Title: The Royal Compass,

Continents, and Oceans (1)

Grade: 4th

Subject: Social StudiesMaps

Designer: Sara Cummings

Stage 1 Desired Results

Established Goals: VS.1The students will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the ability to
(i) analyze and interpret maps to explain relationships among landforms,
water features, climatic characteristics, and historical events.
Understandings:
Essential Understanding: A compass rose
and knowing the layout of the world are
-The 8 cardinal and intercardinal
important, useful tools when reading various
points on a compass rose.
maps to help locate what to look for.
Essential Questions:
-How to use a compass rose when
reading maps.
-What are the 4 cardinal points on a compass
rose? What are the 4 intercardinal points?
-Know where the 7 continents are as
well as the 4 oceans on a world
-If a compass rose is placed on map, what
map.
direction should it go? What would happen if
the compass rose was not placed correctly?
-Where is the location of the 7 continents
and 4 oceans? What is the significance of
each?
Students will be able to

Materials
-Scissors
-Glue
-Cut and paste points correctly on a compass
-Green and blue crayons/colored
rose.
pencils
-Compass Points worksheet
-Read a compass rose in order to locate
-Royal Castle Floor Plan worksheet
points on a map.
-Reading a Map worksheet
-Continents and Oceans of the World -Label the continents and 4 oceans correctly
worksheet.
on a world map.
Stage 2 Assessment Evidence
Performance Tasks:
Other Evidence:
-Use their own compass roses (they
will cut and paste where the various -Teacher scaffolding
points go) to read and fill out the
-Teacher observation
Reading a Map worksheet as well as -Teacher will grade the worksheets at the end
the Royal Castle worksheet. These
of the week to see who is still struggling and
worksheets will require them to read who fully understands the lesson.
directions and label were
rooms/locations are when using a
compass rose. They will also do a
worksheet on continents and oceans
of the world that will need to be
completed on their own before the
end of the week.
Stage 3 Learning Plan
Learning Activities:

1) Teacher will gather the students on the carpet. She will tell them they will be
starting maps and how to read a map. She will remind them they had a lot of this in
3rd grade however, we will be reviewing to refresh memories for those who do not
remember. She will also tell them it is very important for when they start Virginia
geography.
2) The teacher will go over the compass rose worksheet students will have to
complete. She will scaffold the students to what the 8 main points on the compass
rose are. She will also discuss the 7 continents and the 4 oceans on a world map
and have them label them on a map in their notes.
3) She will then go over the Reading a Map worksheet they will have to finish by
Friday. She will remind them that, that should be review and should be easy to
complete. She will also tell them to cut and paste their finished compass roses in
their science/social studies interactive journals.
4) The teacher will also go over the Royal Castle Floor Plan worksheet and tell the
students that they can work on that worksheet as well as the Continents and
Oceans of the World worksheet until the end of the week but it must be turned in by
Friday for a grade. She also reminds them they will need to use their completed
compass roses in order to complete the assignment. She will also remind them to
continue to study their Continents and Oceans of the world notes/worksheet
because they will have a quiz on it in 2 weeks.
5) The teacher dismisses the students from the carpet and gives them the
worksheets they will need to complete.
6) Students work until the period is over. They will then pack up and move onto the
next activity.

Title: All About Maps (2)

Grade: 4th

Subject: Social StudiesMaps

Designer: Sara Cummings

Stage 1 Desired Results

Established Goals: VS.1The students will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the ability to
(i) analyze and interpret maps to explain relationships among landforms,
water features, climatic characteristics, and historical events.
Understandings:
Essential Understanding: Understanding
different terms related to maps will aid in the
-Why maps are important.
ease of reading several different types of
maps.
-Vocabulary words such as maps,
Essential Questions:
physical maps, symbols, legend
(key), compass rose, scale, latitude,
-What different types of maps are there in
and longitude.
the world?
-What are the different ways we can use to
help read maps and/or make them easier to
read?
Students will be able to

Materials
-Computers with internet
-Pencils
-Know different ways we can read maps.
-Ear buds
-Know the more popular maps people use.
-Vocabulary tabs
-Science journals
Stage 2 Assessment Evidence
Performance Tasks:
Other Evidence:
-Students will watch a BrainPop
video on Map Skills and will fill in
-Teacher scaffolding
their vocabulary tabs while watching -Teacher observation
the video. They will also take the
-Teacher will review the terms the students
quiz on BrainPop that will need to be found to make sure the correct definition was
completed by Friday to count
copied down.
towards Daily 5 work.
-BrainPop quiz scores
Stage 3 Learning Plan
Learning Activities:
Done during quiet time:
1) Students will each receive a vocabulary flap that they will cut and glue into their
science/social studies interactive journals.
Done in the Wonder Lounge:
1) The teacher will lead the class to the Wonder Lounge with enough computers for
each student. She will make sure each student has a pencil, ear buds, their
science/social studies interactive journal, as well as the vocabulary flap glued into
their journals

2) Once in the Wonder Lounge, the teacher will show how to get onto BrainPop and
what they need to type into the search bar in order to get to the video.
http://www.brainpop.com/socialstudies/geography/mapskills/
3) Students will then watch the video as many times as it takes in order to
completely fill out their vocabulary flaps.
4) Once the vocabulary is filled in, students will take the BrainPop quiz. This quiz
does not need to be taken at that time but can be taken before Friday.
5) Students will work until time runs out. Students will then pack up and get ready
for the next activity.

Title: Use That Ruler! Map

Scales and Latitude/Longitude
(3)

Grade: 4th

Subject: Social Studies--Maps

Designer: Sara Cummings

Stage 1 Desired Results

Established Goals: VS.1The students will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the ability to
(i) analyze and interpret maps to explain relationships among landforms,
water features, climatic characteristics, and historical events.
Understandings:
Essential Understanding: Being able
locate places on a map by using map scales
-How to read and use a map scale
as well as latitude and longitude are
important when attempting to read and
-How to read a map and find
estimate distances on various maps.
locations based on the latitude and
Essential Questions:
longitude
-How can I tell which lines are latitude and
which are longitude on a map?

Materials
-Rulers
-Using a Map Scale worksheet
-Latitude and Longitude worksheets

Performance Tasks:

-Do different maps have different scales or

are they all generally the same?
Students will be able to
-Find locations on a map using latitude and
longitude.
-Estimate distance between locations on a
map using a map scale.

Stage 2 Assessment Evidence

Other Evidence:

-Students will complete 2 latitude

and longitude worksheets as well as
using a map scale worksheet by
Friday. The worksheets will need to
be completed in order to be counted
towards their Daily 5.

-Teacher scaffolding
-Teacher observing
- Teacher will grade the worksheets at the
end of the week to see who understands the
material and who does not.

Stage 3 Learning Plan

Learning Activities:
1) The teacher will call the students to the front of the room with empty hands.
2) The teacher will go over latitude and longitude by using one of their worksheets
to explain how to find location using this skill.
3) The teacher will also go over map scales by using the Using a Map Scale

worksheet. She will explain they will need to use rulers in order to accurately
calculate distance between locations when using a map scale.
4) The teacher will pass out the worksheets and will tell the students these will need
to be finished before Friday in order to be counted towards their Daily 5 grade.
5) Students pack up and get ready for the next activity.
Title: Whats the (Map) Key,
Grade: 4th
Bumblebee? (4)
Subject: Social StudiesMaps

Designer: Sara Cummings

Stage 1 Desired Results

Established Goals: VS.1The students will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the ability to
(i) analyze and interpret maps to explain relationships among landforms,
water features, climatic characteristics, and historical events.
Understandings:
Essential Understanding: Map legends
are important when reading maps to make it
-Map legends and how we use them
easier to locate where various items are such
to read maps.
as a hospital and a park.
Essential Questions:
-Symbols that are used for a map
legend. The universally known keys
-When would we use a map key?
and the keys that can vary.
-What types of symbols do maps have that
help us find where places are? Are the
symbols different for different maps or are
they the same for every map?
Materials
Students will be able to
-Barefoot Island worksheet
-Understand map keys by creating their own
-Barefoot Island Key worksheet
map with their own key.
-Crayons, colored pencils
-Draw the universal keys on their map as
-Pencils
well as their own keys to help us identify the
-Document Camera
locations on their map.
Stage 2 Assessment Evidence
Performance Tasks:
Other Evidence:
-Students will use the barefoot
island and key worksheets and will
-Teacher scaffolding
create their own maps and keys
-Teacher observing
using their worksheets. They will
-Maps will be turned in for Daily 5 to see if
need to include the universal keys
students are understanding map keys
on their maps as well as roads, etc.
They will also be able to create their
own symbols to help us easily
identify where items are on their
maps.
Stage 3 Learning Plan
Learning Activities:
1) Students will meet the teacher on the carpet with their science/social studies
interactive journals and their pencils.
2) The teacher will use the document camera to teach the universal symbols on
maps with map keys. She will have the students write these keys down so they can

use them for the Barefoot Island assignment.

3) She will then explain their assignment that will need to be finished by Friday for a
grade and to be counted towards their Daily 5. She will show a blank sheet all
students will receive for their Barefoot Island activity as well as their Barefoot Island
key. She will then show the students, using a document camera, an example of what
they should be doing in their assignment. She will also ask the students if they see
any universal keys on the example.
4) The teacher will tell the students they have until Friday to complete this
assignment where it will be counted for a grade as well as towards their Daily 5.
5) Teacher will then hand out the Barefoot Island assignment which students can
work on until the end of the period.
6) Students pack up and get ready for the next activity.

Name ___________________________________________

Date ______________________

Mapping Skills QuizPart B

1. Match the word with the right definition.
a) Map
b) Physical Map
c) Symbols
d) Legend (key)
e) Compass rose
f) Scale
g) Latitude
h) Longitude
2. Create a map Legend using 3-5 keys. The map location is up to you!
Map

Legend

3. a) Below, draw your own compass rose. Write the cardinal and intercardinal
or intermediate directions.

b) Stay at your seat for this! Using the compass rose you drew above,
label something or someone who is at each cardinal and intercardinal or
intermediate point.

* ______________________________________________________________________
*_______________________________________________________________________
*_______________________________________________________________________
*_______________________________________________________________________
*_______________________________________________________________________
*_______________________________________________________________________
*_______________________________________________________________________
*_______________________________________________________________________