Lesson Plan #4

Grade: 2nd Social Studies Strand: People, Places & Environments

Submitted By: Zachary Haro

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #4 People, Places & Environments

B. Summary of the Lesson Plan:

submitted by: Zachary Haro

This is a lesson that will help students develop their map skills by reviewing maps and making one of the school together as a class by going on a map walk. This is strategy number 7 in the text Language Arts and Social Studies page 48. C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: 50 Groupings: Whole Group, Individual, partners

D. Materials: Construction Paper Markers/pencils/colored pencils Pads Clipboards E. Objectives: o NV State Social Studies Standards o G5.2.1 Identify titles and symbols maps. G5.2.2 Recognize spatial patterns, i.e., political units, physical features, on a map and globe. G5.2.3 Construct a map key from given symbols and choose a map title. G5.2.4 Give and follow simple oral directions to move from one location to another. I will learn how to show what title maps and symbol maps are. I will learn how to explain what different pictures on a map or a globe are. I will learn how to make a map key and to choose a title for my map. I will learn how to follow instructions my teacher says to move from one place to another place.

Student-Friendly Standards

F. Vocabulary Map a drawing or picture showing features of an area Map Key table of symbols and their explanations on a map Symbol a thing that means something else

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan #4 People, Places & Environments

submitted by: Zachary Haro

G. Procedure: 1. Start the lesson by asking students if they have ever been lost in our school before and to first think about their answer and to focus on why they got lost. 2. Let students share their thoughts with their shoulder partners and then bring students together to share their partners thoughts with the class. Bring the class to a mutual understanding that not knowing how to get around the school is the main reason. 3. Explain to the students the importance of having a map to navigate a place they arent familiar with. 4. Show students of examples of simple maps and review the concept of symbols and how they are used on maps. 5. Tell students they will be constructing a map of the school and explain that they will need a place to show what all their symbols on their map mean, and teach the concept of the map key. 6. Have students partner up with their shoulder partners and assign each pair a clipboard and paper. 7. Line the pairs up and take a tour of the school stopping every few minutes to have students take note of what they have seen (classrooms, cafeteria, monument, flag pole, etc.) and to start creating a map of the school. 8. Focus on having students distinguish the difference between near, far, next to, etc. 9. Bring students together as a group back in class and have them construct maps as groups along with you as you model on the projector. 10. Use big shapes and have students collectively contribute different symbols to represent things like the gym, or nurses office, etc. to create a map key. Make each group responsible for helping map a fraction of the school 11. Make sure before the class map is done that each group has followed along and labeled everything on their maps the same as the one you have modeled and that all students know the meaning of creating a map key and map title. 12. Have students write their names on the maps and staple their notes from the map walk to the back of the maps. H. Assessment: What will you use to measure student understanding? The maps turned in by groups of students will be used to determine understanding of the map concepts. The notes from the map walk from each pair of students will also help measure student understanding on how to differentiate what should be relevant for them to indicate on their maps. Explain how you will know students understand the concepts from the lesson.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #4 People, Places & Environments

submitted by: Zachary Haro

I will know that students understand the concepts of this lesson by asking them to look at their map, give them directions to navigate from one point to another and they would be able to find a route using the map and symbols. I. Closure: Give students a few scenarios on getting from one point to another in the school and ask different groups to give routes using vocabulary from the lesson and the maps they constructed.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest will be the vocabulary and the different parts of the map. 2. Which part will be most challenging for you to teach? Most challenging will be ensuring students choose relevant things to indicate on their maps to make their maps effective. 3. How will you follow up or extend this lesson? I will follow up this lesson with a math lesson on measurement and use the maps to help create accurate scaled maps. 4. What can you do for students who dont grasp the concepts? I can help students by bringing them on another map walk, but with the maps they created in class and show them where they are at on the map as we take the tour. 5. Which part of the lesson, if any, do you think might need to change? I might need to change the group map construction to ensure that each group member is equally accountable. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was adapting the lesson for second grade and making sure it was complex enough to challenge them, but not confusing enough to discourage them from being creative when creating their maps. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. The strategy I included in this lesson was developing map skills and it involved having students make observations of known places, having them communicate their observations with others, and required them to analyze data to create maps. With the use of a map walk, the students can make the observations, take notes, communicate their observations and later make a map themselves.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #4 People, Places & Environments

submitted by: Zachary Haro

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5