of maps
 analyze maps to solve real-world problems
Lesson Assessment(s):
APPROACH CRITERIA – CRITERIA – CRITERIA –
Full Understanding Partial Limited
Understanding Understanding
Formative Student understands Student understands Student does not
Assessment: that a flat map’s that a flat map’s understand the
Have students work in representation of representation of difference between a
pairs to conduct a earth v. a globe’s earth v. a globe’s flat map’s
Think-Pair-Share representation is representation is representation of
activity analyzing different and can different but cannot earth v. a globe’s
how a flat map explain how. explain how. Student representation.
distorts earth’s Student is able to knows when it is Student does not
features. (i.e spacing) explain when it appropriate to use a know when
appropriate to use a world map v. a globe appropriate to use a
world map v. a but are unable to world map v. a
globe. explain why. globe.
Formative Student is able to Student is able to Student is unable to
Assessment: identify the listed identify the listed identify the listed
Using a variety of “map features”, as “map features” but “map features” and
maps have students well as explain their unable to explain is unable to explain
work in small groups purpose and their purpose or their purpose or
to locate the following helpfulness in helpfulness in helpfulness in
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“map features” … analyzing data from analyzing data from analyzing data from
1. Map key a map. a map. the map.
2. Scale
3. Grid system
4. Compass rose
Summative Student correctly Student correctly Student is not able to
Assessment: identifies which identifies which map correctly identify the
To assess student map is appropriate is appropriate to use appropriate uses of
knowledge after the to use given a given a scenario but different kinds of
lesson students will scenario and can is unable to recount maps and is not able
hand in an exit ticket retell something new knowledge to recount any new
that asks what type of new that they have learned of maps. knowledge learned
map is appropriate for learned. of maps.
specific questions.
Instructional Procedures (Rubric 3, 4, 7, 8, and 9)
Beginnin Lesson Introduction & Activating Strategies [3 minutes]:
g of To introduce the lesson, we will prompt students to share what they already know about
Lesson maps and experiences with any kinds of maps they have had previously. To begin we will
begin by looking at a world map as an entire class. Then ask students to tell us what
information this map provides them with about the earth. To “hook” students we will ask
them to think about how maps are created, and prompt them write about what they would
include if they were to create a map of their neighborhood. The learning objective will be
stated as; “we will understand the various uses of maps, globes, and other geo-graphics by
working with multiple types of maps and determining what information they provide”. The
essential questions we are trying to answer is how differences between flat maps and globes
affect understanding of places in the world, and why are there different types of maps.
(Written on board)

At the beginning of the lesson we will ask students to think about how they would provide
directions to navigate around town to a new classmate using landmarks, specific directions,
and what other they think is appropriate. Hopefully by the end of the lesson students are able
to provide more detailed directions and determine what information will be most useful for
the new student to use.
Middle of Teaching Strategies [10 minutes]:
Lesson 1. Instruction will take place in front a large flat world map so that students can
visualize what is being explained. It will be explained that stretching a map like so
flattens the globe’s representation. The edges of the map have the most distortion
because it appears as if the locations nearest the edges are furthest apart, but this is
not true because we know the earth is a sphere. Try to have the students imagine
what would happen to the map if it were contorted to be a cylinder shape. Then have
students pair up and respond to this question; Are Alaska and Asia relatively close or
relatively far apart in the world? Then using a globe have students answer the same
question. Why might it be easier to see the distance between location on a globe
rather than a map? Students then will use a Venn diagram to compare a world map to
a globe.
2. Students will be provided with a road map of Delaware, a population map of
Delaware, a waterways map of Delaware, and an elevation map of Delaware. A brief
discussion of each map will take place as a class so that students understand each
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map is different and what purpose each map serves. This discussion will also include
what a “map feature” is and how they are analyzed. Ask students if they recognize
any features from maps they have seen in the past; do they think all maps need to
contain the same features, why or why not? How do they know what information is
being provided by the map, how do they properly read the map? Analyzing the 3
provided maps in small groups of 3 or 4 students are to identify “map features” and
record each feature’s purpose and helpfulness. To organize their thinking students
will use the Map Features Chart we provide for them. The first map will be modeled
by us so that students understand precisely what is expected of them for this
assignment and are able to identify “map features” on their own.
Formative Assessment (Check for Understanding) [10 minutes]:
1. Have students pair up and respond to this question; Are Alaska and Asia relatively
close or relatively far apart in the world? Then using a globe have students answer
the same question. Why might it be easier to see the distance between location on a
globe rather than a map? Students then will use a table to compare a world map to a
globe as a class.
2. Analyzing the 4 provided maps in partners students are to identify “map features”
and discuss the features as a class. To organize their thinking students will use the
Map Features Chart we provide for them projected upfront. The first map will be
modeled by us so that students understand precisely what is expected of them for this
assignment and are able to identify “map features” on their own. Then students will
have time to discuss with partners and share their thinking with the class.

Fast Finishers Activity [3 minutes]:

Students whose groups finish early will work individually to define the following vocabulary
terms: map, globe, map key, grid system, compass rose, scale, distortion.
End of Lesson Closing/Summarizing Strategies [15 minutes]:
Lesson Students will recap through what they have learned through discussion about the differences
between world maps and globes. Students will also discuss how flat maps distortions may
cause misconceptions about the distance between to geographical points. Lastly students will
be required to complete the summative assessment, an exit ticket, to evaluate their learning.
Resources/Materials:
 World Map
 Globe
 Table World Map v. Globe for Formative Assessment #1

 Mapping Features Chart for Formative Assessment #2

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 Delaware Maps for Formative Assessment #2

1. Road Map 2. Elevation Map 3. Population Map 4. Waterways Maps

 Exit Ticket (Summative Assessment)
Name: __________________________
1. If you wanted to go to McDonald’s but were not sure how to get there what type of map would
you use? (Circle One)
Road Map Elevation Map Population Map Waterways Map
2. If you wanted to find out how many people lived in the new city you were visiting, what type of
map would you use? (Circle One)
Road Map Elevation Map Population Map Waterways Map
3. If you wanted to find out how high (elevated) you were at a certain place, what type of map would
you use? (Circle One)
Road Map Elevation Map Population Map Waterways Map
4. Write 1 new fact that you learned!
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Link to google slide used for the lesson:

https://docs.google.com/presentation/d/1LHsRSudkAnNQkRjPrYaequ-VSY14x3TP8xHnShP8qL4/edit?
usp=sharing