Map Unit

Unit Cover Page
Unit Title: Grade Level: 2

Where In The World Do I Go To School?
Subject/ Topic Areas: Geography, Reading, Writing, Art
Alignment With Local Curriculum and Common Core Standards: Physical Geography, Map Skills,
Local and National locations.
North Dakota Content Standards:
Map Skills: 2.1.1/2.1.2/2.1.3
Concepts of Geography: 3.5.1/3.5.2
Math: 2.OA.1/2.MD.1/2.MD.5/2.MD.9
Art: 4.1.2/4.1.5
Common Core State Standards:
ELA:
• Reading- RL.1/RL.7/RI.4/RI.5/RI.6/RI.7/RF.3/ RF.4
• Writing- W.2/W.6/W.7/W.8
• Speaking & Listening- SL.1/SL.2/SL.3
• Language- L.1/L.2/L.3/L.5/L.5/L.6
Key Words: Maps, Globes, Atlas, Location, Border, Direction, Find, Continents
Designed By: John Orsborn Time Frame 2.5 to 3 Weeks
Brief Summary of Unit (including curricular context and unit goals)
This unit focuses on the understanding of where children live, how they find their way around their
local community, and the understanding that they are a part of a bigger and bigger picture when
comparing town, county, state, country, continent, and world. Students will learn how to find their way
around using a map, the cardinal directions, and a compass. Students will locate where they live on
a state map, and identify the countries in North and South America including the oceans that touch
the borders. Students will learn the importance of borders, from local townships to countries, and
gain understanding to why we have them.
This Unit aligns with the Common Core State Standards and State Content Standards of North
Dakota to include: Map Skills, Concepts of Geography, Art, Math, and the English Language Arts.
Students will be assessed by means of formative and summative assessment throughout unit. It will
familiarize students with the use of a globe, maps (local, state, country, and world), and an atlas
through the use of guest speakers and printed material. A trip to the local fife department will provide
a real life use of maps and using directions. Students will learn to identify the cardinal directions on a
compass rose, use a map key, follow directions to a given point, and ask questions for understanding.
This unit fosters a learning period for students to question why maps and geography are important to
culture and life, and how both can provide a rich and diverse learning environment.
This unit spans a 2.5 to 3 week period, and can be enriched through conversation and questioning
that may lead beyond the focus of the unit. Lesson plans and handouts are included in this
document.
1

Stage One: Identify Desired Results
Established Goals
1) Students will be able to identify a globe, map, and atlas(CG-3)
2) Students will be able to describe the difference in a globe, map, and atlas (W/L)
3) Students will be able to identify, describe, and use a compass rose and map key (MS-2/A-4/RL/W)
4) Students will develop creativity through drawing and designing and develop understanding of how
maps are useful in the world around us(A-4/W/M-2)
5) Students will obtain information through illustrations, text, titles, and captions; answer questions
about information; follow one- to two-step written directions; Express own opinion about material read
(RL/W/L)
6) Students will be able to organize and write thoughts in a variety of complete, simple sentences with
proper punctuation and capitalization; rearrange and/or add supporting details to improve clarity;
give/receive appropriate feedback about written work (W/L)
What Essential Questions Will Be Considered?

1) How do maps, globes, and atlases help us understand the world
2) How does the geography of the land play a role in setting borders and creating towns
3) How do maps help us navigate
4) What is the Western Hemisphere
5) Why is it necessary to know where I am going
What Understandings Are Desired?

1) Students will understand that without maps, we would not know where we are, or where we are
going.
2) Students will understand that the continents in the Western Hemisphere all play a part in travel
through the world along with trade.
3) Students will understand the importance location and finding direction.
4) Students will understand why we need to be able to read and follow directions.
What Key Knowledge And Skills Will Students Acquire As A Result Of This Unit?
Students will know… Students will be able to…
1) The difference in a map, a globe, and an atlas 1) Locate specific places on a map and globe
2) How to read a basic map 2) Express themselves through art, writing, and
3) Why it is important to be able to find your verbal communication on:
direction when traveling • Where they live
4) Why we have different types of atlases, • Where the state capitol is
globes, and maps • What country they live in
• What continent their country is on
3) Create and use maps of their environment
2

Stage Two: Determine Acceptable Evidence
What Evidence Will Show That Students Understand?
Performance Tasks:
Collaborative work- active participation in discussions, written and oral presentations, map creations,
globe and atlas explanations
Independent work-evidence of inquiry through written and/or oral explanation, individual work and art
projects that express understanding of subject topic
What Other Evidence Needs To Be Collected In Light Of Stage 1 Desired Results?

Other Evidence:
Learning Check Maps- Students will be able to locate current location on an enlarged map
Learning Check location- Students will name specific areas, and locate boundaries and borders on
maps of North and South America
Learning Check Map Creation- Students will create maps of different locations in local area
Written Expression- Descriptive, informative, and thoughtful choices for sentences that describe the
topic covered. Descriptive writing with captions for all combined writing and art projects.
Completion of All Assignments- all completed work to go into a portfolio labeled “Where In The World
do I Go to School”
Student self assessment and reflection:

Student will reflect at end of unit with a final paper of I Learned, I Liked, I Wonder, covering the topics
of maps and their uses.
Assessment Task Blueprint

What understandings or goals will be assessed through this task?
1)Students will recognize differences in maps, 4) Students will follow directions on a school map
globes, and atlases to find a desired objective
2) Students will identify natural boundaries of
North and South America
3) Students will understand how natural resources
shape the state and country boundaries they live
in
What criteria are implied in the standards and understandings regardless of the task
specified? What qualities must student work demonstrate to signify that standards are met?
Individually students can: In groups, students can:
1) Follow directions 1) Follow directions
2) Complete assignments 2) Work productively
3) Provide written expression of ideas 3) Complete assignments
3

4) Co-operate with others
Through what authentic performance tasks will students demonstrate understanding?

Task Overview:
Individual Work: The class will take a pre assessment prior to starting the unit. This is individual
work, no use of resources to gage prior knowledge of topics.
Collaborative Work: The class will work in groups of three to four people each after a visit by the local
Sherrifs office to talk about the use of directions and using maps. The class will have the opportunity
to ask questions and following visit, write about the experience as a group. The groups will then
share their learning through oral presentations with the class.
Writing #1: Through coral reading, presentations, and visual aids, students will write a 1.4 (minimum)
paragraph about what they have learned so far. Along with the writing Art #1.
Writing #2: Students will be able to separate North Dakota from the other states, mark current
location on a map, create and label a compass rose, create a basic map key, and identify the
countries on, and oceans surrounding, North and South America.
Writing #3: At the end of the unit students will write, I liked, I learned, and I wonder statements
containing a topic sentence, two supporting sentences, and a closing statement using “Words I
Learned” for spelling help. Students will have the opportunity to give/receive feedback from peer
group on each others paper. Along with the writing Art #2.
Art #1: Students will draw a picture of what they think the town of Dunseith looks like from the air.
Art #2: Students will draw and color a picture depicting the subject they chose for “liked” within the
writing #3.
What student products and performances will provide evidence of desired understandings?
Writing #1- 4.1 paragraph on maps, globes, and Writing #3- I liked, I learned, I wonder
atlases, and how to use them
By what criteria will student products and performances be evaluated?

1) Accurate answers in writing listing proper 1) Accurate answers in writing using a topic
resources that do and did exist. Proper sentence and two supporting sentences, proper
capitalization and punctuation, sentence capitalization and punctuation, and sentence
structure, and use of topic sentence and two structure. Students will be allowed to use “words
supporting sentences. I use” for spelling help, any book that was read
2) Completion of art project, work shows effort during the unit for reference, and peer group for
and evidence that directions were followed. feedback.
2) Students art project will show effort and
evidence of understanding based on the topic.
4

Stage Three: Plan Learning Experiences
WHERETO
What sequence of teaching and learning experiences will equip students to engage with, develop,
and demonstrate the desired understandings? Use the following sheet to list the key teaching and
learning activities in sequence. Code each entry with the appropriate initials of the WHERETO
elements.
1. Show students picture of first world map from Babylonia from ca. 700-500BC. Start discussion
with “What do you think this is”?. Read The World We Live In, after allowing students to talk about the
picture, start presentation, Where in the World do I Go to School. H,W
2. Discuss The difference between a globe, map, and atlas with students. W
3. Introduce examples of different types of maps, atlases, and globes using physical and visual aids.
E,R
4. Maps and map components, what do we find on a map. E
5. Visit from the Sheriffs Department to explain the use of maps and directions. E
6. Have children relay what they learned from guest speaker. R,E
7. Introduce the state map, discuss cardinal directions, talk about where students live, practice
labeling with an overhead prop. E,T
8. Introduce world/continent/state maps and how they are related. E,T
9. Mapping North Dakota specific, students practice labeling locations on blank maps starting with
identifying the compass rose, Identifying Dunseith, and Bismark. O,T
10. 1st Learning Check, maps. E2
9. Read The Tlingit pages 5-8; discuss resources available in the southeast. E,T
11. Students begin to map their location, identify their own map parts, students begin to question their
own learning R
12. Re-cover local area and boundaries/borders. R,O
13. Student Writing #1, Art #1, What Have I Learned so Far. E2
14. 2nd Learning Check, Maps and Locations. E2
15. Students cover North and South America and the oceans around the continents R,T
16. 3rd Learning Check, Map Creation E2
17. Students work again on maps of Local, state, country, and continent. R
18. Students Writing #2, State, Boundaries, and Borders, Map Essentials. E2
19. Students will review Maps, Globes, Atlas, Map Key, Compas Rose, Directions, Identifacation of
countries, Oceans, and Borders. R,T
20. Conclude Unit, Writing #3, I liked, I Learned, I wonder and Art #2, Put all pieces into portfolio. O
5

Stage Three: Plan Learning Experiences (continued)
Monday Tuesday Wednesday Thursday Friday

3/6/13 3/7/13 3/8/13
Pretest
PP on intro to
maps
3/11/13 3/12/13 3/13/14 3/14/13 3/15/13
Difference Maps and map The use of Introduction to
between a components maps and their the state of
map, globe, components North Dakota
and an atlas and important
points
3/18/13 3/19/13 3/20/13 3/21/13 3/22/13
Lesson #1
Introduction to Maps, Globes, and Atlases
Candidate Name: John Orsborn Host Teacher Name: Donna Marty

School: Dunseith Elementary Grade Level: 2 # of Students: 12
Date & Time of Lesson: 3/6/13 Length of Lesson: 1 hour
Topic of Lesson: Pretest / Intro to maps Content Area: Social Studies / Maps /
PP Geography
Materials: Include all materials Pretest (Attachment A), Pencil, Crayons, colored pencils, Eraser, Laptop,
including technology Smart Board, PP #1,
Standard: Social Studies 2.1.1, 2.1.2, 2.5.1, 2.6.1
Methodology: Direct Instruction
Learning Theory Scaffolding
STAGE ONE STAGE TWO:

Objective(s): Student Assessment:
1.Students will be pretested to gage prior 1.There is no assessment for this exercise, it is only a
knowledge fact gaining exercise
2.Students will be introduced to maps, globes, and
atlases
STAGE THREE: Learning Plan

6

Activities: What will the teacher and children do to address the objectives?
Introduction
Learning Activities Differentiation

1. Students will be given the pretest Some students will need to move closer to the board
2. Students finished early will be allowed to work on to see presentation
other material form the day, ie; math, reading, writing
2. When all testing is complete, students will be Some students will need help gaining access to
introduced to the beginning of maps and their uses crayons, colored pencils
3. The students will be introduced to the first
PowerPoint slide (Smart Notebook Lesson 1) Some students will need help in reading questions on
4. Students will be allowed to guess what they think it pretest.
is
5. Instructor will read introduction piece (Attachment Some students may need a scribe to complete
B) assessment
6. Students will follow along with presentation slides.
7. At end of presentation, students will be encouraged
to ask questions, and challenge their thinking.
Closure:
Collect tests
Shut down electronics
Put away all crayons and colored pencils
Put away pencils
Clean up workspace
How is this lesson sensitive to cultural and language issues?

This lesson provides visual and audio cues for learning. There is noting for the students to read, just follow
along and ask questions. Students from the area should have a basic understanding of their culture and know
that before written language there were signs and symbols that told stories and provided information. These
signs and symbols are provided in the lecture.
Attachments: 3 artifacts of student work
7

Questions for prior to the lesson:
• What is the objective of the lesson? How will you know if the students have met the objective?
The objective of the lesson is to give the students an overview of maps, globes, and atlases, and
show them what each is used for.
• What provisions are you making for faster and slower learners?
Because this is a direct instruction lesson, everyone will be at the same pace. The slower
processers are in the front of the room so they can see the board. There is room to move others
toward the front if it is hard to see. Students will have time to process the information and ask
questions during slide transition.
• How does this lesson fit into the overall curriculum?
This is the beginning of the maps unit. This is where all the main ideas come together for the first
time.
• Have you changed the lesson plan at all?
At this point I have not.
Questions for reflection after the lesson:

• How did the lesson go?
The pretest was rough. These students do not like to try and answer questions on things they do not
know. However, some of this material has already been covered. There were a couple students who did
very well, and others that did not follow the directions and randomly answered questions and colored the
pictures with no regard to the question being asked.
The introduction to the globe and map went well, the students liked the pictures on the PP and liked to ask
questions. Most if the students challenged me and themselves to go deeper into the topic which I was
glad to do.
• Did the students meet the objective? How do you know?
There was true objective except to listen and ask questions and that is what they did. The questions they
came up with were good solid questions and I was lucky enough to have answers to all of them.
• Were there any unexpected events? How effectively did you respond?
I thought more of the students would take the pre test more seriously; some just gave up and decided not
to try. That was not what I wanted. This group of students does not have a lot of higher level thinking
skills, and it is hard to get them out of their bubble and to imagine.
• Comment on one student who did particularly well and one who did not meet your expectations.
Why did this happen? What can you do to follow up with the student who did not do well?
8

Peter and Jevlyn did pretty god. They got most of the questions correct. The rest of the class was hit and
miss all over the board. Those students will need to follow the lessons, which are scaffold style in design
to create learning step by step. I need to keep the material interactive and fun to keep them on board.
• Are there any changes you would make in this lesson if you could do it again? Why?
At this point I am not entirely happy with the pre test, however, I don’t know what they do and don’t know.
I can not say for certain that I would throw it out, but I think I could have done it differently, maybe less
questions and more word banks.
Attachment A
Unit Pretest-
Materials Needed:
1. Pencil
2. Eraser
3. Crayons
a. Green
b. Red
c. Yellow
d. Brown
e. Black
Circle the number that best answers the question
A Globe is a _______
1. A book of maps or charts with information about different areas

2. A model of the earth
3. A drawing of a place or area from above
An Atlas is a _______

A Map is a _______

I go to school in _______
1. Dunseith, North Dakota

2. Belcourt, North Dakota
9

3. Bottineau, North Dakota
Using the cardinal directions North, South, East, and West, Label the Compass Rose
below.
A Map Key is a ______
1. Tool to help you get into a map

2. Set of symbols to help you find things on a map
3. Set of words that tell you things on a map
The oceans surrounding North America are _______
1. Atlantic Ocean, Indian Ocean, Pacific Ocean

2. Pacific Ocean, Atlantic Ocean, Arctic Ocean
3. Atlantic Ocean, Southern Ocean, Pacific Ocean
What countries are in North America ______
1. United States, Canada, Mexico, and Iceland

2. United States, Canada, Cuba, and Mexico
3. United States, Canada, Mexico, and Greenland
The country north of North Dakota is ______
10

1. Canada
2. Mexico
3. Alaska
A border is a separation between ______
1. Towns and schools

2. Counties and townships
3. States and Countries
North and South America are connected
1. True
2. False
Mr. Orsborn came to Dunseith from _______
1. Alaska
2. Montana
3. Colorado
Using the map below:

1. Label three countries
2. Color the United States green, Canada red, Mexico yellow, Greenland brown
3. Label the oceans and seas
4. Label the continent
11

Using the map below:
1. Label the continent
2. Label the oceans
12

Using the below, Color North Dakota Red.
13

14

Attachment B
Maps and globes can take you anywhere, from the bottom of the ocean, to the top of the tallest mountains. Maps
tell you about the world, where countries are located, where the jungles are, where the deserts are, even how to
find your way around your own town.

Thousands of years ago our ancestors invented the map.

Ancient maps were crude but very useful tools. They helped people find food, clean water, and the way back home-
even when home was a cave.

As civilizations grew better maps were needed.

The oldest existing maps are from the ancient kingdom of Babylon. These maps were etched on tablets of damp
clay that soon baked rock hard in the sun.

Early Chinese mapmakers painted beautiful maps of their empire on pure silk cloth. People in every part of the
world cleverly used local materials to make the maps they wanted and needed.

Ancient world maps were incredibly incomplete. Until a few centuries ago , the earth was neither fully explored
nor accurately mapped. As a result these maps presented a world that looked like this, an incomplete and very
inaccurate and incorrect world.
15

Lesson #2
What is The Difference Between A Map, Globe, and Atlas

Topic of Lesson: Introduction to maps, Content Area: Social Studies/ Geography
globes, and atlases
Materials: Include all materials Smart Board, Laptop, Maps, Globes, Atlases, Pencils, Worksheet 1,
including technology Erasers, Internet Connection, Smart Notebook Lesson1
Standard: Social Studies 2.1.1, 2.1.2, 2.5.1, 2.6.1

ELA: RI.1, RI.4, RI.5, W.1, W.2, W.3
Methodology: Direct Instruction / Group Work

1) Students will learn the difference between a 1) Students will be able to verbally identify the tool
globe, map, and atlas and how they are used needed for:
2) Students will identify places and objects on a • Finding directions
map, globe, and atlas • Using a model
• Identifying specific places and things in print
Introduction

1. Introduce students to a map, globe, and an atlas 1. Some students may need to move closer to board
2. Students will be shown the globe first. 2. Instructor to move between tables so everyone can
3. Tell students that a globe is a model of the earth. hear equally
Explain how you cannot find directions on a model, 3. Some students may need to have an adult at the
but you can see what the continents look like. table to reinforce what was said
4. Show the class an atlas, explain that an atlas is a 4. Some students will need help finding crayons
book of maps or charts with information on different 5. Some students may need a scribe to complete the
place. There are several types of atlases, show task
examples of world, oceans, sky, and even a foreign
model.
5. Show students a map; explain that a map is a
picture of a place from above. It shows directions,
gives you information on the place, and shows you
how to get somewhere. Show the basic components,
key, title, compass rose.
6. Students at each table will be given a map, a globe
(with a different section showing), and an atlas
7. Groups will be handed worksheet # 1 (Attachment
B)
16

8. Groups will be given 15 minutes to identify what
they see and log it as a group. At end of time, (15
minutes) groups will present what they found on the
globes, maps, and atlases. Answers will be written on
board by teacher. Discussions will be held on the
topics and how they can be used in real life
Closure:
1. Collect globes, atlases, and maps.
2. Shutdown all electronics
3. Collect all papers
4. Put pencils away

Teaching geography and maps is the beginning of teaching culture. After this unit we move to where we came
from and who we are. All students regardless of race, age, social status, and religion need to understand how
we got to North America, and how we survived prior to the arrival of the European settlers. This lesson will be
a stepping stone to teaching that unit in the future.
17

Students will learn the difference between a globe, map, and atlas and how they are used. Students
will identify places and objects on a map, globe, and atlas.
The students will be encouraged to work as a group. The only table that will need help staying on
task is the front table, and I will utilize the host teacher to do that. I will supervise the back two
tables to ensure there is collaboration between all members.
Prior to this lesson, the students had an introduction to maps, where they came from , and why we
have them. This lesson explains how to use them and and the other tools of finding places and
things (globe, and atlas).
At this point I have not.

This lesson went good. Because it was instructional, the students got to spend quality time looking at a a
map, globe, and atlas. The down side, they have no higher level learning skills. They can not look at
something and determine what is or is not important. There was a lot of leading them into the correct
direction.
The students did meet the objective which was a verbal explanation of what they were looking at. I had a
sheet for them to write on, but the explanations were better than anything that was written.
There were no unexpected events. The lesson went smooth with the exception that the students can not
think at a higher level.
One student that did well was Taylor, who is one of the slowest students in the class. He continued to ask
questions for his table and all his questions were relevant. Taylor asked what the key was on the map,
what the measurement was, what the title was, why the compass rose looked different than those on the
maps in the classroom. His questions continued through the globe and the atlas. On the other hand,
Jevlyn who is one of the highest performers in the class could not find anything important on any tool
given. He could not figure out the directions. This was a let down, because he is the one I thought would
run with this. His processing skills when outside the box are low and he does not like to be out of his
comfort zone.
No I like this lesson. I like the fact that it made the kids think. I like how it falls into this unit and how it fits
with the rest of the lessons.
Attachment A
18

What do you see on a Globe? List everything that you think is important on a globe.
What do you see in an Atlas? List everything that you think is important on a globe.
What do you see on a map? List everything you see on a map that could be useful in finding
directions between two places.
19

Lesson #3
Maps and Map Components

Topic of Lesson: Maps and Map Content Area: Social Studies / Geography
Components
Materials:Include all materials Pencil, Eraser, Laptop, Smart Board, State Maps, Notebook Lesson #3,
including technology Map Worksheet (Attachment A), Scissors, Cardinal Directions Worksheet
(Attachment B), Map Directions Worksheet (Attachment C)
Standard: Social Studies: 2.1.1, 2.1.2

ELA: RI.1, RI.4, RI.5, W.1, W.2, W.3
Art: 4.1.6, 4.2.3
Methodology: Direct Instruction / Modeling / Peer to Peer instruction

1.Students will be introduced to and identify map 1.Students will identify parts of a map on a worksheet
components to include: 2. Students will work in groups on worksheets to label a
1. Compass rose compass rose, and provide directions and information
2. Map key on a map.
3. Title
4. Boundary
5. Border
6. State
2. Students will share ideas and answers to solve
problems
Introduction

1. Instructor will introduce a map on the Smart Board. 1. Some students may need to move closer to board
2. Students will watch instructor model identifying 2. Instructor to move between tables so everyone can
components of a basic map hear equally
3. Start with the title and wording to show which way 3. Some students may need to have an adult at the
to hold a map and read it. table to reinforce what was said
4. Introduce a map key, compass rose, and how to 4. Some groups may need adult help in finding
use both. specific locations on the map. This may entail giving
5. After the major components, show the students a general area and having them look for the location.
what and where a boundary and border are. 5. Some groups may need the names written on index
6. Using the Smart Board, Show the students how we cards and placed on the map so they can see the
go from a town, to a county, to a state, to a country, to name in large bold print.
a continent, to the world. 6. Some students may need a hand lens to find the
7. Explain how everything comes back together to locations on the map.
create the world. 7. Some students may need the entire question read
20

8. Allow students’ time to process the information and to them multiple times.
ask questions. This is a great time to reference
previous learning to ensure it is retained.
9. Give each table a map and Worksheet 1
(Attachment A), have the students locate the main
components:
1. The compass rose
2. The map key
3. The borders
10. Have the students work together to find Dunseith
on the map.
11. Once Dunseith has been located, have the
students find Belcourt.
12. Once the two locations have been found, have the
students write the directions on how to get from one
location to the other starting at Dunseith and ending at
Belcourt.
13. The teacher needs to model the action of finding a
location and then another, (Use Belcourt and Rolla)
and finding the directions between the two.
14. During the modeling phase, the teacher needs to
be very specific at the steps they take to perform this
process.
15. Walk around, observe the groups, ensure all
students are participating
16 As groups finish early, they need to work on
Attachment B, the cardinal directions.
Closure:
Collect maps
Put away pencils
Collect worksheets
Put away scissors and glue
Shutdown electronics

Teaching geography and maps is the beginning of teaching culture. After this unit we move to where we came
from and who we are. All students regardless of race, age, social status, and religion need to understand how
we got to North America, and how we survived prior to the arrival of the European settlers. This lesson will be
a stepping-stone to teaching that unit in the future.
21

The objective of the lesson was to teach the main components of a map, how to look at a map the
right way, and how to decipher the information.
Because this is group work, there should not really be any tables done that much faster than the
others. On the other hand I have the compass rose worksheet for those done early. The slower
learners have about 45 minutes which is a long time considering this is about a 15 minute exercise.
This lesson continues to build on the topics of maps and directions.
No I have not.

The lesson went great. I liked that the kids were excited to look and play with the maps, and that they
were using the compass rose cutout as a tool for learning. Several students when finished stood in the
class with their compass rose pointed north to show me the cardinal directions. I thought it was pretty
cool.
Yes everyone finished what needed to be done, however there were a couple of students that need to
work on this a little longer.
There were no unexpected events.
The students that did the best was Keyaira, and with that I should say the neatest. There were only three
students that did the compass rose incorrectly, and of those students one was not paying attention to what
she was doing, and the other two were lost in the exercise regardless how much direction was given.
There are no changes, I am happy with the way everything happened.
Attachment A
22

How many points does the compass rose have?
What are they?
Is there a map key? What do you see on it?
Do you see boarders on the state? Where?
Draw a picture of the map on the smart board; mark the two locations
that are on the map.
Attachment B
23

24

Lesson #4
The importance of Reading A Map

School: Dunseith Elementary Grade Level: 2 # Of Students: 12
Topic of Lesson: Reading a map Content Area: Social Studies
Materials: Include all materials Guest Speaker from the Sherriff’s Office, Smart Board, Laptop, Pencil,
including technology eraser, Worksheet 1 (Attachment A), Smart Board Notebook page #4,
Crayons, Colored Pencils, Book
Standard: Social Studies: 2.1.1, 2.1.2

ELA: RI.1, RI.4, RI.5, W.1, W.2, W.3
Methodology: Direct Instruction / Modeling / Peer to Peer instruction

1.Students will listen to and question a Sheriffs 1.Students will successfully complete the map
Deputy on the importance of reading and worksheet with little to no errors.
understanding a map.
2. Students will practice using a map, key and
compass rose
3.Students will read a map (Attachment B) and
identify specific items located on it.
Introduction

1. Students will sit quietly at tables when Guest Some students may need to sit closer to the speaker
speaker arrives. to hear.
2. Students will listen to deputy talk about the
importance of reading and understanding a map for Some students may need to have help gaining access
emergency purposes. to crayons and colored pencils.
3. Students will be given a chance to ask questions to
the deputy pertaining to the use of maps. Some students may need a scribe to complete
4. After the deputy leaves, students will be introduced worksheet.
to a basic map through the use of the smart board.
5. They will be shown the basic components and how Some students may need help reading questions on
to identify items on the map. worksheets.
6. While showing the map, random students will be
called upon to answer basic questions on the use of a Some students may need ear plugs while working on
map and locating items. worksheet.
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7. Students will be randomly called to find places on
the map on the smart board. Students that are not Some students may need the worksheets blown up to
able to answer the question will be able to “Phone a a larger size.
Friend” for help
8. After the board exercise, students will be sent back
to their table,
9. Worksheet 1 will be handed out and students will fill
out the sheet individually.
10. When worksheets are complete, students will be
able to ask questions about what they heard, both
from the deputy and with the worksheets.
Closure:
Thank the deputy
Shut down all electronics
Collect all work

Regardless of ethnicity and where you came from, understanding a map and using it is a life skill. It is
important to be able to find your direction in life and to be able to find specific places. This is a skill students
will carry with them for the rest of their lives.



Attachment A
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27

Lesson #5
The State We Live In

Topic of Lesson: Covering North Dakota Content Area: Social Studies
on a Map
Materials: Include all materials Laptop, Smart Board, Pencils, Erasers, Colored Pencils or Crayons,
including technology Smart Notebook Lesson #5, Blank Map Worksheet (Attachment A), Ruler
Standard: Social Studies: 2.1.1, 2.1.2, 2.1.3

Physical Geography: 2.6.1
Methodology: Direct instruction / Group Interaction

1. Students will be able to identify the state of North 1. Students will be able to identify the state on a U.S.
Dakota on a blank map of the U.S. map verbally and physically.
2. Students will be able to label Dunseith and 2. Students will be able to label the map as North
Bismarck with relative ease on a blank map Dakota and add a compass rose, the town of Dunseith,
and the city of Bismarck.
Introduction

1. Students will be introduced to a U.S. Map on the Some students will need the directions repeated
overhead. several times to complete the task.
2. The students will be shown how to locate N.D. by
shape and place. Some students will need help getting a pencil, eraser,
3. Instructor will show how N.D. is relatively close to and a ruler
the center, and how it has a distinctive shape that
flows with South Dakota. Some students will need help translating what they
4. Instructor will ask the questions of how do we find see to what they need to do
it, where do you think it is, what shape do you think it
has, and what country is it near. Some students will need help separating their sheet
5. Instructor will move to the second slid of the state into thirds
and show the shape, how to identify it, and why it is
different than the rest of the states at the top of the Some students will need to be reminded which side of
map. the ruler to use.
6. Instructor will bring up a map of the state with major
cities on it, and place a star on Bismarck. The next
star is for Dunseith, allow students to try to find the
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right position.
7. Hand out the state map (Attachment A) and have
the students place a star on both the location of
Bismarck and Dunseith and then check to see if they
are correct.
8. Allow students to make any and all corrections
necessary. Have students place a compass rose on
the bottom right corner and label it.
9. The compass rose needs to be 2” X 2”; students
will need a ruler to complete the task.
Closure:
Collect papers
Put away pencils, erasers, and rulers
Shut down electronics

Regardless of culture or language spoken, giving someone directions is a need in life. To be able to give and
understand directions is a need in every culture. The need may be to get to and from fish camp, it may be to
hunting grounds, it may be to a water source, regardless of the need it can be done with no written word.
Symbols can be used in place of words and people can still understand. This is why it is a need at this level.

The objective of this lesson is to teach the students how to label a map, and how to place a
compass rose on a map.
The students all have math homework that can be worked on if the assignment is done and they
are waiting. For the slower learners, I have added extra time into the lesson if needed. If everyone
finishes early, we will play name the continent.
This is a continuation of being able to read a map. The lessons all build on each other and allow
the children to go back every time and see a piece of what they have done before.
At this point no.

Attachment A
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30

Learning Check #1 Maps

Topic of Lesson: Learning Check Content Area: Basic map components
Materials: Include all materials

including technology
Standard:
Methodology:
Learning Theory

Introduction
Closure:
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Map Unit

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Unit Cover Page

Unit Title: Grade Level: 2

What Essential Questions Will Be Considered?

What Understandings Are Desired?

What Other Evidence Needs To Be Collected In Light Of Stage 1 Desired Results?

Student self assessment and reflection:

Assessment Task Blueprint

Through what authentic performance tasks will students demonstrate understanding?

By what criteria will student products and performances be evaluated?

Monday Tuesday Wednesday Thursday Friday

Introduction to Maps, Globes, and Atlases

Candidate Name: John Orsborn Host Teacher Name: Donna Marty

Standard: Social Studies 2.1.1, 2.1.2, 2.5.1, 2.6.1

Methodology: Direct Instruction

Learning Theory Scaffolding

STAGE ONE STAGE TWO:

STAGE THREE: Learning Plan

Learning Activities Differentiation

How is this lesson sensitive to cultural and language issues?

Attachments: 3 artifacts of student work

Questions for reflection after the lesson:

Circle the number that best answers the question

1. A book of maps or charts with information about different areas

1. A book of maps or charts with information about different areas

1. A book of maps or charts with information about different areas

1. Dunseith, North Dakota

A Map Key is a ______

1. Tool to help you get into a map

The oceans surrounding North America are _______

1. Atlantic Ocean, Indian Ocean, Pacific Ocean

1. United States, Canada, Mexico, and Iceland

The country north of North Dakota is ______

A border is a separation between ______

1. Towns and schools

North and South America are connected

Mr. Orsborn came to Dunseith from _______

Using the map below:

What is The Difference Between A Map, Globe, and Atlas

Candidate Name: John Orsborn Host Teacher Name: Donna Marty

Standard: Social Studies 2.1.1, 2.1.2, 2.5.1, 2.6.1

Learning Theory Scaffolding

STAGE ONE STAGE TWO:

STAGE THREE: Learning Plan

Learning Activities Differentiation

How is this lesson sensitive to cultural and language issues?

Attachments: 3 artifacts of student work

Questions for reflection after the lesson:

Candidate Name: John Orsborn Host Teacher Name: Donna Marty

Standard: Social Studies: 2.1.1, 2.1.2

Learning Theory Scaffolding

STAGE ONE STAGE TWO:

STAGE THREE: Learning Plan

Learning Activities Differentiation

How is this lesson sensitive to cultural and language issues?

Attachments: 3 artifacts of student work

Questions for reflection after the lesson:

Is there a map key? What do you see on it?

Do you see boarders on the state? Where?

The importance of Reading A Map

Candidate Name: John Orsborn Host Teacher Name: Donna Marty

Standard: Social Studies: 2.1.1, 2.1.2

Learning Theory Scaffolding

STAGE ONE STAGE TWO:

STAGE THREE: Learning Plan