SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Zach Anderson, Dana Davidson, Sara Lucas, Tara Miller
Word Processed by: Tara Miller
Thematic Unit Theme/Title/Grade Level: Maptastic Map Concepts! 3rd Grade
Weebly address: http://ucfgr3mapconceptsf14.weebly.com/
Daily Lesson Plan Day/Title: Day 1 Me on the Map!
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal

Studentswillbeabletoidentifyandusebasicmapelements.
LearningObjectives:
1. Thestudentwillbeabletoidentifyhimselforherselfonamap.
2. Thestudentwillrecognizewhymapsareimportant.
3. Thestudentwillidentifythevocabularyassociatedwithmapconcepts.
4. Thestudentwillrecallthehistoryofmapmaking.
5. Thestudentwilldemonstratebirdseyeviewinregardstomaps.
NCSStheme(s):
IndividualDevelopmentandIdentity
People,Places,andEnvironments
LanguageArtsFloridaStandard(s):
LAFS.3.W.2.4Withguidanceandsupportfromadults,producewritingin
whichthedevelopmentandorganizationareappropriatetotaskandpurpose.
LAFS.3.RI.2.4Determinethemeaningofgeneralacademicanddomain
specificwordsandphrasesinatextrelevanttoagrade3topicorsubjectarea.
LAFS.3.RI.3.7Useinformationgainedfromillustrations(e.g.,maps,
photographs)andthewordsinatexttodemonstrateunderstandingofthetext
(e.g.,where,when,why,andhowkeyeventsoccur).
LAFS.3.SL.1.1Engageeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,andteacherled)withdiversepartnersongrade
3topicsandtexts,buildingonothersideasandexpressingtheirownclearly.
a. Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;
explicitlydrawonthatpreparationandotherinformationknownaboutthe
topictoexploreideasunderdiscussion.
b. Followagreeduponrulesfordiscussions(e.g.,gainingthefloorin
respectfulways,listeningtootherswithcare,speakingoneatatimeabout
thetopicsandtextsunderdiscussion).
c. Askquestionstocheckunderstandingofinformationpresented,stayon
topic,andlinktheircommentstotheremarksofothers.
d. Explaintheirownideasandunderstandinginlightofthediscussion.
NextGenerationSunshineStateStandards:
SS.3.G.1.2Reviewbasicmapelements(coordinategrid,cardinaland
intermediatedirections,title,compassrose,scale,key/legendwithsymbols.
SS.3.G.1.4Nameandidentifythepurposeofmaps(physical,political,
elevation,population).
SS.3.A.1.3Definetermsrelatedtothesocialsciences.
VA.3.C.1.1Usetheartmakingprocesstodevelopideasforselfexpression.
UnitPreAssessment:
AttachedtoMondayslessonplan.
Willbegiven2weeksinadvancedtotestpriorknowledge.
UnitPostAssessment:
AttachedtoMondayslessonplan.
InformalassessmentimbeddedintoaDay5streasuremapmakingactivity
(seeday5lessonplan).
Ongoingdaily(progressmonitoring)Assessment:

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)
entries,collaborative
OnMonday,studentswillcreateaflipbook.Everydaythestudentswill
planning/presentationnotes,etc.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

reviewtheflipbookandwilladdtoitduringandafterthedailylesson.
Reviewwithprobingquestionsthroughaclassdiscussion,studentsare
encouragedtolookattheirflipbooks.
SelfassessmentscalecheckwithComprehensionCompassatthebeginning
andendofthelesson(Scaleof14).Scaleisdividedasfollows:
a. Level1:Idontunderstandyet.
b. Level2:Ineedmorepractice.
c. Level3:Iunderstandandcandothisbymyself.
d. Level4:Icandothisandexplainittosomeoneelse.
ReadingBlockIntroductiontoMaptasticConcepts
1. StudentswilllistentoareadaloudofselectpassagesfromWhereAmI?The
StoryofMapsandNavigationwrittenandillustratedby:A.G.Smith.
2. Studentswillbeaskedprobingquestionstodiscusswiththeirshoulder
partners:Whatisacartographer?Whydoweusemaps?Haveyoueveruseda
map?Whyhaveyouusedamap?Whyaremapsimportant?(ESOL/ESE
partnerwork.Thesestudentswillbegivenphotocopiesofthepassages
withhighlightedtext.)
3. Duringthediscussion,theInteractiveWhiteBoardwillbeutilizedtopullup
mapsand/orpicturesthatarerelevanttotheconversation.Theclasswillcreate
avirtualflipchartonActiveInspireStudioontheInteractiveWhiteBoard.
(ESOL/ESEtheuseofphotosandmapswillaidincomprehension)
4. Afterthediscussion,studentswillwriteadoubleentryjournal.Theywill
chosetwotothreeinterestingfactswediscussedandwillreacttoitintheir
LanguageArtsJournal.RandomlyselectedstudentswilladdtotheirDouble
EntryJournalthoughtsontheclassvirtualflipchartontheInteractiveWhite
Board.(ESOL/ESEstudentswillbeallowedtodrawpicturestoexpress
theirthoughts)
5. StudentswilllistentoareadaloudofMeontheMapbyJoanSweeney
illustratedbyAnnetteCable.
6. Afterthereadaloudandwithashoulderpartner,studentswillbegivena
photoandamapofthephoto.Studentswillbeprovidedwithatophat
organizertocompareandcontrastthedifferencebetweenaphotoandamap.
(ESOL/ESEaccommodationpartnerworkanduseofagraphic
organizer)
7. Studentswillbebroughttogetherforawholegroupdiscussiononthe
similaritiesanddifferencesofphotosandmaps.Duringthediscussion,there
willbeatophatorganizerontheinteractivewhiteboardthatstudentswillbe
abletoaddtheirideastotheclassvirtualflipchart.
8. Duringthediscussion,theconceptofabirdseyeviewwillbediscovered.
Whenthishappens,apropofabirdwillbeusedtoexplainhowcartographers
usebirdseyeview.(ESOL/ESEaccommodationuseofproptoshow
birdseyeview)
9. Attheendofthewholegroupdiscussion,studentswillusetheir
ComprehensionCompass(MarzanoScales)toshowtheirunderstanding
betweenmapsandpictures.
SocialStudiesBlockMeontheMap
1. OnthepreviousFriday,studentswillbegivenasmallbrownbagandaskedto
bring34treasuresfromtheirroomforanassignmentonMonday.
2. OnMonday,studentswillbeaskedtosharetheir34treasuresattheirtable

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

3.

4.
5.

6.

7.
8.
9.
Resources/Materials

andwilldiscusswheretheseitemsareintheirbedroom.(ESOL/ESE
accommodationgroupworkandusingprops)
Studentswillbereignedinforaclassdiscussionandseveralstudentswill
sharewheretheiritemsareintheirbedroom.Theywillbeaskedhowthey
couldshowtheseitemsusingabirdseyeview.(ESOL/ESEaccommodation
studentswillbeprovidedwithflashcardsofthebasicmapconceptsthat
havebeencovered.Thefrontwillhaveaphoto(s),alabel,andtheback
willhaveashortdescription)
Theinstructorwillshareherown34treasuresfromherbedroomandwhere
theyresideinherbedroom.
Usingtheinteractivewhiteboardontheclasssvirtualflipchart,theclasswill
helptheinstructordrawamapofherbedroom.Together,theywillbrainstorm
atitle,whatfurnitureisinherbedroom,howmanydoorsandwindowsthere
are,andwherethe34treasuresbelong.Next,theclasswillhelptheteacher
createamapofherbedroom.Theinstructorwilldrawthefurniture,items,
anddoors/windows,butshewillhavestudentscomeupandlabelthefurniture
andher34treasures.
Studentswillbepromptedtomakeamapoftheirbedroomwith4.5x4.5
paperwiththefollowingcriteria:atitle,abirdseyeviewoftheirbedroom,
furnituredrawnandclearlylabeled,andtheitemsfromtheirbedroomdrawn
andclearlylabeled.Studentsareencouragedtobecolorfuland/orcolorcode
theirbedroom.(Giftedstudentswillcreatetheirmapinscale.Onthe
previousFriday,theytookhomeatapemeasuretomeasureandrecord
thelengthandwidthoftheirroomandbedroomfurnitureininches.
Today,theywilluseascalerulertocreatethemapoftheirroom.Intheir
flipbook,theywillalsohavetoprovidewhatscaletheyusedfortheirmap
andthedimensionsoftheirroomandfurniture.)
Whenstudentsarefinishedtheywillcreateaflipbookthattheywilluseall
week.Therewillbepremadestencils,constructionpaper,scissors,and
staplersprovidedinorderforthemtocreatetheirflipbooks.
Whenstudentsaredonecreatingtheflipbook,theywillgluethemapoftheir
bedroomonthetopflipandwillwritetheirnameonthecover.
Whiletheflipbooksarebeingconstructed,studentswillbeaskedtousetheir
ComprehensionCompass(MarzanoScales)toshowtheirunderstandingof
birdseyeviewtocreateamap.
MeontheMapbyJoanSweeneyillustratedbyAnnetteCable
WhereAmI?TheStoryofMapsandNavigationwrittenandillustratedby:
A.G.Smith
LanguageArtsJournal
TopHatOrganizer
ELL/ESEMapConceptflashcards
ScaleRuler
ConstructionPaper
Flipbookstencils,premadebeforethelesson
Printerpaper
Crayons,markers,coloredpencils
Scissors
Staplerandstaples
Markers
Glue
InteractiveWhiteBoard

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

ActivInspireStudio

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Top Hat Organizer

Picture

Map

Similarities