Grade 2
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 2 days
Grade 02 Social Studies Unit 02 Exemplar Lesson 02: Where is Texas?Grade 02 Social Studies Unit 02 Exemplar Lesson 02: Where is Texas?
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this
lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration
for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand howyour district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linkedthe TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional
Materials.)
Lesson Synopsis
This lesson focuses on the geographic concept of location. Students interpret maps to gather information and they locate places of
significance, including Texas, on maps and globes.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in
a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
2.5 Geography. The student uses simple geographic tools such as maps and globes. The student is expected
to:
2.5A Interpret information on maps and globes using basic map elements such as title, orientation (north,
south, east, west), and legend/map keys.
2.6 Geography. The student understands the locations and characteristics of places and regions in the
community, state, and nation. The student is expected to:
2.6A Identify major landforms and bodies of water, including each of the continents and each of the
oceans, on maps and globes.
2.6B Locate places of significance, including the local community, Texas, the state capital, the U.S. capital,
major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
Social Studies Skills TEKS
2.18 Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps,
electronic sources, literature, reference sources, and artifacts.
2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
2.19A Express ideas orally based on knowledge and experiences.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Social Studies Unit 02 PI 02
Identify the state of Texas on a map and a globe by pointing to it. Using basic map elements, orally tell at least two pieces of information that can be
gained from looking at the map/globe.
Standard(s): 2.5A , 2.6B , 2.18B
ELPS ELPS.c.3B , ELPS.c.3D
Key Understandings
Last Updated 05/03/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 7
Maps and globes help people understand the location of places.
— How do people use maps and globes to understand the location of places?
— What information can we gain from maps and globes?
— What are the earth’s major landforms and bodies of water?
— Can I locate significant places on maps and globes?
Vocabulary of Instruction
map
location
map element
legend
globe
cardinal direction
orientation
coast
Materials
chart paper
globe(s)
graduated cups or other objects (Russian nesting dolls, etc.) that fit inside each other (4 objects to model how the school is in
the town, which is in the state, which is in the country)
map of the United States
physical map of the world without labels (1 per student)
projectable map or class map of Texas
projectable map or class map of the local community or town
projectable map or class map of the school
projectable map or class map of the United States
projectable version of the map of the world
variety of maps (floor maps, globes, map puzzles, map websites, atlases, and maps from the social studies textbook)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site
and are not accessible on the public website.
Handout: Reading Maps and Globes (1 per student)
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
6. Prepare map and globe stations for Day 2.
Background Information
Students will need much practice differentiating between their community, state and nation. This is a particularly difficult concept for students to grasp. It is
essential that students get to touch maps and globes. It is recommended that students look at, refer to, and use maps during many parts of the
instructional day to reinforce these skills. For example, students can use maps to locate places in stories they read, plot the home cities or states of
authors, locate the countries of origin from different fairy tales, etc. Understanding their location in the world around them is a foundational skill that will be
vital for student learning.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These
Grade 2
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 2 days
Last Updated 05/03/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 7
lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each
unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be
saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Where do we live?
Notes for Teacher
Suggested Day 1 – 10 minutes
1. Using a projectable map or a large class map, show students the United
States, then Texas, then the local community/ town, then their school.
2. Reverse the process, showing first the school, then the local
community/town, then Texas, then the United States.
3. Repeat the process three times and have the students name the location
as it is shown.
4. Model a sentence showing the relationship between the school, local
community, Texas, and the United States. (e.g., The school is in
_________ (town name). _____ (town name) is a community in Texas.
Texas is a state that is part of the United States.) Use a concrete
model as well as words.
5. Demonstrate the idea by modeling putting graduated cups or other objects
one inside the other.
6. Invite student volunteers to use the graduated cups while repeating the
sentence.
7. The rest of the class repeats the sentence while the student volunteer acts
it out.
8. Repeat several more times.
Materials:
projectable map or class map of the United
States
projectable map or class map of Texas
projectable map or class map of the local
community or town
projectable map or class map of the school
graduated cups or other objects (Russian
nesting dolls, etc.) that fit inside each other
(4 objects to model how the school is in the
town, which is in the state, which is in the
country)
Purpose:
Students begin to learn about the location of their
community, state, and nation.
TEKS: 2.6B
Instructional Note:
Helping students grasp the abstract idea that the town is in
the state (Texas) which is in the country (United States) is
difficult. Pointing to the visual while modeling the sentence
at the same time as using a concrete model (such as cups
in graduated sizes or Russian nesting dolls) can help.
EXPLORE – Where in the world am I? Suggested Day 1 (cont’d) – 20 minutes
1. Display a map and a globe.
2. Point out the elements of a map (title, orientation [north, south, east, west],
and legend/map keys).
3. Say:
Maps and globes help people understand the location of places.
They model where things are located.
A globe is a 3-dimensional representation of Earth. Maps are 2-
dimensional representations of the world.
Today we are going to use maps and globes to look at locations.
We can learn many things by reading and interpreting
information from maps and globes.
4. Set up stations that include a variety of maps on which students can locate
the United States, Texas, and the local community, as well as the state
capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada,
and Mexico. Suggestions include: floor maps, globes, map puzzles, map
websites, atlases, and maps from the social studies textbook. Set up
enough stations so pairs or groups of 4 can explore.
5. In groups of four, students explore the maps and globes, locating the
United States, Texas, and their community.
6. Students also note other information they find on the maps, being ready to
share with the class.
Materials:
chart paper
variety of maps (floor maps, globes, map
puzzles, map websites, atlases, and maps
from the social studies textbook)
globe(s)
Purpose:
Students are engaged in exploring maps, learning to read
and interpret information from maps, and learning about
the location of their community, state and nation.
TEKS: 2.5A, 2.6B
Grade 2
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 2 days
Last Updated 05/03/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 7
7. Teacher circulates, ensuring correct information is being shared in student
discussions, probing with questions, correcting or providing additional
information as needed, and noting areas where further information will be
required.
8. Once students have had a chance to explore the maps, facilitate a brief
discussion allowing students to share what they found and ask questions.
Encourage students to use correct academic language to describe the
location of places (examples: The capital of Texas is near the center of
the state. Texas is part of the United States. The coast of Texas is the
Gulf of Mexico. Canada is north of Texas and the United States.)
9. Prompt students to look for specific places, including the local community,
Texas, the state capital, the U.S. capital, major cities in Texas, the coast of
Texas, Canada, Mexico, and the United States
10. Begin a word wall for this lesson/unit by writing academic vocabulary words
on the board, chart paper, or other means. (words could include: map,
globe, city, coast, and any other academic vocabulary terms that arise
during discussion.) Add to the list throughout the lesson and unit.
EXPLAIN – Map and Globe Partner Practice Suggested Day 1 (cont’d) – 5 minutes
1. While still at their stations, students think for several seconds about what
they have learned in the Explore section above.
2. Students prepare to say a sentence that tells about what they learned and
uses at least two of the vocabulary terms
3. Group members take turns saying their sentences.
EXPLORE – Map and Globe Partner Practice Suggested Day 1 (cont’d) – 5 minutes
1. While still at their stations, demonstrate and then help students orient
maps so that North is “up.”
2. Guide students to recall prior learning. (See Instructional Note.)
3. Introduce students to the elements that a map needs (use TODAL: T =
title, O = orientation, D = date, A = author, L = legend).
4. Add terms to the word wall chart begun above (examples: title,
orientation, direction, legend)
5. Allow time for students to find the map elements and use academic
language to identify them. (e.g., The legend on my map is in the bottom
left corner. It gives the code to read the map. Rivers are blue lines on
this map.)
Instructional Note:
In Kindergarten and Grade 1 students read and created
maps and began to build geography skills related to ideas
including maps, globes, direction, cardinal directions,
location, and relative location.
EXPLAIN – Map and Globe Partner Practice Suggested Day 1 (cont’d) – 10 minutes
1. Students return to their seats and sit in pairs.
2. Distribute to each student the Handout: Reading Maps and Globes.
3. Also distribute at least one map (or globe) per student.
4. As the teacher gives directions, students use their map to find and identify
what is described. (e.g., Put your finger on the map’s legend. Put yourfinger on the Gulf of Mexico near the coast of Texas.)
5. As students correctly identify elements of a map and significant locations in
the U.S., Texas, and their community, they put a checkmark in the left
column of their handout.
6. If desired and if time allows, students can quiz each other as well.
Materials:
variety of maps
globe(s)
Attachments:
Handout: Reading Maps and Globes
TEKS: 2.5A, 2.6B
EXPLORE – Learning about continents and oceans Suggested Day 2 – 15 minutes
1. Post the question, What does a world map look like? Materials
Grade 2
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 2 days
Last Updated 05/03/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 7
2. Distribute a copy of a physical map of the world (without labels) to each
student.
3. Project the same map so all students can see it.
4. In pairs, students briefly explore their map, noticing features, formulating
questions, discussing what they see, etc.
5. Teacher circulates, probing with questions, listening to discussions.
6. Facilitate a discussion where students ask questions and share information
from the map.
7. List several of the student questions on the board (or chart paper).
8. Model finding the map’s TODAL (title, orientation, date, author, andlegend).
9. Lead the discussion, modeling use of academic language, so students
discover bodies of water (especially oceans) and landforms (continents,
mountains, etc.).
10. Students label each continent while teacher defines the term using words
such as:
Continents are large land masses. There are often many
countries on a continent.
11. Follow the same process with oceans.
12. Teacher circulates, checking students’ maps as they work and listening toconversations about the map.
13. Reinforce the learning from the previous Explore section by leading
students to locate Texas, the United States, and North America.
14. Students color North America their favorite color as a reminder that this is
the continent on which we live.
chart paper
physical map of the world without labels (1
per student)
projectable version of the map of the world
TEKS: 2.6A
Instructional Notes:
Choose a map that will be easy for children to read and that
shows major landforms and bodies of water, including
each of the continents and each of the oceans (2.6A)
EXPLAIN – Map and Globe Partner Practice Suggested Day 2 (cont’d) – 5 minutes
1. Students check their work against a partner’s map and share with theirpartner two things they learned about maps and globes. (Students should
use at least three academic language terms during their discussion. Refer
to the word wall or chart paper list.)
TEKS: 2.5A, 2.6A
ELABORATE Suggested Day 2 (cont’d) – 10 minutes
1. Ask:
How have we used maps?
2. Students share with their shoulder partner information about how they
have used maps.
3. Make the statement in the Key Understanding:
Maps and globes help people understand the location of places
4. Ask Guiding Questions and facilitate a discussion to make sure students
have gained the knowledge so they can answer them.
— How do people use maps and globes to understand the location of places?
— What information can we gain from maps and globes?
— What are the earth’s major landforms and bodies of water?
— Can I locate significant places on maps and globes?
5. Allow students to talk to a partner about the questions, using appropriate
academic vocabulary terms, before sharing with the class during a
discussion of the learning.
TEKS: 2.5A, 2.6A, 2.6B
Grade 2
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 2 days
Last Updated 05/03/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 7
EVALUATE Suggested Day 2 (cont’d) – 20 minutes
Grade 02 Social Studies Unit 02 PI 02
Identify the state of Texas on a map and a globe by pointing to it. Using basic map
elements, orally tell at least two pieces of information that can be gained from looking at
the map/globe.
Standard(s): 2.5A , 2.6B , 2.18B
ELPS ELPS.c.3B , ELPS.c.3D
1. Provide students with a globe and a different map than the ones they used
above.
2. Students individually identify the state of Texas on a map and a globe by
pointing to it.
3. Using the correct academic terms, students orally tell at least two pieces of
information that can be gained from looking at the map/globe.
Materials:
map of the United States
globe
TEKS: 2.5A, 2.6B, 2.18B
Instructional Note:
The Evaluate part of the lesson could be accomplished,
scored, and recorded during the Explain section above as
students indicate their readiness. It could also be finished
at another time of the day.
Grade 2
Social Studies
Unit: 02
Lesson: 02
Suggested Duration: 2 days
Last Updated 05/03/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 7
Grade 2 Social Studies
Unit: 02 Lesson: 02
©2013, TESCCC 05/03/13 page 1 of 1
Reading Maps and Globes
I can: Notes
1. Find and use the title of a map
2. Orient the map and use the orientation to find locations by cardinal directions (north, south, east, west)
3. Find and use the legend
4. Locate on a map/globe: the local community
5. Locate on a map/globe: Texas
6. Locate on a map/globe: the state capital
7. Locate on a map/globe: the U.S. capital
8. Locate on a map/globe: major cities in Texas
9. Locate on a map/globe: the coast of Texas
10. Locate on a map/globe: Canada
11. Locate on a map/globe: Mexico
12. Locate on a map/globe: the United States
Top Related