CONCORDIAUNIVERSITY LESSON PLAN (Long Form)

Student Teacher: Emmalynn RodriguezGrade Level: 2ndDate: 5-13-14

State Standard: 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment > Construct maps with title and key

Subject: Social StudiesName of Lesson: Maps 1Period / Time: 45 mins

I. Goal:
Students will undertstand that the world is represented by maps. / Required Adaptations/Modifications:
II. Objectives:
Students will be able to sort different objects into the appropriate 8 categories with a partner with 100% accuracy. / Required Adaptations/Modifications:
III: Faith / Values Integration: / Required Adaptations/Modifications:
IV. Integrated Technology:
Google Earth
Computer/iPad
Projector / Required Adaptations/Modifications:
V. Materials:
8 Circles
Pictures of the 8 Categories / Required Adaptations/Modifications:
VI: Procedure:
A. Set / Hook:
(5 mins) PreAssessment:
Take five minutes and I want you to draw a map. (Don’t give students too much information as to what to include, you want to determine what students view a map as and what components they know that goes with a map.)
(5 mins) Explore Map Quest: (Teacher will project computer up on the smart board. Teacher see how far down we can narrow map quest down to [house] and how large of a scale we can see [world]. Teacher will then narrow down to some key places in the St. Louis area [Arch, city, open fields, park, hills].
B. Transition:
(1 min) "Alright class we are going to read "Me on the Map," let's all gather around and sit on the floor so we can all see the pictures."
C. Main Lesson:
(4 mins) Shared Reading: "Me on the Map" (this time through, the teacher will read through the book without pause points etc.)
(5 mins) What did you notice about this book?
How did you see the book flow?
What can you learn about our world from this book?
Do you think the steps of this books changes for each person? How?
[Teacher will guide the students into seeing how we go from a small scale to a large scale and back down to a small scale: me, my room, my house, my neighborhood, my city, my state, my country, my world.]
During this time, we will also discuss those words that might be harder for students to comprehend.
(15 mins) Comprehension Activity: Students will be broken up into 4 groups of three and one group of four. Each group will be given 8 place mats one for each of the 8 groups listed above. Students will then be given a packet of pictures which they will sort into the appropriate categories. (See attached for pictures and example of the sort students will do: Lessonplan1,locationsortpictures, Lessonplan1,locationsortexample.jpg)
D. Transition:
(5 mins) After students have completed the activity and have gotten it checked by the teacher, students will return to their seats.
E. Conclusion:
(5 mins) Review: Teacher will walk the students through a review of the 8 different groups, going from smallest to largest.
Tell me about the 8 different categories we discovered today. (List them on the board to be sure all 8 are addressed)
Once students have transitioned, teacher will take the groups that they made and make a growing circle wheel of the 8 categories from smallest to largest.
Tomorrow we are going to take a look at maps and see what makes up a map. / Required Adaptations/Modifications:
The teacher will be walking around providing students will scaffolding if needed.
VII. Assessment:
Informal Formative Assessment: 8 Circle Sort and Teacher check.
Informal Formative Assessment: Discussion-are students able to name the eight steps from smallest to largest? / Required Adaptations/Modifications:
VIII. Assignment: / Required Adaptations/Modifications:
IX. Self-Evaluation:
Did you give the students enough wait time to answer the questions?
Did you call on a variety of students?
Did you use words appropriate for 2nd graders?
Were you efficient with the time/ did the time go as planned? / X. Coop’s Comments:

Student Teacher: Emmalynn RodriguezGrade Level: 2ndDate: 5-14-14

State Standard: 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment Construct maps with title and key

Subject: Social StudiesName of Lesson: Maps 2Period / Time: 40 mins

I. Goal:
Students will learn that there are multiple parts of a map to help represent the world. / Required Adaptations/Modifications:
II. Objectives:
Students will be able to complete an “I Spy: A Word Scavenger Hunt” Vocabulary exploration by themselves after D.I. with 100% accuracy. / Required Adaptations/Modifications:
III: Faith / Values Integration:
When we talk about Natural Landscape Features, another way to have students remember them is by describing them as the things in the world that God created at the beginning of the world. The teacher can then expand by talking about how God gave man the minds and abilities to create these “man made features” as well. God created the world and everything in it. He gave man the minds to determine directions such as the compass rose, calculations such as a scale and even grids so that we can help pinpoint a location on a map. / Required Adaptations/Modifications:
IV. Integrated Technology:
PowerPoint to view pictures of different parts of maps (key vocabulary words) / Required Adaptations/Modifications:
V. Materials:
Variety of Maps
Vocabulary Exploration Worksheets
PowerPoint (during D.I.) / Required Adaptations/Modifications:
VI: Procedure:
A. Set / Hook:
(5 mins) When class begins, the teacher will have out various different maps. Some will be state maps, country maps, world maps, road maps, grid maps, and landmark maps.
Students will be broken up into partners and each given a map.
Compare and Contrast: “With your partner, I want you to look at both of your maps and see what things you notice that both maps have or what one map has and the other does not.”
B. Transition:
(1 min) Gather students attention.
C. Main Lesson:
(15 mins) Direct Instruction: Teacher will then show a picture of a “Compass Rose” and ask the students if their map has a “Compass Rose.” Teacher will ask students if they know what a “Compass Rose”[EXPLAIN] (and explain if not understood) and ask why it might important to a map [APPLY]. (See PowerPoint presentation for guiding direct instruction: Lessonplan2,directinstructionpp.ppt)
Teacher will repeat process for:
  1. Location
  2. Grid
  3. Title
  4. Map Legend/Map Key
  5. Scale
  6. Symbol
  7. Man Made Features
  8. Natural Landscape Features: The things that God created at the beginning of the world.
(15 mins) Students will then go on an “I Spy: A Word Scavenger Hunt” vocabulary comprehension worksheet. Students will take their map and highlight/circle/color 3 of the newly learned vocabulary words. (See “I Spy: A Word Scavenger Hunt worksheet here: Lessonplan2,vocabularycomprehensionws.doc)
D. Transition:
(1 min) Gather attention; if they have not finished they can finished up later.
E. Conclusion:
(4 mins) Discussion: What did we learn yesterday?
Tell me about the different parts of a map [EXPLAIN].
How does that part add to the map or help the reader interpret the map [APPLY]?
SneakPeak: Tomorrow we are going to make our own maps, creating our own island! Start thinking about what you want to call your island. The Island must include:
  1. A Title
  2. A map Key with symbols
  3. A compass Rose
  4. 3 man made features
  5. 3 natural landscape features
So start brainstorming some ideas! / Required Adaptations/Modifications:
There will be a variety of maps provided, varying in complexity, yet still containing the important vocabulary terms listed. Students will be able to choose their maps based on interest and what the level at which they feel comfortable with.
If students seem to be struggling with understanding the material being presented, the teacher will come up with another way of explaining each vocabulary term.
The teacher will be walking around and giving scaffolding to students who seem to be struggling.
VII. Assessment:
Formative Informal Assessment: Observing and prompting student’s understanding of key terms.
Formative Formal Assessment: “I Spy: A Word Scavenger Hunt” Vocabulary Comprehension / Required Adaptations/Modifications:
VIII. Assignment:
Finish I Spy: A Word Scavenger Hunt
Think of ideas for Island / Required Adaptations/Modifications:
IX. Self-Evaluation: / X. Coop’s Comments:

Student Teacher: Emmalynn RodriguezGrade Level: 2nd Date: 5-15-14

State Standard: 5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment Construct maps with title and key

Subject: Social StudiesName of Lesson: Maps 3Period / Time: 50 mins

I. Goal:
Students will be able to create a map to represent a place they made up, emphasizing to students that maps are a way to represent our world. / Required Adaptations/Modifications:
II. Objectives:
Students will be able to create their own Island Map, including:
  1. A map key with 5 symbols
  2. A compass rose
  3. 3 man made features
  4. 3 natural landscapes features
  5. a title on the top of the page
/ Required Adaptations/Modifications:
III: Faith / Values Integration: / Required Adaptations/Modifications:
IV. Integrated Technology: / Required Adaptations/Modifications:
V. Materials:
ExampleIsland
Large Paper
Markers/Crayons/Colored Pencils
Scissors
Glue
Pens/Pencils / Required Adaptations/Modifications:
VI: Procedure:
A. Set / Hook:
(3 mins) Review:
Tell me what we discovered on Tuesday.
Tell me what we investigated yesterday.
Yesterday I also told you we were going to do something special… who remembers our task for today? Does everyone have an idea for their Island?
B. Transition:
(2 mins) Teacher model own Island. (See example here: Lessonplan3,island,postassessmentexample.jpg)
C. Main Lesson:
Make list of requirements on the board.
Encourage students to be creative and have fun with this.
Put a lot of effort into your Island because we are going to share them!
(20 mins)WORKSHOP
Teacher walks around, helping and encouraging.
Tell students how much time they have left for in class work time.
(2 mins) Start cleaning up and get ready for sharing.
(20 mins) ShareIslands with the class. Stand up tall, be proud and sell your Island so people will come and visit! During presentations teacher should fill out rubric (Lessonplan3,rubric.doc). Place notes on the side/bottom/back of page.
D. Transition:
Wow! These Islands look great! I wish I could travel to each and every one of them! Now it’s time to say goodbye to our Islandsfor know and set them aside.
E. Conclusion:
(5 mins) These last few days we have learned about reading maps, components of maps and then creating our own maps.
Assessment and Evaluation of my teaching:
What did you learn from this lesson on maps?
What was hard for you?
What was the best part?
Was there anything you wanted to do that I didn’t have you do? / Required Adaptations/Modifications:
Teacher may provide more than one example in order to help students come up with different ideas.
Teacher will be walking around asking questions to determine if students are understanding the different components being added to the maps. If students seem to be struggling with understanding, teacher can scaffold instruction one on one in order to aid the students in greater comprehension.
VII. Assessment:
Summative Formal Assessment: Student’s Island, including the specific aspects required to check understanding.
Summative Informal Assessment: Through student’s verbal presentation, is it clear they understand that a map represents our world? / Required Adaptations/Modifications:
VIII. Assignment:
FinishIsland / Required Adaptations/Modifications:
IX. Self-Evaluation: / X. Coop’s Comments:

PLANNING:

Stage 1 – Identify Desired Results Final Stage 1

Established Goals: G

5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment
Construct maps with title and key

What understandings are desired?

Students will understand that. . . U
Over-Arching:
1. The world is represented by maps.
Topical:
1. Maps show locations, directions and places in the world.
2. Maps can be on a very large scale (world) or a very small detailed scale (your room).
3. We are all on the map.

What essential questions will be considered?

Q
Over-Arching:
How do we represent our world?
Topical:
1. What are some of the things we can read/learn about from reading a map?
(Locations, Directions, Places)
2. What types of maps are there? Is there a limit or minimum to a map?
3. Do you fit into a map? Where are you on a map?

What key knowledge and skills will students acquire as a result of this unit?

Students will know. . . K
Key Terms:
  1. Location
  2. Grid
  3. Title
  4. Compass Rose
  5. Map Legend
  6. Scale
  7. Symbol
  8. Map Key
  9. Man Made Features
  10. Natural Landscape

Students will be able to. . . S
Come up with comprehension
Label key points on a map:
  1. A map key with 5 symbols
  2. A compass rose
  3. 3 man made features
  4. 3 natural landscapes features
  5. a title on the top of the page

Final Version Step 2

Stage 2 – Determine Acceptable Evidence

What evidence will show that students understand?

Performance Tasks* (summary in GRASPS form): T
G=Goal
Students will create their own island, containing and labeling key points on a map:
  1. A map key with 5 symbols
  2. A compass rose
  3. 3 man made features
  4. 3 natural landscapes features
  5. a title on the top of the page
R=Role
Students will be able to use their imagination and creativity to create their own island containing whatever elements they desire, while still containing the elements listed above.
A=Audience
We will spend the third day working on our islands in class, if there is time we will share our islands in class, if not, islands will be hung up in the classroom or hallway for anyone to stop by and view.
S=Situation
This will take place on the third day of the maps lesson. We will have looked at different types of maps (including map quest), read “Me on the Map,” completed an 8 circle investigation based on “Me on the Map,” learned key vocabulary, and had direct instruction regarding different components of a map.
P=Performance
Creating own islands
S=R=Rubric
See Rubric: Lessonplan3,rubric.doc

Other Evidence

OE
  1. Shared Reading: “Me on the Map” Pause Point Prompts (Informal Assessment)
  2. 8 Circle Activity: Students will be given “people” “rooms” “houses” “streets” “city” “state” “country” and “world” pictures and will have to place them in the appropriate circle in order. Teacher will be doing informal observations to determine if students understand the order. (Informal Assessment and Teacher Check before cleaning up)
  3. Direct instruction: Vocabulary and Terms on map: have a small book for students to write terms and draw a picture. (Informal Assessment)

Student Self-Assessment and Reflection:

SA
What did you learn from this lesson on maps?
What was hard for you?
What was the best part?
Was there anything you wanted to do that I didn’t have you do?