Paper #2: Using the Teacher Edition Submitted by: ABC

Lesson Plan for Wednesday Strand: Geographysubmitted by: Staci Gengler

Unit Plan: Me on Mapping

Lesson Plan for WednesdayGrade: 2ndSocial Studies Strand: Geography

Submitted By: Staci Gengler

EDEL 453: Teaching Elementary School Social ScienceNevada State College Spring 2014Instructor: Karen Powell

B. Summary of the Lesson Plan: This is a second grade geography lesson designed for student to learn how maps are created and the components of a map. This lesson plan is seventh strategy out of the text Integrating Language Arts and Social Studies, page 49, which describes the students going on a walk in order to create their own map. C. Basic Information: Grade Level: 2nd Time to Complete this Lesson: 50 mins Groupings: Whole class read aloud and review vocabulary and assignment Small groups collaborate on map walk Individually create their maps.D. Materials: Layout of the school- provided below Pencils/ colored pencils/ crayons Pre-made labels Clipboards Previously created map of their own room Me on a Map by Joan SweeneyE. Objectives: NV State Social Studies Standards G5.2.3 Construct a map key from given symbols and choose a map title. G5.2.2 Recognize spatial patterns, i.e., political units, physical features, on a map and globe. Student-Friendly Standards I will construct a map key from given symbols and choose a map title. I will recognize spatial patterns on a mapF. Vocabulary Scale compares a measurement on a map to the actual distance between locations identified on the map Symbol - a picture that represents a real location on a map Landmark- can help a person find the way to a place near it or an important building or monument Map key- reference to the map symbols Title- the name or short description of the mapG. Procedure: 1. As a class we will begin a read aloud of Me on a Map by Joan Sweeneya. Discuss how the students created the maps of their own rooms.b. Discuss where to find the school on a globe, state map, and then a city map. c. Review map vocabulary:i. Scale compares a measurement on a map to the actual distance between locations identified on the mapii. Symbol - a picture that represents a real location on a mapiii. Landmark- can help a person find the way to a place near it or an important building or monument iv. Map key- reference to the map symbolsv. Title- the name or short description of the map2. Introduce the layout of the school handout and ask the students what is missing.a. What can we do to place symbols and labels in the right location?b. What Symbols can represent important aspects of the school?3. Have students create groups of what they want to have represented on their maps. (must have five plus then one common school landmark.)a. Have students create the symbols on small white circular stickers i. This will prevent confusion or delay on the map walk. b. Have the students correctly label North, South, East, and West on their maps.4. In their small groups students will go on a map walk of the school, to accurately create a map of the school. a. Using their premade symbol stickers students will finish the mapb. Students will return to the classroom in a timely manner.H. Assessment: 1. What will you use to measure student understanding? The students will individually label their maps with an accurate title and create a map key for their 6 symbols, in the corner.

2. Explain how you will know students understand the concepts from the lesson. By labeling a map of the school, students have demonstrated their knowledge of spatial patterns as well their ability to construct a map key from given symbols and choose a map title.I. Closure: 1. Have a brief discussion as a whole class of different techniques the students used to properly label the school map with symbols. What did the students like or dislike about the activity. J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I believe that teaching the students the components of a map and the purpose of a map. 2. Which part will be most challenging for you to teach? Have the students create their own map on the school will be most difficult. The students spatial recognition to know where to place the symbols is going to drastically vary between students. Thus the previously made bedroom map should allow the students to have practice and something to reference. 3. How will you follow up or extend this lesson?I plan on following this lesson up by having the students write directions from how to get to one location to another. 4. What can you do for students who dont grasp the concepts?Students who are having a difficult time grasping the concept will receive extra modeling instruction by review a large teacher-created map. 5. Which part of the lesson, if any, do you think might need to change?I changed the literature that the textbook suggested to offer a more informative relatable text for the students. 6. When you were writing this lesson plan, what was the most difficult part?The most difficult part is always finding aligning standards to the activity and grade level.

NNevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2