Blended Learning Lesson Plan

Lesson Title: Maps

Objectives:

- Students will be able to connect map features to the importance of the vocabulary taught
in the lesson.
- Students will be able to identify they key parts of a town which will be able to be
presented on a map

State Standards:

1.1 Identify various types of maps, map features, and the purpose of maps.

1.2 Identify and describe the geographic location of South Carolina in

relation to the rest of the United States through the use of various maps

and geographic tools.

1.3 Identify and differentiate between rural, suburban, and urban areas within South
Carolina.

1.4 Describe and compare various landforms within South Carolina through the use of
primary and secondary sources.

Context: This lesson will be taught to give students a general understanding of maps that can
be used to understand the layout of a town, city, state, and the world. Before this lesson
students were taught what a town is made up of, which can be used to build upon the lesson
today which signifies the use of maps in their town of South Carolina. After this lesson students
will be introduced to how towns around the world may vary due to their location and the culture
around them. It is important to have a basic understanding of what makes up their town so they
can differentiate the key characteristics of towns outside of South Carolina such as locations
with bigger and smaller populations.

Data: Students will be grouped based on their academic standing on the previous assignment.
This will allow me to assess the groups in the needs of each student. Data will be collected on
an individual level of these group activities to collect future groups for the next assignment.
Materials:

- Pencils
- Crayons
- Markers
- Poster boards
- iPads (Brainpop app)
- Provided worksheets

Procedures: Students will be presented with three interactive activities relating to maps of a
town. These activities will help students to comprehend the lesson and relate what they already
know to the new topic they are learning

Introduction (20 minutes):

Students will first be presented with a brief recap of the previous lesson about what makes up a
town. We will discuss key vocabulary and key topics from the lesson. Then we will discuss why
maps are important and what a map can be made up of. Students will be able to connect the
previous lesson with the new lesson by the end of the slide show that will be presented.
Explanations will be given to the students to give them the resources to the classwork that will
be assigned that day. Lastly, students will be presented with the assignments for the day. We
will discuss what needs to be accomplished at each station and students will be put into groups
based on the data. Students will be provided with clear instruction for each activity.

Teacher Directed (20 minutes):

For this station students will be making their own map together as a group. As the instructor we
will discuss the key factors of a map and what makes up a town. The students will be provided
with poster paper, markers, and crayons. The students will direct me to place the key factors of
their town on the poster which will then create a map. The students will be prompted with
questions related to the topic and will have an open discussion on what factors are important to
make up a town. After we mark the factors of a town, students will be allowed to get creative
and color the map. The students will also be able to be as creative as they want, being able to
name the town and add any places they think should be in their town other than the key
characteristics we discussed as we created the map. The importance of this is to have an open
discussion relating to the values of what a town is made of which can help them get a full
understanding of the importance of maps, how maps are read, and how maps are understood.

(example of what map will look like)

Collaborative (20 minutes):

Students will each be given a worksheet that shows a map of a park. Students will be together
in teams to label each part of the map and answer questions related to the map. Each student
will be able to express what they know to reflect their answers to one another. Working in a
group can help them collaborate with what they know in order to answer the questions. This
worksheet will explain how to use a map key to identify different places. Students will then be
asked to do a challenge worksheet that discusses the topics that will be presented in the next
lesson. This will not have to be completed for grading but it will be a good introduction for next
and students will be offered a prize from the prize box if they complete it correctly. This will only
be done if the students finished the required worksheet.

Independent Digital (20 minutes):

Students will each be given an ipad. On the ipad they will be instructed to go to the app
brainpop. In the app students will watch the assigned video and answer the quiz questions that
are prompted after the video is completed. Once they are done they will be allowed to play the
given interactive games that are presented after the student gets all of the questions right on the
quiz. These interactive games relate to the video and the quiz they were assigned which is a
good reinforcement to the purpose of this station.

Closure (20 minutes):

At the end of the lesson students will be asked to return to their seats. We will then watch a
video as a class to conclude the lesson. After the short video is completed we will have a group
discussion on what we learned in class. We will go over key points and discuss how they can
use what they learned in everyday life. I will ask questions related to the topic and go around the
room having each student explain something new they learned. Finally, I will sum up the lesson
and express my final thoughts on the topic.

Rationale: You must have at least two paragraphs (one for each mandatory piece of multimedia)

Brainpop is a source of multimedia because it uses images, animations, and audio to

create an interactive way of learning content. This supports the students' learning objectives and
standards because it covers that material that needs to be taught while also keeping the
students engaged and willing to learn. According to the LORI criteria brainpop expresses all of
the factors that are needed. It expresses content quality because students can be interactive
throughout the videos presented. It meets learning goal alignment because it provides students
with content on the topic. Brainpop presents feedback throughout the quizzes and allows you to
try again with an explanation on why the student got the answer right or wrong. Students can
also use brain pop to help reinforce what they earned at home through interactive games.
Multimedia can be useful to all students because it is accountable to each student's needs
because there are so many options of materials for students to learn.

The end of lesson video is a form of multimedia because it uses images, animations,
and audio to create an interactive way of learning content. This supports the students' learning
objectives and standards because it covers that material that needs to be taught while also
keeping the students engaged and willing to learn. According to the LORI criteria videos can be
informative related to the topic the student is being taught. The video relates to the lesson and
can be interactive if the teacher asks questions during or after the video is shown. Multimedia
can be altered for all students because there is such a wide variety of materials to use. Videos
are good for all students because they can reinforce what is being learned in the classroom in a
brief and simple manner. Students can use these videos to reinforce what they learned in class
at home.