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Teacher: Erica Edwards
Unit Title: Me on the Map
Introduction of Unit
Rationale Paragraph:
It is important for students to learn how maps can be used to provide information about a variety of places. If we didn’t have maps we wouldn’t get very far in life. Maps are amazing tools that help us familiarize ourselves on a street, in a city, in a country, on the planet and more. If you have a current map and the skills to navigate it, you can always find where you are.
The most basic kind of map is a flat map. Most students have probably seen a simple flat map. Road maps show roads that connect cities to each other. The globe is also a map. It is three-dimensional and round. Topographic maps also show landforms like mountains and bodies of water like rivers and oceans. People who forecast the weather use pattern maps. They study cloud patterns to help them predict when and where the next storm will land. People who stuy earthquakes map plates in the earth’s crust. Another simple kind of maps are floor plans. Floor plans are used to plan the rooms in a building. Businesses, houses and apartments use floor plans.
In the first part of this Unit, students will learn what maps are, the key features of maps and cardinal directions. The students explore this concept by going outside and exploring the use of the compass. In this first lesson they also create a map of their school. The following three lessons give students the opportunity to learn more about maps and practice creating and using maps as they complete their “me on the map” books. The final assessment asks the students to map out all that have learned throughout the unit.
Setting and Context:
Because the assessments are cross curricular, this unit fits right into the curriculum of my placement school. Communication arts in connection with social studies content in each lesson. The students are read grade level appropriate trade books that help keep the students engaged and expose the children to hearing proper fluency and porosity. These are important skills that are emergent and need further nurturing in these early elementary grades. The students explore aspects mapping and use of the compass and cardinal directions. The students will have the chance to practice using and continue understanding of the imperative skills addressed in this unit. The experiences are authentic and relevant to the everyday lives of the students.
Assessments: How do they tie into the standards?
I have created several assessments with varying styles. All include some aspect of communication arts in addition to social studies. Students are given the opportunity to write and explain their thought processes. From the very first lesson, students begin to read maps and use a compass to identify cardinal directions. This understanding is explored further with a field trip around the school grounds. The students and I construct a map of the school with title and key. Then the students are given the opportunity to practice alone as they create a map of their bedrooms at home. Throughout the unit, the students continue exploring and working with maps. By the last lesson, we explore the world map in addition to considering the globe as a geographic tool. Verbal presentations help the students to express their understanding of what they have written and a final project pulls it all into perspective.
Teacher: Erica Edwards
Lesson 1
Grade: 1st -3rd
Topic: North, South, East and West / Map of the classroom
Resource:
http://www.jmeacham.com/docs/science.socialstudies/maps/me.on.the.map.unit.pdf
http://www.slideshare.net/CLRteacher/lesson-plan-me-on-the-map
North South, East and West by Allen Fowler
DOK: 1
Standards of Learning:
Social Studies: The student will:
K.SS.Geography.5.A
Geography: Identify maps and globes as geographic tools
1.SS.Geography.5.A
Geography: Read maps and use a compass rose to identify cardinal directions
2.SS.Geography.5.A
Geography: Construct maps with title and key
Communication Arts:
1.CA.Reading.1.H
Reading: Develop and apply post-reading skills after reading or read-alouds to respond to text:
a. answer basic comprehension questions
Lesson Objectives:
The student will:
Students will Construct maps create a KWL chart discussing what they know about maps, what they want to know about maps and what they have learned about maps.
Materials: KWL chart, writing utensils, North, South, East and West by Allen Fowler, compass
Lesson Procedure:
Phase 1
The teacher have the students complete a KWL chart answering the following questions to learn what the students already know and would like to learn about maps.
1. Has anyone ever heard of a map?
2. What is a map?
3. What are some of the reasons people use maps?
4. Who uses maps?
5. Are there different kinds of maps?
6. Have you ever used a map?
7. Do you know someone who had used a map?
8. How big are maps?
9. Does anyone see a map in the classroom?
10. Why is it important to know how to use a map?
11. What are the four cardinal directions?
Phase 2
- Read the book, North South, East and West by Allen Fowler.
- Stop to fill in the L section of the KWL chart as we read.
Phase 3
- Show the students a compass.
- Discuss how it works as a class and why we use it
Phase 4
- Label the classroom North, South, East and West
Closure
Take a field trip to a large field outside on school property. Use Compass to map directions.
Assessment/Evaluation
Look at the students’ KWL charts. Did they put at least two comments in the K section of the chart? Did they include at least 3 of the questions posted in the W section of the chart? Did they answer those questions in the L section of the chart?
KWL Grading Rubric
1 / 3 / 5Student didn’t enter at least entered at least two comments in the K section. Comments were not well thought out and the students did not use language taught during the lesson. / Student entered at least two comments in the K section. Comments were somewhat thought out and the student did not use language taught during the lesson. / Student entered at least two comments in the K section. Comments were well thought out and used language taught during the lesson.
Name______
KWL Chart
K / W / LTeacher: Erica Edwards
Lesson 2
Grade: 1st -3rd
Topic: Me on the Map- Me in my classroom/ Me in my bedroom
Resource:
http://www.jmeacham.com/docs/science.socialstudies/maps/me.on.the.map.unit.pdf
http://www.slideshare.net/CLRteacher/lesson-plan-me-on-the-map
Sweeney, J. (1996). Me on the map. NY, NY: Crown
Robin’s Room by Wise Brown Standards of Learning:
DOK: 1
Social Studies: The student will:
K.SS.Geography.5.A
Geography: Identify maps and globes as geographic tools
1.SS.Geography.5.A
Geography: Read maps and Use a compass rose to identify cardinal directions
2.SS.Geography.5.A
Geography: Construct maps with title and key
1.SS.Geography.5.C
Geography: Locate a place by pointing it out on a map and by describing its relative location
Communication Arts:
K-1.CA.List./Spk.1.A
Listening and Speaking: Speak clearly when sharing ideas and asking questions in small and large groups
Lesson Objectives:
The student will:
Students will construct maps of our classroom and their bedroom with title and key and locate a place by pointing it out on a map and by describing its relative location.
Materials: chart paper, markers, Me on the Map books for students, writing and coloring utensils, Me on the map by Joan Sweeny, Robin’s Room by Wise Brown
Lesson Procedure:
Phase 1: Review the concepts of a map with the students
- Ask directional questions (north, south, east, west)
- Ask students what a compass is
- Ask students what a legend/ key is
Phase 1:
- Teacher will tell the students that they will start a Me on the Map Book of their own.
- Teacher will pass out books; students will write their names and draw a picture of themselves on the cover.
Phase 2:
- The teacher will direct the class in making a map of the classroom together. This map will go into the students’ books.
- While the teacher is helping the students to make the map, she will ask questions related to maps. Subjects discussed will include but are not limited to; Legends/keys, symbols, compass rose, directions (north, south, east, west)
- The items in the classroom will be labeled including but not limited to the students’ desks, the teacher’s desk, the white board, etc.
Phase 3:
- Teacher will read Robin’s Room by Wise Brown
- - Class will discuss contents and set up of a bedroom
Assessment/ Evaluation:
- Students will be sure to label the things in their bedroom as they draw a picture of it.
- They will also draw a picture of themselves somewhere in their bedroom.
- This map will also include; Legends/keys, symbols, compass rose, cardinal directions (north, south, east, west)
Grading Rubric
1 / 3 / 5No labels, forgot to draw themselves in the picture, no legend/ key, compass, cardinal directions / Few labels, forgot to draw themselves in the picture, legend/ key, compass, cardinal directions incorrect or unclear / Labels present, student drew themselves in the picture legend/ key, compass, cardinal directions correct or clear
Extension/ Differentiation:
As we discuss the contents and set up of the bedroom, the teacher can create a word bank for students to refer to later.
Teacher: Erica Edwards
Lesson 3
Grade: 1st -3rd
Topic: Me on the Map- School/ Me in my community
Resource:
http://www.jmeacham.com/docs/science.socialstudies/maps/me.on.the.map.unit.pdf
http://www.slideshare.net/CLRteacher/lesson-plan-me-on-the-map
In My Neighborhood by Mari C. Smith
DOK: 1
Standards of Learning:
Social Studies: The student will:
K.SS.Geography.5.A
Geography: Identify maps and globes as geographic tools
1.SS.Geography.5.A
Geography: Read maps and Use a compass rose to identify cardinal directions
2.SS.Geography.5.A
Geography: Construct maps with title and key
1.SS.Geography.5.C
Geography: Locate a place by pointing it out on a map and by describing its relative location
Communication Arts:
K-1.CA.List./Spk.1.A
Listening and Speaking: Speak clearly when sharing ideas and asking questions in small and large groups
Lesson Objectives:
The student will:
Students will Construct maps with title and key and locate a place by pointing it out on a map and by describing its relative location
Materials: chart paper, markers, Me on the Map books for students, writing and coloring utensils, In My Neighborhood by Mari C. Smith
Lesson Procedure:
Phase 1:
- Tell the students we have been studying maps for several days now. We studied cardinal direction, we created a map of the classroom and we created a map of our bedroom. Today we will create a map of our school.
- Provide a made of the school to each student.
- Create a map of the school as a class. Students will draw this in their Me on the Map books. Be sure to include; where your classroom is in the building as well as, the library, main office, gym, cafeteria, etc. (Let the students do the work) Draw a larger map on chart paper in front of the class. Be sure to include the legend, symbols, compass etc.
- Ask the students questions of comparison. Is the school bigger or smaller than our classroom? Remind the students that our classroom is only one classroom of many in our building. Ask the students if they could fit our school inside our classroom.
Phase 2:
- Read In My Neighborhood by Mari C. Smith
- Allow students to share information about the street they live on
- Discuss differences about students’ streets and come up with a list of business and other buildings in the community.
Assessment/ Evaluation:
Have the students create a map of the community in their Me on the Map books. For this activity separate the students into groups. Allow them to present their maps in front of the class.
Extension/ Differentiation:
Place students in groups that will be supportive of their academic and educational needs.
Student’s Name______
Participation, Effort and Rubric• 5 -Student consistently demonstrates excellent performance in participation and effort.
• 4 -Student consistently demonstrates satisfactory performance in participation and effort.
• 3 -Student demonstrates inconsistent participation and effort completion, but
Student’s performance is generally satisfactory.
• 2 -Student demonstrates inconsistent participation and effort completion, but
Student’s performance is generally unsatisfactory.
• 1 -Student consistently demonstrates poor performance in participation and effort.
Score______
Comments______
Teacher: Erica Edwards
Lesson 4
Grade: 1st -3rd
Topic: Me on the Map- Me in my State
Resource:
http://www.jmeacham.com/docs/science.socialstudies/maps/me.on.the.map.unit.pdf
http://www.slideshare.net/CLRteacher/lesson-plan-me-on-the-map
http://www.martinsaphug.com/learn/maps-2/united-states-and-canada/
http://www.enchantedlearning.com/usa/states/missouri/
In my State by Mari C. Smith
S is for Show M by Judy Young
DOK: 1
Standards of Learning:
Social Studies: The student will:
K.SS.Geography.5.A
Geography: Identify maps and globes as geographic tools
1.SS.Geography.5.A
Geography: Read maps and Use a compass rose to identify cardinal directions
2.SS.Geography.5.A
Geography: Construct maps with title and key
1.SS.Geography.5.C
Geography: Locate a place by pointing it out on a map and by describing its relative location
Communication Arts:
K-1.CA.List./Spk.1.A
Listening and Speaking: Speak clearly when sharing ideas and asking questions in small and large groups
Lesson Objectives:
The student will:
Students will color the state of Missouri on a map of the Unites States and write one full sentence about the state.
Materials: chart paper, markers, Me on the Map books for students, writing and coloring utensils, In my State by Mari C. Smith, Map of Missouri, Library, Map of the United States coloring sheet, S is for Show M by Judy Young
Lesson Procedure:
- Tell the students that they have created maps of their school, bedroom and community now we look at and discuss aspects of a map of Missouri.
- Read In My State by Mari C. Smith
- Read S is for Show M by Judy Young
- Look at a Map of Missouri and discuss them