USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors

SS.2.G.1.1
Use different types of maps (political, physical, and thematic) to identify map elements

What are features of a map?

Students will be able to understand features of a map.

Students will create a map.

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

I am laying down the foundation of the students knowledge of how to read a map. This
lesson fits into what the students have been learning in social studies all week. I am
teaching this lesson first as a review to go over the different types of maps that they
have been learning about all week. The second portion of this lesson students will be
creating their own map. Students are creating a map as a summative assignment so I
can see their level of understandings of how to make a map.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

I will be checking my students understanding by first showing them three different types
of maps. I will use turn and talks and guided questions to insure my students have a
basic understanding of maps. My summative evidence would be for the students to
create their own map.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

What Content Knowledge

is necessary for a teacher
to teach this material?
A teacher should know the different types of map such as a political map, physical map,
and thematic map.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

By now students should have semi-solid understand what a map is. They should know at
least that there are different types of maps such as a political maps, physical maps, and
thematic maps.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Students may get confused with which type of map would be the best map to use.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

I am using a social studies method called Visual Discovery where students are looking
at a photo and sharing what they see. This will transition into a guided release because
once students complete this activity they will move into creating their own maps
individually.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be

1 min

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher
I will introduce a picture of a political map without saying anything,
except to ask students what they see.

2 min
Students
1 min

Students will raise their hands and say specific things about the

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name:
Group
Size:

Date of Lesson:

Teacher

map

Students

I will introduce a picture of a physical map with the same rules.

Teacher

Students will raise their hands and say specific things about the
map. After listing a few things groups will turn and talk to discuss
what type of map this is.

2 min
1 min
2 min
Student
2 min
15
min

Teacher

I will show the final picture of thematic map with the same rules as
before.

Students

Students will raise their hands and say specific things about the
map.
I will show students expectations for activity and rubric

5 min

Students
Students are working in their groups and creating their own map (on
anchor chart paper) including the proper map elements such as: a
title, a compass rose, and a scale.
If time is provided students can return to their seats and gallery
walk to everyones map.

What will you do if

a student struggles with the content?

Hopefully, all questions will be answered during the review part of the lesson.
But then I will have students ask other members at their tables for
clarification. I would suggest to create their map of their bedroom or house.

USF Elementary Education Lesson Plan Template (S 2014)

____________________________________
Grade Level Being Taught: Subject/Content:

What will you do if

Name:
Group
Size:

Date of Lesson:

a student masters the content quickly?

If a student masters the content quickly, they can add on to their map or help
another student with their map.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students are provided the chance to create a map of their hometown or
country. I think this connects to my students interest because I am allowing
them to choose their favorite location to complete this assignment.
If applicable, how does this lesson connect to/reflect the local community?
I chose maps that I thought would interest my students I also chose a map of
Sea World because it is an amusement park that is close to their house.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Groups who finish early may direct each other by saying things such as Make
a left on Clover Street or Turn right after the bed while using the map.
This will help students become familiar with directions and get to use a map.
How will you differentiate instruction for students who need additional
language support?
I am using the buddy system in this lesson. There are two students in my class

USF Elementary Education Lesson Plan Template (S 2014)

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Grade Level Being Taught: Subject/Content:

Name:
Group
Size:

Date of Lesson:

that are labeled as dual language learners.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Individual students will not be given a specific accommodations. Students will be working
groups. Students can decide to accommodate themselves because they are provided by
choices. Some choices are easier than other choices. Groups can make a map of
someones bedroom which may be easier than mapping out an entire town. I will leave it
to the students to make their choice.

Two maps to first introduce the lesson.

- The students will use these maps to play an ISPY game while using the social
studies method of visual discovery.
Computer paper
- Students will use computer paper to create their maps.