A. TITLE OF LESSON: Lets Map it Out!

B. CONTEXT OF LESSON
The students in second grade are required to learn about maps and globes and their accessories. They have already had
contact with maps and globes in the classroom. They have had minimal practice with the compass rose, map legend, and
cardinal directions. They have labeled place on a map of the United States. According to activities they have be exposed to on
this topic, they definitely could use reiteration, on even a full on lesson in some cases. Due to the fact that students learn of
concrete to abstract and simple to complex, this will build up\on their previous knowledge from other grades and/or lessons.

C. LEARNING OBJECTIVES
Understand

The student will

understand that maps
show location and or
elevation

The student will

understand that maps
include a title map
legend, and a compass
rose.

The student will

understand that are
certain skills attributed
to reading maps

Students will
understand that the
use of map will help
the better understand
social skills.

Know

Do
The student will learn
the purposes and
functions of the title
(type/name of map),
map legend (list of
symbols and shapes
that represent different
things), and compass
rose (a symbol that
shows directions) using
map skills

Students will be able to

identify the title, map
legend, and the
compass rose on a
map.

Students will be able

use a map legend to
locate objects on a
map.

Students will be able to

make a map containing
a title, map legend,
and a compass rose.

Students will be able to

draw their own map.

D. ASSESSING LEARNING:
Task:

Diagnostic features:

The student will be

able to create a
map containing a
title, a map legend
and a compass
rose.

The student will draw a

map that is labeled with a
title, interpreted with a map
legend and navigated with
the compass rose.

A worksheet will be used to

show that the map
includes, a title, map
legend, and a compass rose

The student will be

able to locate and
identify what the
symbols on the
map legend
represent.

Students will identify the

symbols that are
questioned.

A note will be taken as to

whether students were able
to correctly identify and
label objects on their map
according to their map
legend.

The student will be

able to identify
what is north,
south, east, or west
of any given object
on their map.

Students will be asked to

identify objects, that are
north, south, east, or west
of any given object, I point
out on the map.

A worksheet to show which

cardinal directions were
correctly identified.

Support:

For students struggling with map

legends, I will have print outs of
legends that are labeled that
they can attach to their maps.

For students struggling with

cardinal directions, I will have
compass roses cut-out that they
can move around their papers to
better complete the map.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

F. MATERIALS NEEDED

Prezi on flash drive

Compass Worksheet

Map Legend Worksheet

Map Template

Map Directions

G. PROCEDURE

Activity Element
& Time (in
minutes)

Procedures and
management

Students

Academic, physical,
social & linguistic
differentiation,
resources, and support

Identifying the title,

map legend, and
compass rose (5
mins)

I will show a Prezi

where we review the
different parts of a
map.

The students will be

discussing what they are
seeing on the Prezi.
Students will collectively
identify parts of the map.

Worksheets (5 mins)

I will give the students

two worksheets: one on
map legends, and one
on compass roses. I will
ask them to complete
the worksheets, and
ask questions if there is

The students will be

talking and asking each
other for help. They will be
working on the
worksheets. A few will be
out of their seats and
walking around.

I will assist students

who ask for help. I
will skim all of the
papers before
moving on to the
next assignment in
order to assess

something they do not

understand.

comprehension.

PowerPoint (5 mins)

I will open a PowerPoint

that will review map
legends. I will randomly
call on student to come
to the board and
answer the questions
on the PowerPoint
using the Smart Board.

The students will be

talking to each other.
Some of the students will
answer out of turn.

Transition (2 mins)

I will have the helper

pass out paper in order
for students to create a
map.

The student will be getting

out there coloring utensils.

Mapping our world

I will read the students

step by step directions
to create a map.

The students will be

drawing, labeling, and
identifying key parts of
their maps.

I will read slowly, and

three times in order
to give students time
to comprehend the
directions they are
being given.

Gallery Walk (5
mins)

I will ask the students

to leave the papers at
their desk. Then I will
instruct students to get
up from their desk and
walk around the class
to look at the other
students work.

Students will be walking

around the class, and
commenting on each
others work. This allows
every child to see each
others work, and see how
their perspectives are
different from one another.

I will remind student

not to touch others
work, because they
would not like if
others touched there
work.

Conclusion:

I will collect the maps,

and show students and
example of what the
maps should look like.

The students will comment

on similarities and
differences of the maps.

(20 mins. max.)

If a student answer
the question wrong, I
will allow the
students to phone a
friend in order to
get peer assessed
help.

H. DIFFERENTIATION:
This lesson has been adapted in order be more relevant to the students in my class. I will have them use places that mean
something to them, such as local parks, entertainment, etc. Due to the fact my class has lower literacy levels, I am going to
read the directions as well as show it on the big screen. This will save time and help others ensure better directional
comprehension. I have also adapted to re-read each step at least three times to ensure all students have enough time to
comprehend and complete each step. I will give students review worksheets to make certain that understand cardinal
directions, and how to use a legend. For students struggling with cardinal directions, I will have compass roses cut-out that
they can move around their papers to better complete the map. For students struggling with map legends, I will have print
outs of legends that are labeled that they can attach to their maps. For students that need a more challenging experience, I
will give them there own set of directions, and a set of comprehension questions.

I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

1. Students become restless and rowdy.

a.

My class is already very rowdy and has very short attention spans. If they are not writing in their
notebooks, I plan to keep their hands and minds busy with gestures.

2. Students choose not to participate.

a. If a student chooses not to participate I will have backup work sheets that have the same information
that the class is doing, for them to do quietly at their seats.
3. Students get caught up over the introduction.
a. I will implement a class attention gainer. Please now be quiet! Yes maam we will. Following I will
implement five second of silence and then continue with the lesson.
4. Prezi will not load.
a. I plan on downloading my Prezi to a flash drive, and emailing it to myself. I also plan on having a
backup power point.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use
specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the
changes and explain why you made them.
a. In my lesson plan, I originally had the students doing to work sheets to
activate prior knowledge. In my actual lesson, I di not even hand out the
worksheets, because in hindsight they seemed more like busy work than
review.
b. In my lesson plan, I originally had the students listening to instructions and
creating the own map, and then showing them what an example looks like. In
the lesson I began this way, but I immediately saw students struggling, so I
created a map along with them.
c. In my lesson plan, I originally had the students doing a gallery walk after all
the maps were finished. During the lesson, the students were already talking
and comparing pictures, and so for time sake, I didnt fine this beneficial
enough to keep.

II. Based on the assessment you created, what can you conclude about your impact on
student learning? Did they learn? Who learned? What did they learn? What
evidence can you offer that your conclusions are valid?
a. I believe that after this lesson most students gained a firmer understanding of
a map key, title, and compass rose.
i. Evidence
1. Assessment sheet

a.
2. Correct
a.
3. Needs
additional
direction
help

4. Needs
additional
map key
help

5. Needs other map skills help

III. Describe at least one way you could incorporate developmentally appropriate
practice in a better or more thorough way if you were to teach this lesson again.
a.

IV. Based on the assessment data you collected what would you do/teach next if you
were the classroom teacher?
a. Based on the data that was collected, my next lesson would be applying the
skills that they learned to real maps. I would do this because more than half
the class received 90% or higher, suggesting a satisfactory knowledge of the
objectives, based on the schools grading scale. I would send every student
home with worksheet to practice their map skills for homework.

V. As a result of planning and teaching this lesson, what have you learned or had
reinforced about young children as learners?
a. Young children need very explicit directions, if they do not have these they
tend to lose focus on the task at hand. They also need simplistic one step at a
time directions in order to accomplish what ever task is set before them.

VI. As a result of planning and teaching this lesson, what have you learned or had
reinforced about teaching?
a. I have learned that each task that is asked of students must be differentiated
in order to achieve the highest success rate, and knowledge retention among
the class room.

VII. As a result of planning and teaching this lesson, what have you learned or had
reinforced about yourself?
a. I have learned that I love working with children, and understanding how their
minds work individually and collectively in order give them the best education
possible.