Unit Plan Overview

Unit: Maps (Social Studies) Teacher: Sarah Zull

Connections to Context:
My students are enrolled in a
Chinese/Mandarin Immersion program. It
could be very beneficial to understand scale
and how far away China is from them. My
students have been learning about
geography (valleys, mountains), therefore
this is the next topic in their geography
learning.
(How does this fit with students’ experiences,
the school goals, and the larger societal issues?
How does this fit with the broader curriculum-
what has come before and what will come
after?)
Established Goals
2 – G1 .0 .1 Construct maps of the local
community that contain symbols, labels, and
legends denoting human and natural
characteristics of place.
2 – G1 .0 .2 Use maps to describe the spatial
organization of the local community by applying
concepts including relative location, and using
distance, direction, and scale .
2 – G1 .0 .3 Use maps to describe the location of
the local community within the state of Michigan
in relation to other significant places in the state.
1 – G1.0.1 Construct simple maps of the
classroom to demonstrate aerial perspective.
Stage 1- Desired Results
Transfer
Students will be able to independently use their learning to…
Effectively use and identify the parts of a map. This will include identify types of maps, map keys, scale, directions and a
compass rose. They will be able to use a map, key, and compass rose to get desired information outside of classroom.
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand… Students will keep considering…
● what different maps are used for ● What is this map used for and how is it used in
● how map scale relates to our real world everyday life?
● how to use maps keys and their ● How is the size of the map compare to the real
functions/symbols world?
● what directions are (north, south, east, and west) ● What is a map key used for and how do the symbols
● how to use a compass rose and be able to label it help interpret the map?
● relations between the topic and everyday life ● How do directions help use a map or find places in
the real world?
(What specifically do you want students to understand? ● What can a compass rose be used for in relation to a
What inferences should they make?) map?
● How can these things be used all together in their
life outside the classroom?
(What thought-provoking questions will foster inquiry, meaning-
making and transfer?)

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives
- Identify what a map is and the
different types
- identify what maps are used
for
- identify the map grid
(What facts and basic concepts should
students know and be
able to recall?)
Physical Development Objectives
The students will be able to…
- Identify a key and effectively
interpret it
- use a compass rose and
interpret it
- identify images and answer
questions about them
- Apply knowledge of
directions to be able to
quickly identify them during
activity
Socio-emotional Objectives
The students will be able to…
- apply knowledge of maps,
map keys, and a compass rose
to relate and identify outside
factors and uses
(What values and commitments and
attitudes should students acquire or
wrestle with?)

(What discrete skills and processes should

students be able to use?)

Evaluative Criteria
● Rubric for all assignments
(What criteria will be used in each assessment to
evaluate attainment of the desired
results?)(rubric required)
Stage 2- Evidence
Students will show their learning by… (summative assessment)
PERFORMANCE TASK(S):
Students will…
● Give feedback during lessons by answering prompting questions and asking questions to aid their own knowledge
● Helping with examples during discussion to show knowledge of assignment
● Asking deeper understanding questions
● Demonstrating their knowledge of all topics by giving examples to their current and future life outside of classroom
● Helping their peers during formative assessments

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment, OTHER EVIDENCE:
what qualities are most important?)
- Observe during assignments and observe students who finish first or students who do not complete whole
● Showing correct use of all topics (maps,
assignment.
keys, compass rose, scale, direction and
relation to life)
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Stage 3- Learning Plan

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 Pre-assessment
● “What do you think a map is?”
● What does a key NOT do?”
○ a. Uses symbols
○ b. Gives information about the map
○ c. helps you find state capitals
○ d. lists every country, state, and city
● “True or False: A compass rose helps us figure out directions and tells us if we are facing north, south, east or west.”
● “Circle Michigan on this map:”
○ (picture of the US)

(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in ● (How will you monitor students’
Acquisition progress toward acquisition, meaning,
these learning events…
Students will identify ways that and transfer during lesson events?)
maps and related topics can be (Formative Assessment)
used in their everyday life - I will collect and evaluate all
Initiating or Introductory Phase
Meaning - Review pre-assessment questions to connect their learning assignments/activities (with
Students will compare the - Creating examples of maps, keys, and compass roses rubric)
different topics and evaluate how - Review of definitions - This will include classroom map
they are used concurrently. - Relating each topic and discussion to real life uses and using their project, direction activity, and
examples to aid knowledge of topics town map assignment.
Transfer
- Going to depth on topic areas (maps, Map key, compass rose, and scale) ● (How will students monitor their
Students will create their own
map of their classroom to
- use prior lessons and activities/assignments to keep furthering knowledge own progress toward acquisition,
demonstrate their understanding - Use repetition to help information stay in long term memory meaning, and transfer?)
of all the topics. (Assessment as learning)
Developmental Phase (rubric?)
- Read textbook to prepare them to go into depth on topics and use text examples to - By completing their
aid knowledge assignments/projects accurately
- use everyday life examples to go deeper into how to use topics covered and draw according to the rubric and
connections between them. participating in discussion
- Use real life maps to draw connections between topics/definitions to everyday life effectively
use ● (What are potential rough spots and
- Introduce assignments/activities and explain how they relate to topics and further student misunderstandings?)
their learning - I feel that scale and direction are
- Integrate directions (N, S, E, W) into all lessons to aid long term memory for future had topics to understand at a
use young age because of their small
perception of things like our
Culminating Phase world.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
 - Use review of topics to see level of knowledge gained by students by having them ● (How will students get the feedback
tell you definitions and connections to everyday life they need?)
- Pull out example maps and assignments to have them connect lesson to activity - When students turn in
assignments(this happens every
- Show examples of good classroom maps to connect definitions to correct use of
class) we will check work to ensure
learning they completed everything and
- Use direction activity to aid long term memory of parts of compass rose briefly check to give them
- Use real life connections along with definitions to show connections reassurance that they completed it
- Use town map assignment to connect all topics (map, key and compass rose) at the accurately.
same time to show connection - Also, we will be sharing many
assignments like their classroom
maps
- “Good job” “This looks really good”

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum