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ASSURE Model Instructional Plan

“Map Your Route”
1st Grade
Social Studies
Lesson length: 45 minutes, or one class period
Analyze Learners

Total number of students: 24

Male students: 10
Female students: 14
Students with low learning skills:4
ESL Student:1
Hearing Impaired:0
SPL IEP: 4
Visual/Spatial learners (approximately 1/4 of students)
Kinesthetic learners (approximately 1/4 of students)
Verbal/linguistic learners (approximately 1/4 of students)
Interpersonal learners (approximately 1/8 of students)
Logical/Mathematical (approximately 1/8 of students)

State Objectives

SOL 1.5 The student will develop map skills by

a) recognizing basic map symbols, including references to land, water, cities, and
roads;
b) using cardinal directions on maps;
e) constructing simple maps, including a title, map legend, and compass rose.

SOL 1.6 The student will develop a geographic understanding that

b) the landforms of Virginia affect the places people live.

Select Media, Materials, and Methods

Media:
8 laptop computers with internet access and Google Earth installed on desktop
SMART Board
Personal Laptop

Materials:
Scissors Crayons/Markers Construction paper
Pencils Glue Google Earth Worksheet
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Methods
Whole group map skills to find geographic location of Grassfield Elementary
Whole group introduction of Grassfield Elementary and its different locations from our
homes
Whole group instruction of center activities
Small group centers
• Brain Pop
• Map drawing
• Google Earth

Utilize Media, Materials, and Methods

Media:
8 laptop computers with internet access – Will be used for Google Earth. Will have Google
Earth installed on each laptop explaining assignment.
1 SMART Board used to show how Google Earth works and display MAPS Brain POP
video
1 personal laptop that is used to control SMART Board

Materials:
Scissors- Students will use to cut out anything they wish to paste onto their drawing.
Crayons/Markers- Students will color in their map using the appropriate colors for water and
land.
Construction paper- Students will draw a map of their route from their house to school,
placing a compass, key, and surrounding objects.
Pencils- Students will use to draw Grassfield Elementary, their house, any trees, and maybe
even their car or school bus.
Glue- Students will paste anything figures they have drawn and cut out for their maps.
Google Earth Worksheet- Students will answer questions based on what they see on
Google Earth.
Methods:
Whole Group Map Skills – TTW utilize Google Earth to locate Virginia and Grassfield
Elementary School. TTW discuss the physical characteristics of Virginia and surrounding
areas of Grassfield Elementary.
Whole Group Introduction of Grassfield Elementary– As a first day introduction, TTW
explain how all students come to this school, but live in different directions in comparison to
each other.
Whole Group Instruction of Center Activities – TTW introduce each center and explain
procedures to successfully complete. TTW divide class into small groups of eight and
assign each group a center. TTW inform students that rotations are every 10 minutes.
Small Group Centers – TSW work collaboratively to complete each of the three center
activities.

Require Learner Participation

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Whole Group Map Skills:

During this time TTW call the class close to the SMART Board and ask a student to point
out Virginia. TTW then call on other students to point out the different areas (hills,
mountains, flat land, rivers, etc). TTW call students to then locate Grassfield Elementary
and its surrounding objects (trees, playground, etc). TTW inform students to mentally note
how Google Earth works for a center activity. TSW be actively engaged because they will
use Google Earth themselves rather than only watch the teacher.

Whole Group Introduction of Grassfield Elementary:

As part of the first day introduction to directions, TTW will provide a verbal overview of what
directions are and how they work. TTW ask students to brainstorm the directions of different
classroom objects in accordance to the SMART Board (north, east, south, west by right or
left and above or under). The brainstorming activity will engage the students and get them
to connect something unfamiliar with what they know and understand.

Whole Group Instruction of Center Activities:

TTW explain and demonstrate how to complete each center activity. TTW utilize the
SMART Board, personal laptop, student laptop, and art supplies. TTW further explain that
each computer has a Google Earth document located on the desktop. The students are to
access Google Earth through the document. TTW divide the students into groups of eight
where they will collaborate on each center activity. TSW follow the teacher’s instructions for
each center in order to successfully complete the assignments. TSW be more passively
engaged during the instruction; however, they will quickly become active participants once
the groups are established.

Small Group Center Activities:

TSW work in groups of eight to collaborate on each center activity. Each center rotation will
last ten minutes.
• Brain Pop – TSW watch MAPS Brain POP video. Following the conclusion of the
video, take turns answering questions from the quiz. This will futher explain the
importance of maps and directions.
• Map drawing – TSW use art supplies to construct a map going from home to school.
Include a compass, title, and legend. Add in surrounding areas like trees and water,
coloring everything the appropriate color.
• Google Earth – TSW will locate Grassfield Elementary on their own, as well as their
home using their address. TSW will answer specific questions from Google Earth
Worksheet about objects that are North, East, South, and West of these two
landmarks.
Each of these center activities appeals to multiple intelligences. Kinesthetic learners are
allowed to use markers and crayons, the SMART Board, and the laptops. Each activity
is visually stimulating for visual/spatial learners, especially the Brain POP video where
each video is not only played allowed, but is acted out and has captions. Interpersonal
learners get to work closely with their peers and guide each other if needed on each
project. These learners will also feel great knowing that all group members were
successful. Verbal/linguistic learners are provided with information from the teacher and
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Brain POP. They also may discuss with their peers about Google Earth.

Evaluate & Revise

Student Performance:
The students will be evaluated on each center activity. The main focus will be “map skills”
and Google Earth. TSW demonstrate an understanding of the geographic locations if they
answer the appropriate responses on the Google Earth Worksheet. TSW demonstrate
abilities to collaborate in each center if they complete the activities and consciously work to
ensure their partners understand and can complete the activities as well.

Instructor Performance:
During the center activities the instructor can listen to the students explain the concepts to
each other, and begin to ascertain if the material was well taught. When the students turn in
their Google Earth Worksheets, and their maps, the teacher will have final confirmation if
the lesson fulfilled the stated objectives. If necessary the instructor can reteach the material
before the class moves on to more in-depth studies of maps and geographic land.

Media Performance:
The media that was used serves as a gateway for the students to access a wide variety of
information on using a map. If students are able to answer questions with the Brain POP
quiz and the Google Earth worksheet, then the media was used successfully.