Kelly Rakus

EDU228
Gwynedd Mercy University
School of Business and Education

Name: Kelly Rakus Grade/Level: Second Grade

Topic: How to read and create a Map

PA Core or Academic Standard(s):

9.1.V.2: Production, Performance and Exhibition of Dance, Music, Theatre and Visual
Arts
7.1.: Basic Geographic Literacy
7.2: Physical Characteristic of Places and Regions

Big Idea(s): Students will learn about why maps are important, aspects of maps and how
to create a map.

Essential Questions: What is the purpose of a map?

Objective/Performance Expectation:
Students will be able to identify parts of a map.
Students will be able to draw their own map with a key.
Students will be able to define a landform.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction). (2 points)
My classroom has 21 student total including 10 boys and 11 girls. Three of my student
have IEPs. Two of the students has ADHD and another has a reading learning disability.
The student with a reading learning disability, leaves class during language arts and has
an aid in the classroom for all other subjects. Each student will be provided with extra
time to finish the assignment during free time. I will also provide written instructions for
each student to follow and look back on to stay on task.

2. List the specific standard and expectations as outlined in the PA Core/

Academic Standards (SAS). (1 point)
9.1.V.2 Production, Performance and Exhibition of Dance, Music, Theatre and Visual
Arts
9.1.V.2.A1: Know and use basic elements of visual arts

 9.1.V.2.E1: Use imagination and creativity to express self through visual arts
7.1.2: Basic Geographic Literacy
7.1.2.A: Identify how basic geographic tools are used to organize information
7.2: Physical Characteristic of Places and Regions
7.2.2.A: Identify the physical characteristics of places

3. Explain the psychological principles/theories you used in constructing this

lesson and explain how it is manifested in the lesson. (2 points)
One theory I will use is the guided release of reasonability. I will do this by teaching the
student what a map is. Following up, I will show them my own map I made. This
includes showing each step I did in order to create the map. Lastly, I will allow the
students to create their own map and ask questions as needed. They will also be able to
work with each other promotions social learning. This will allow student to ask peers
questions and talk about how they are going to make their map.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little
or no loss of instructional time. (1 point)
In the morning, students enter the classroom, put their backpacks in cubbies and pick any
activity to do before we start for the day. They have ten to five teen minutes for an
activity which could be reading, drawing, any classroom center, boardgames or socialize
with peers. The day of this lesson I will also put out new map puzzles for students to play
with. After activity time, we start our day with morning circle then return to desk and are
ready to learn. At the end of each lesson, students will place their work in the ‘All Done”
bin or the ‘I Need More Time’ bin. During free time, students will be able to work on
anything they needed more time on. Between each lesson, students are able to pick what
type of brain break they would like. This could include a dance, a song or doing jumping
jacks while putting away materials and taking our new materials.

5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior. (1 point)
At the beginning of the school year, we will work as a class to decide the rules and
acceptable behavior for the classroom and post it in the front of the classroom. This
allows the students to have a say in how they would like the classroom to be ran and
know what is expected from them and myself as their teacher. To manage behavior,
student will be able to earn tickets. They can earn a ticket by following all classroom
rules all day or going beyond what is expected of them and helping their peers. With the
tickets, they can turn them in for a prize from the prize bin. Each bin will have different
prizes with different amount of tickets needed to turn in. If there is a lot of unwanted
behavior, we will review the behavior poster and ask the students how we can improve.
This will allow the students to reflect on their own behavior and be self aware of how
they can improve.

 6. Identify what you will do to establish expectations for student

achievement. (1 point)
Students will be expected to identify aspect of a map and create their own map using a
key.

III. INSTRUCTION:
List Materials Needed
• Construction paper
• Crayons
• Markers
• Paper Map
• Examples of maps

7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?
I will generate interest by asking students if they have ever used a paper map
while traveling. I assume students do not know what a paper map is. I will show
them a paper map and ask what they think it is used for.

8. Prior Knowledge Activities/Strategies: (1 point)

How will you activate prior knowledge, build background, or review
previous lessons?
I will activate prior knowledge by asking what type of map they use while driving
with there parents. This will allow be to know what schemes they already have
about maps. I will also ask them what they know about maps. I will check for
prior knowledge by asking the students what they know about maps.

9. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson) (3 points)
• Vocabulary words for the lesson will be bolded
• I will start by asking students if they have ever used a paper map while traveling. I will
also ask how their parents get directions while driving. Once receiving an answer, I will
show they what paper map is. I will explain that before GPS and phones were around,
we needed to read a map in order to know where to go.
• I will then ask what they know about maps. I will allow students to share any stories or
information they have about maps.

 • Then we will start the lesson about maps, we will be focusing of physical and road
maps
• I will explain that maps show us a specific are of the world. There are also
different types of Maps like
• Road maps: design for motor vehicles showing roads of the city, state and
other areas
• Political maps: show boundaries of state capitals and major cities
• Physical map: map of physical features of land
• Includes physical feature of places
• Landform: ocean, river, lake, mountain
• Thematic maps: shows the geographic area including temperate, language
and population
• Then I will show a picture of the map and point out and example the following
elements:
• Title: tells us what part of the world we are looking at
• Symbols
• Key: tell us what each symbol stands for
• Grid: we use the grid on the map to locate where things are in the world.
• Scale: lets us look at a large piece of the world on a small piece of paper,
lets us draw things accurately and show how close objects are to each other
• Compass: tell us the directions (south, east, north or west)
• Then I will explain todays activity
• We will be making our own maps of where we live but for practice we will make
a map of where the school is
• I have a blank map and ask the students to help me make it
• Key
• Symbols
• Road names
• Actual school
• Landforms near by
• After making a map as a class, I will show them by map of my house
• I will point out my scale, key, landforms, symbols, road names
• Now it is time to make your own map
• I will hand out the list of directions for the students as I explain the direction
aloud
• They will get there materials needed from the art supply corner and start creating
there maps
• After 20 minutes, I will ask all the student to stop what they are doing. I will tell them
there will be time after lunch during free time to finish there maps. If the students maps
are done they will go into that “ALL DONE” bin and if they still working it will go into
the “NEED MORE TIME” bin.
• I will ask the following questions:
• What is the purpose of a map?

 • What different types of maps are there?

• What needs to be included on a map?
• What is a landform?
• Before cleaning up, I will let them know that tomorrow we will be looking at how
weather effects different areas of the world and why that is. We will also talk more
about thematic maps.
• Finally, we will clean up, put away our work in the correct bin and take a brain break
before math.

10. Level of Learning/Assessment Evidence (1 point)

How will you know if students grasped the material? What techniques/
strategies will you use to assess learning (Bloom’s Taxonomy)? Identify
what informal and/or formal assessments you will use to monitor student
learning. Also identify if this will be formative or summative.
I will check students understanding by asking what we learned that day and asking
questions about the lesson before cleaning up. This will be informal since I will be asking
them as a class. Some of the questions I will ask them to share with their neighbor.

11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow? (2 points)
To bring the lesson to a close, I will summarize the lesson by stating we learned about
maps today and that they include a title, key, compass, symbols, grid and landforms.
Tomorrow we will be looking at how different areas of the world are effected by where
they are located and how the weather effects the area and more about thematic maps.