Teacher(s) Name: Zach Anderson, Dana Davidson, Sara Lucas, Tara Miller

Word Processed by: Sara Lucas

Thematic Unit Theme/Title/Grade Level: Map Skills / Maptastic Map Concepts! / Grade 3
Weebly Address: ucfgr3mapconceptsf14.weebly.com
Daily Lesson Plan Day/Title: DAY 3 - Fun With Florida and the U.S. of A.!
Learning
Goals/Objectives
What will students
accomplish be able to do at
the end of this lesson? Be
sure to set significant
(related to SSS/CCSS),
challenging and appropriate
learning goals!

NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each
standard. Cutting and
pasting from the website is
allowed.
http://flstandards.org.

Learning Goal:
Students will be able to identify and use basic map elements.
Learning Objectives:
1. The student will be able to identify a map of the state of Florida.
2. The student will be able to identify a map of the United States of America.
3. The student will be able to identify a compass rose on a map and identify each of
the cardinal directions found on it.
4. The student will be able to use a compass to determine directionality.
5. The students will be able to write about places they have visited or would like to
visit in the state of Florida.
6. The student will be able to write about famous landmarks found in the United
States.
NCSS Theme:
People, Places, and Environments.
Language Arts Florida Standards (LAFS):
LAFS.3.SL.1.1 - Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
texts, building on others ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
- Ask questions to check understanding of information presented, stay on
topic, and link their comments to the remarks of others.
- Explain their own ideas and understanding in light of the discussion.
LAFS.3.RI.3.7 - Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of the text
(e.g., where, when, why, and how key events occur).
LAFS.3.W.2.4 - With guidance and support from adults, produce writing in
which the development and organization are appropriate to task and purpose.
LAFS.3.RI.2.4 Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject area.
LAFS.1112.W.2.6 - Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
Next Generation Sunshine State Standards (NGSSS):
SS.3.G.1.2 - Review basic map elements (coordinate grid, cardinal and
intermediate directions, title, compass rose, scale, key/legend with symbols).
SS.3.G.1.4 - Name and identify the purpose of maps (physical, political,
elevation, population).
SS.3.A.1.2 - Utilize technology resources to gather information from primary and
secondary sources.
SS.3.G.2.5 - Identify natural and man-made landmarks in the United States,
Canada, Mexico, and the Caribbean.

Assessment
How will student learning
be assessed?
Authentic/Alternative
assessments?
Does your assessment
align with your objectives,
standards and procedures?
Informal assessment
(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes, etc.

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment/learning
styles) that may be in
place in your future
classroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL, Gifted/Talented
students, Learning/Reading
disabilities (SLD), etc.

Unit Pre-Assessment:
Attached to Mondays lesson plan.
Will be given 2 weeks in advanced to test prior knowledge.
Unit Post-Assessment:
Attached to Mondays lesson plan.
Informal assessment imbedded into Day 5s treasure map making activity (see
Day 5 lesson plan).
On-going daily (progress-monitoring) Assessment:
On Monday, students will create a flipbook. Every day the students will review
the flipbook and will add to it during and after the daily lesson.
Review with probing questions through a class discussion, students are
encouraged to look at their flipbooks.
Self-assessment scale check with the Comprehension Compass throughout the
lesson (Scale of 1-4). Scale is divided as follows:
- Level 1: I dont understand yet.
- Level 2: I need more practice.
- Level 3: I understand and can do this by myself.
- Level 4: I can do this and explain it to someone else.
Brief informal assessment on students understanding of cardinal directions will
be conducted during the Simon Says Face North activity portion of this lesson.
Student work will be assessed (writing journal, flip book entries, homework).
Students will be assessed through observation (during centers, writers workshop,
etc.).
Items completed during LANGUAGE ARTS block:
1. Have students gather on the rug in front of the IWB.
2. Ask students to recall details about where they live and go to school (review).
Who can tell me what city we live in? Remember that we talked about
our city yesterday!
Who can tell me what state we live in?
3. Pull up the political map of Florida on the IWB. Ask students Can anyone tell
me what this is a map of? Inform students that we will be talking and learning
about the state map of Florida and also the map of the United States. We will
also be writing about what makes both Florida and the United States fun and
interesting places to live.
4. Read aloud to the class the book S is for Sunshine: A Florida Alphabet by Carol
Crane.
5. Facilitate a class discussion. Ask students to recall some of the unique
characteristics of Florida that were mentioned in the book. Write these
characteristics on the IWB. Ask students if they can think of other things that
make Florida unique that were not mentioned. *Refer to the text/utilize pictures
for ESOL and/or ESE students*
6. Ask students to self-assess their understanding of 3 or more unique characteristics
of Florida using the Comprehension Compass scale.
7. Pull up a map of the United States on the IWB. Ask students Can anyone tell me
what this is a map of? Ask if anyone can come to the board and locate the state
of Florida on the US map. Have the student trace the outline of the state of
Florida on the IWB. *Visual accommodations for ESOL and/or ESE students*
8. Read aloud to the class selections (including the Florida portion) from the Tour
America: A Journey Through Poems and Art by Diane Siebert.
9. Facilitate a class discussion. Ask students to recall some of the unique
characteristics of the United States that were mentioned in the book. Write these
characteristics on the IWB. Ask students if they can think of other things that
make the United States unique that were not mentioned in the book. *Refer to the
text/utilize pictures for ESOL and/or ESE students*

10. Ask students to self-assess their understanding of 3 or more unique

characteristics of the United States using the Comprehension Compass scale.
11. Have students return to their seats and get out their writing journals. Students are
given a choice to write their own poem about either Florida or the United States
of America. This will be facilitated using the Writers Workshop structure.
They may write an adjective poem, and ABC poem, a concrete poem, or an
acrostic poem. Students will utilize both in-class texts and internet resources to
discover additional information that might be useful in their poems. These poems
can be worked on over several days (as necessary).
Items completed during SOCIAL STUDIES block:
1. Ask students to gather on the rug in front of the IWB.
2. Play anticipatory set video/song: http://www.teachertube.com/video/330162
Encourage students to dance or act out the song lyrics along with the video if
they would like (or they may sit and watch).
3. Facilitate review of Day 2 material through discussion and use of the IWB. Ask
students to recall what they have been learned about maps and map features We have been learning about different types of maps, how maps can help us,
and different parts of maps."
4. Pull up the blank political map of Florida on the IWB. Ask students Can anyone
remember what this map shows? (Florida)
5. Does anyone know what we call this type of map? (Political) Introduce and
define the term political map. Write the definition on the IWB. Ask students to
repeat this new term out loud in chorus several times. *ESOL/ESE
accommodation - explicit vocabulary instruction for key concepts, repetition*
6. Pass around a political map of Florida for students to look at closely.
7. Continue to facilitate a review of the Day 2 concepts. Ask students, Who can
come up to the IWB and circle the Title on this map? Who can come up to the
board and trace a square around the Map Key/Legend? * Visual
accommodations for ESOL/ESE students*
8. Ask students to self-assess their understanding of a map Title and Map
Key/Legend using the Comprehension Compass scale.
9. Ask students to return to their seats and get out their Me on the Map flip books.
Have students turn to the My State section. Give students a blank political map
of Florida to place on the top of the My State page. Ask students what title they
would give their map and have them label the map accordingly. On the underside
of the My State page, have students write political map and its definition.
10. Facilitate a discussion about important cities and landmarks in the state of
Florida. Ask Which city is on my map, but not on yours? (Tallahassee).
Discuss with students why Tallahassee has a star. Who can think of a city in
Florida that is not on this map? Model writing these cities in the appropriate
locations on the blank map of Florida (on the IWB). Have students write these
cities on their flip book map. Students should color their map of Florida.
11. Facilitate a discussion about directionality. Ask students Were in Florida right
now Lets draw an x on our map to show where we are in Florida. What if
we want to drive to a different city? Is it important to know what direction you
are heading? What would happen if you just got into the car and started driving
without knowing which way you wanted to go? How do we tell where we are
and which direction to go?
12. Draw a compass rose on the blank map of FL on the IWB. Introduce and define
the term compass rose. Write the definition on the IWB. Ask students to repeat
this new term out loud in chorus several times. On the underside of the My
State page, have students write compass rose and its definition. *ESOL/ESE
accommodation - explicit vocabulary instruction for key concepts, repetition*
13. Explain to students that a compass rose helps us to determine which way a map
is oriented. If we wanted to head to a particular city, a compass rose also helps us

figure out in which direction that city located.

14. Introduce and define the term cardinal direction. Write the definition on the IWB.
Ask students to repeat this new term out loud in chorus several times. On the
underside of the My State page, have students write cardinal direction and its
definition. *ESOL/ESE accommodation - explicit vocabulary instruction for key
concepts, repetition*
15. Explain that there are 4 cardinal directions - north, south, east, and west - and
that we often write these as N, S, E, and W. Explain that these directions are
always in the same place on a compass rose, but that the compass rose can face
in any direction on a map.
Rotate the entire map of Florida on the IWB to demonstrate that north on
the map is still north, we have just changed the way we are looking at the
map.
Reiterate that the location of places (cities, landmarks, etc.) do not
change, but we move in relation to them. Demonstrate this concept by
quickly labeling the walls of the classroom as north, south, east, and
west. Facing north, ask students What cardinal direction am I facing?
Switch directions and ask students again.
Have all students stand to play a very brief game of Simon Says Face
North. Have students switch directions with instructions such as Simon
says hop in place facing east or Simon says do 3 jumping jacks facing
south.
16. Using the IWB, pull up the political map of FL (the same as the paper artifact)
and model how to draw and label a compass rose on the map of Florida again.
Explain that we know that north is up on this particular map, so we can label
our compass rose accordingly. Model how to label the compass rose, reminding
students that the location of each cardinal direction in relationship to one another
does not change on the compass rose (If north is up, east will always be to the
right of north, etc.). Have students draw a compass rose on their map of Florida
in their flip book as it is being modeled.
17. Pull up the United States map on the IWB. Ask students Who remembers what
this is a map of? (The United States) Who remembers what we call a map that
shows the boundaries of things like states and also shows things like cities?
(Political) *ESOL/ESE accommodation - visual accommodations, vocabulary
repetition*
18. Pass around a political map of the United States for students to look at closely.
19. Ask students, Who can come up to the IWB and circle the Title on this map?
Who can come up to the board and draw a square around the Map
Key/Legend? Who can come the board and draw a line under the Compass
Rose? Who can show which direction is north? South? (repeat with east and
west)*ESOL/ESE accommodation - visual accommodations, vocabulary
repetition*
20. Ask students to self-assess their understanding of a map Title, a Map
Key/Legend, a Compass Rose, and Cardinal Directions using their
Comprehension Compass scale.
21. Ask students to return to their seats and get out their Me on the Map flip books.
Have students turn to the My Country section. Give students a blank political
map of the United States to place on the top of the My Country page. Have
students label the map accordingly with a Title, Map Key/Legend, and a Compass
Rose.
22. After a brief explanation of each center, have students break into cooperative
groups of 3 and rotate through the following centers (6 minutes at each station)
*ESOL/ESE accommodation - cooperative group learning*:
Center #1 - My State QR Code Webquest (iPad Stations)
-At this station, students will each use an iPad to scan the QR Code
given and conduct a webquest about Florida. The QR code will take

them to a website with information about non-Disney places to visit in

the state of Florida. Students will choose 3 places that they would like to
visit, writing their choices on the back of the My State page of their flip
book.
Center #2 - My Country QR Code Webquest (iPad Stations)
-At this station, students will each use an iPad to scan the QR Code
given and conduct a webquest about the United States. The QR code will
take them to a website with information about famous landmarks in the
United States. Students will choose 3 landmarks that they would like to
visit. They will write their choices, along with the location (state) of each
landmark, on the back of the My Country page of their flip book.
Center #3 - Using a compass (teacher-directed station)
-At this station, students will work in a small group with the teacher to
learn how to use a simple compass. Students will each use a compass to
learn how to find north, south, east, and west in the classroom. Students
can easily check their compass skills by comparing the direction they
think they are facing with the cardinal direction labels that were placed
around the room earlier in the lesson.
Center #4 - IWB Game
-At this station, students will have a choice between two different fun
and interactive games that they will play together on the IWB. These
games will test their knowledge of a compass rose and will challenge
them to determine the directionality. These games are at the following
websites:
Compass Rose activity:
http://resources.hwb.wales.gov.uk/VTC/compass_bearings/eng/Onlineac
tivity/default.htm

Using a Compass Rose at Eduplace.com:

http://eduplace.com/kids/socsci/books/applications/imaps/maps/g1
_u3/
Center #5 - iPad Game
-At this station, students will utilize an iPad and the Barefoot World
Atlas app to further investigate United States landmarks and locations
that they would like to visit in the state of Florida. Students should be
challenged to locate the landmarks that they wrote about during the
earlier Language Arts block.
23. Wrap up: Have students return to their desks. Give students an opportunity to
share what they landmarks or locations they chose during the web quest centers.
Ask if anyone can summarize what we learned today about maps and map
concepts.
Homework
1. Give each student a printed copy of a political map of the United States. Ask
students to take the map home and interview as many people in their family as
they can.
2. Students should ask their family members:
Have you ever lived in a state other than Florida?
Which state(s) have you lived in?

Resources/Materials

Which states have you visited?

Which state(s) would you like to visit the most?
3. Have students find and circle the states mentioned by their family member(s) on
their maps. Students should write their familys answers on the back of their
map.
Resources for Language Arts block:
Interactive White Board (IWB)
IWB flipchart page - political map of Florida
S is for Sunshine: A Florida Alphabet by Carol Crane. Illustrated by Michael
Glenn Monroe
Comprehension Compass self-assessment scales (from Day 1 - 1 for each student)
IWB flipchart page - political map of the United States of America
Tour America: A Journey Through Poems and Art by Diane Siebert. Illustrated
by Stephen T. Johnson
Computer work-stations or access to school Media Center
Writing Journals
Resources for Social Studies block:
Interactive White Board (IWB)
Anticipatory Set Video/Song: http://www.teachertube.com/video/330162
IWB blank political map of Florida with Title & Map Key
Political map of Florida (paper artifact)
Me on the Map flipbooks
Cardinal Direction labels for classroom walls
Blank, pre-cut political maps of Florida for flip book (1 for each student)
Crayons, markers
Pencils
IWB flipchart page - political map of the United States with Title, Map Key, and
Compass Rose
Political map of the United States (paper artifact)
Blank, pre-cut political maps of the United States (1 for each student)
iPads (1 for each student)
Barefoot World Atlas app (installed on each iPad)
QR Code - Florida webquest
QR Code - United States webquest
5-6 simple compasses
IWB Compass Rose game website:
http://resources.hwb.wales.gov.uk/VTC/compass_bearings/eng/Onlineactivity/def
ault.htm
IWB Compass Rose game website:
http://eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/
Printed political maps of the United States (homework take-home)