GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER:
Ms. Cruz

COURSE:
EDUC 385
DAY:
2/19/15
CAMPUS:
Main

GRADE:
2nd
SUBJECT:
Social Studies

LESSON TITLE:
Can You Help Me Find My
Way?
LENGTH OF LESSON:
45min

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD:
2.2: Students demonstrate map skills by describing the
absolute and relative locations of people, places, and
environments.
2.2.1: Locate on a simple letter-number grid system the
specific locations and geographic features in their
neighborhood or community (e.g., map of the classroom,
the school)
MULTIPLE INTELLIGENCE ADDRESSED:
Visual-Spatial- Students will have a large map to use as
a guide for plotting and locating the longitude and
latitude of a location.
Verbal Linguistic- Students will verbalize their finding
to the teacher to plot on the bigger map located at the
front of the classroom.

GOAL OF UNIT:
Students will learn how to give and read longitude and
latitude.
OBJECTIVE OF LESSON:
By the end of the lesson TSWBAT describe cardinal
directions, learn how to locate and read the longitude and
latitude of a location.

ASSESSMENT
STRATEGY FOR ASSESSMENT:
There will be a map on display with pushpins on certain locations. Students will need to use the map cardinal
direction, longitude, and latitude to determine the exact location of the pushpin. Students will write down their
information on a worksheet provided by the teacher.
Students will also go up to the map on the board and write down their results. As a class we will also come up with
new longitude and latitudes for new locations to check for understanding.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS:
ELA students will be working in groups to help understand what is being asked of them. This will hopefully lead to
conversation where students are able to gain knowledge from their partner on areas that may have been unclear for
them. During this discussion time I will treat errors as learning opportunities so that students who are having trouble
with this lesson feel less discouraged with future attempts. For students with learning disabilities, I would make sure
they had visual aids like ribbon or string that aids them in locating the longitude and latitude of a location.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED:
*1 Large world map *Pushpins *String or ribbon *Map Worksheets to record results *Markers or Pens *Compass
for aiding students with cardinal direction

STEPS THROUGH THE LESSON

INTO (Orientation):
Students will be asked about their previous knowledge on
direction, longitude, and latitude. A big map will be rolled
out across the whiteboard and students can then shout out
places they've always wanted to travel.
THROUGH (Presentation, Structured Practice, Guided
Practice):

Students will be handed out worksheets with a replication

of the map shown at the front of the class. There will be
pictures of items where students will need to determine
the direction, longitude, and latitude.

RATIONALE:
Asking students questions to gage previous knowledge
of the topic is important because it helps determine what
areas the teacher needs to focus on. Asking student to
shout out places gets them excited to learn about
direction, longitude, and latitude.
RATIONALE:
This is seen as a way to assess how much they
understand. Students are able to apply what they have
learned from the lesson.

BEYOND (Independent Practice):

Students will then be asked to go home and print out a
map. They will need to chose five locations that they
would like to someday visit and determine their longitude
and latitude. They will then come back to class and
present their findings.

RATIONALE:
This will act as the final assessment for my students.
Their completed work will help me clarify any
confusion the student may have when working on this
assignment. By completing the activities students are
able to practice their ability to determine direction,
location, longitude, and latitude.