SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Madison Skonie, Jashira Lopez, Michelle De Le Rosa, Ashley Keim
Thematic Unit Theme/Title/Grade Level: Mappin it out While Travelin About/ Second Grade
Weebly space address: http://ucfgr2geographyf14.weebly.com/
Daily Lesson Plan Day/Title: Day 1: Types of Maps and Key Map Elements
LearningGoal:
Whatwillstudentsaccomplishbeable Studentswillbeabletoidentifymapelements,usedifferenttypesofmapstolocate
todoattheendofthislesson?Besure specificplaces,andlabelamaporglobecorrectly.

LearningGoals/Objectives
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:
1. Thestudentswillidentifythepurposeofthe4typesofgraphs.
2. Thestudentswillidentifydifferentmapelementsfoundoneachtypeofmap.
3. Thestudentswilllistentoasongaboutmapsandbeabletodescribewhatthey
havelearnedfromit.
4. Thestudentswilldescribethephysicalfeaturesofeachofthemaps.
NCSStheme(s):
People,PlacesandEnvironments
LanguageArtsFloridaStandard(s):
LAFS.2.RI.2.6:Identifythemainpurposeofatext,includingwhattheauthor
wantstoanswer,explain,ordescribe.
LAFS.2.SL.1.1:Participateincollaborativeconversationswithdiverse
partnersaboutgrade2topicsandtextswithpeersandadultsinsmalland
largergroups.
NextGenerationSunshineStateStandards:
SS.2.G.1.1:Usedifferenttypesofmaps(political,physical,andthematic)to
identifymapelements.
MU.2.C.1.2:Respondtoapieceofmusicanddiscussindividual
interpretations.
VA.2.O.2.1:Usepersonalexperiencetoconveymeaningorpurposein
creatingartworks.
VA.2.H.2.3Identifythephysicalfeaturesorcharacteristicsofartworks
displayedinthecommunity.

UnitPreAssessment:
Studentswillbegivenasetof10questionsthattheywillanswer.Thefirst
threequestionswillbealabelingsection.Theywilllabelthesevencontinents,
thefiveoceans,aswellastheNorthPole,SouthPole,primemeridianand
equator.Thenextquestionwilldealwiththecompassroseandiftheycan
identifywhichiscorrectlylabeled.Thenextfewquestionswoulddealwiththe
varioustypesofmapsandwhattheyareusedfor.Studentswouldalsoshow
theirknowledgeforthestateandnationalcapitalaswellaswhatcountries
pertaintoNorthAmerica.Finally,thelastquestionwouldbeamatching
sectionforvocabulary.Thevocabularywordsthatwouldbeassessedare:
compassrose,capital,globe,map,atlas,continents,andlegend.
UnitPostAssessment:
Sameasthepreassessmentabove.
Ongoingdaily(progressmonitoring)Assessment:
Theteacherwillbeobservingthestudentswhiletheyworkintheircentersand
monitortheirprogress.Attheendofthelessononday1,thestudentswillbe

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

usingascale(14),mentionedinstep6ofthedesignforinstruction.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

1. The teacher will introduce the mapping unit with a song about maps
a. https://www.youtube.com/watch?v=gbFIhmTd3iY
2. The teacher will then use the IWB to go over the key map elements.
a. Title
b. Compass rose
c. Legend key
d. Scale
e. Inset map
3. They will then go over the different types of maps using the IWB.
While doing so, students will come up to the IWB to circle each of the
map elements, practicing what to look for and where to find them. (The
pictures will be helpful for the ESOL students to connect the vocabulary
words with a meaning. The teacher could also explain to them some
descriptions using a Spanish-English dictionary to better their
understanding. That would also be a great way to teach the rest of the
class some vocabulary words in another language!)
a. Physical
b. Political
c. Thematic
d. Road
4. The teacher will then explain the atlas activity.
a. The atlas will consist of each of the types of maps along with a
list of the map elements. They will use this atlas throughout the
week and add to it as they learn more about the world
(continents, oceans, countries in North America, capitals, etc.).
b. An outline of the atlas pages for day one is shown below:
i. Pages 1-6 will consist of the types of maps and their
descriptions
1. They may be in different orders depending on
which center the student goes to first.
ii. The last page will be a glossary that will include the map
elements and vocabulary words.
5. After the whole group instruction, the students will move into centers
where they will be putting their maps together as well as getting a more
in-depth look at the things they just learned about. In order to assist the
ESOL and ESE learners, they will be in groups with students who are
strong in the English language as well as students that will be a helping
hand to those in need. A list of the centers and instructions for each is
shown below:
a. Center 1: Map elements/Glossary (BACK PAGE)
i. They will be given a handout that they can cut and glue
the items onto their atlas. This includes the title, map
elements, and an example of each of those elements.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

ii. Before they glue the pieces on, they will need to practice
matching the key elements with examples. There will be
a map on the table with labels, A-E, and a handout that
lists the names of the elements. They will need to write
on the whiteboard provided the matching letter for each
number.
1. Example: 1. Title:
C
iii. After they have matched each labeled item on the map to
the correct element, they will check their work with the
answer key put in the folder that belongs to that center. If
they have them all correct, they can use that to help them
know which items go together when gluing them onto
the atlas in the glossary.
b. Center 2: Physical map
i. At this center the students will be gluing an example of a
physical map onto their atlas. They will also be filling in
the notes using the paragraph describing this type of map
inside the Center 2 Folder. The notes will have some
blank spaces and they will have to read the paragraph to
find what belongs in the spaces. Once they have
completed the notes page, they will glue that in as well.
ii. Once finished with that, if time permits, the students may
use the World Atlas app on the iPads to look at different
physical maps. They will make observations about what
they see and add them to their atlas.
c. Center 3: Political Map
i. The students will use the computer to watch the video
on YouTube of someone drawing a political map while
singing a song thats goes along with it. This will give
them something to connect a political map to.
1. https://www.youtube.com/watch?
v=_E2CNZIlVIg
ii. They will then add the political map to their atlases.
iii. The center 3 folder will contain other examples of
political maps and as a group they will decide what is
similar between all of the maps. Once they have done
this, they will describe what a political map is in their
atlas by using the informational page in the Center 3
folder.
d. Center 4: Thematic map
i. At this center the students will be observing several
types of thematic maps.
ii. They will use the IPads to research examples of thematic
maps and record the many types they will discover (they
may use any of the map apps).
iii. After doing so, they will write down at least 5 of the
examples in their atlas as well as describe the purpose of
a thematic map. They will also be gluing in an example
picture in their atlases.
6. Review of the content from day 1
a. Ask for students to describe the different types of maps.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

b. Ask students to name the different map elements and the

purpose for each.
c. Have students use a small sticky-note to rate their understanding
using the scale below.
i. They will put this on the inside cover of their atlas for
review from the teacher to check for class understanding.
(If you choose to keep those sticky-notes in the atlas
until the end of the week, the student can see how he/she
has progressed by the end of the unit.)
d. Scale:
i. 4- This is so easy! I could teach it to my friends.
ii. 3- I understand it!
iii. 2- I understand a little, but I still need some help.
iv. 1- I do not get it.
Resources/Materials

IWB
YouTube
IPads
Computer
Mapping apps for the IPads
Construction paper and art supplies
Handouts for each of the sections in the atlas
Sticky notes
Individual white board (for centers)
Center folders
http://www.cpalms.org/Public/search/Standard#0
http://kidworldcitizen.org/2013/02/28/best-apps-for-kids-to-learn-geography/
Google Images

DiscussionNotes:Theatlaswillbecollectedbytheteacherattheendoftheweek.Therewillbeachecklistusedtoassessthe
studentsworkdonethroughouttheweek(whatevertheyhavecompletedintheiratlases).