SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Ashtyn Brown, Allie Porter, Nicole Wall

Thematic Unit Theme/Title/Grade Level: The World in Spatial Terms/Maps and Globes/Kindergarten
Weebly address: ______________________________________________________________________
Daily Lesson Plan Day/Title: _______________________________________________________________
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
entries,collaborative
planning/presentationnotes,etc.

Studentswillunderstandandbeabletoexplainthatmapsandglobeshelplocate
differentplacesonEarth.
LearningObjectives:
1. Studentwillbeabletocreatetheirownmap.
2. Studentwilllearnthatmapshelplocatedifferentplaces.
3. Studentwilllearnthatmapsareamodelofourworld.
4. Studentwilllearnhowtousepositionalwords.
5. Studentswillbeabletocompareandcontrastphysicalandpoliticalmaps.
6. StudentswilllocatetheAtlanticandPacificOceansonamapandglobe.
NCSStheme(s):TheWorldinSpatialTerms
CommonCoreStateStandard(s):
SS.K.G.1.2Explainthatmapsandglobeshelptolocatedifferentplacesand
thatglobesareamodeloftheEarth.
SS.K.G.1.4Differentiatelandandwaterfeaturesonsimplemapsand
globes.
SS.K.G.1.1Describetherelativelocationofpeople,places,andthingsby
usingpositionalwords.
NextGenerationSunshineStateStandards:
SS.K.G.1.2Explainthatmapsandglobeshelptolocatedifferentplacesand
thatglobesareamodeloftheEarth.
SS.K.G.1.4Differentiatelandandwaterfeaturesonsimplemapsand
globes.
SS.K.G.1.1Describetherelativelocationofpeople,places,andthingsby
usingpositionalwords.
LAFS.K.RI.2.4Withpromptingandsupport,askandanswerquestionsabout
unknownwordsinatext.

UnitPreAssessment:

DuringstudentsliteracyblocktheLabelingaGlobeandLabelingaMap
worksheetswillbeplacedinacenterasaformofpreassessment.Studentswillturn
theseworksheetsinwiththerestoftheircenterworkintotheircenterfolder.

UnitPostAssessment:

DuringstudentsliteracyblocktheLabelingaGlobeandLabelingaMap
worksheetswillbeplacedinacenterasaformofpostassessment.Studentswillturn
theseworksheetsinwiththerestoftheircenterworkintotheircenterfolder.

Ongoingdaily(progressmonitoring)Assessment:
StudentswillbefrequentlyaskedtoratethemselvesusingtheMarzanoscale.Before,
during,andafterlessonsstudentswillbeaskedtoputtheirheadsdownandraisetheir
Marzanonotecardsintheair.Thenumbertheychoosewillrepresenthowtheyfeel
towardstheirknowledgeofthecontentbeingcovered.Forthepreandpostassessment
studentswillratethemselvesonastickynoteandplaceitinthetopleftcorneroftheir
assessments.Allstudentsworkwillbecollectedinashoeboxforevaluationpurposes
aswell.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

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.

Day One: Introduction of Maps

1. Goal
a. Students will understand and be able to explain that maps and globes help locate
different places on Earth.
2. Objectives
a. Student will be able to create their own map.
b. Student will learn that maps help locate different places.
c. Student will learn that maps are a model of our world.
d. Student will learn how to use positional words.
3. NCSS Theme
a. The World in Spatial Terms
4. Common Core State Standard
a. SS.K.G.1.1 - Describe the relative location of people, places, and things by using
positional words.
b. SS.K.G.1.2 - Explain that maps and globes help to locate different places and that
globes are a model of the Earth.
5. Materials
a. Maps by Joellyn Thrall Cicciarelli
b. Map of Florida
c. Map of Orlando
d. Map of United States
e. Paper
f. Crayons
g. Interactive Whiteboard
h. Word Wall
6. Steps for Instruction
a. Call a family meeting to the carpet. Once everyone is in place and paying attention,
explain to the class that today we will be learning about what a map is and why maps are
important.
b. Write the word Map on the board in a designated area for vocabulary words. Read
the word to the class and have them repeat it back to you. Introduce the word wall to the
class, as we will be using it for reference all week (EL/ESE). Words inlcude: map, near, far,
above, below, left, right, behind, front, globe, land, water, north, east, south, west, political,
physical, color, line, model, equator, South Pole, and North Pole.
c. On a sheet of chart paper, create a K-W-L chart and briefly review with your
students that a K-W-L chart is used to document what student Know Want to know and
what students have Learned about the subject they will be discussing. Start a discussion by
asking, Does anyone know what a map is? Does anyone know what a map is used for?
Does anyone know what a map looks like?
d. Once chart is fairly done, show students a map of Orlando, Florida, and the United
States.
e. Transition by telling the class you are going to read them Maps by Joellyn Thrall
Cicciarelli.
f.
After reading Maps, the students will think of their own bedroom.
g. While the students are thinking, the teacher will use the interactive white board to
visit the site http://pbskids.org/catinthehat/games/mappingtool.html, to create her own map of
the classroom. Using this website, the teacher can create a replica of the classroom based on the
shape of the classroom, the floor, and furniture.
h. When the teacher is placing the furniture in the classroom she will use positional
words like the couch is near the table or the coffee table is in front of the television.
i.
After the students get to see how a map is made, they will get the chance to make
their own map.
j.
Students will go back to their table and use the basket of materials to recreate their
bedroom.
k.
After the student creates their own room, they will write a sentence or two explaining
which items are in the room using positional words.
l.
When the student is all done with their own map of their room, the student will share
with their group at their table (EL/ESE).
m. Once the students are done sharing, the teacher will collect their work to add to their

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Unit Portfolio.

Day Two: Two Kinds of Maps

1.

Goal
a. Students will understand and be able to explain that maps and globes help locate
different places on Earth.
2. Objectives
a. Students will be able to compare and contrast physical and political maps.
Students will observe and identify the use of color and lines in physical and political maps.
3. NGSS Theme
a. The World in Spatial Terms
4. Common Core State Standard
a. SS.K.G.1.2 - Explain that maps and globes help to locate different places and that
globes are a model of the Earth.
5. Materials
a. Examples of political and physical maps
b. Maps bulletin board with columns labeled Political and Physical
c.
Magazines
d. Newspapers
e. Old phone books
f.
Scissors
g. Glue sticks
6. Steps for instruction
a. Initiate family meeting and have students come to the carpet.
b. Review by asking the class what a map is and why it is important.
c.
Have a few students share their homework from the night before.
d. Record any new information to K-W-L chart, including anything theyve learned
e. Under the vocabulary word Map, add the words Political, Physical,
color, and line.
f.
Show students and example of a political and physical map. Ask them what are
some similarities and differences they notice between the two. Define physical map as a
map that shows natural features such as rivers, lakes, and mountains. Define political maps
as a map that shows man-made features such as highways, roads, railroads, and state
boundaries. Write these definitions on the board in their designated area.
g. Indicate the use of color and lines to represent areas on maps. Allow students to
predict what they think might be represented by the colors and lines.
h. Dismiss students back to their seats where they will find a bin filled with
materials such as magazines, newspapers, phonebooks, glue and scissors.
i.
Instruct students to find and cut out a map.
j.
Gather students and their maps around the bulletin board. Let students decide
whether they think their map is political or physical. Ask guiding questions such as
What are some things you see on your map? What kinds of maps possess those
features? Do some maps have both political and physical features? (EL/ESE)
k. Allow each students to glue their map under the correct heading on the bulletin
board and return to their seats when finished.

Day Three: Globes: A Model of the Earth

1.

Goal:
a. Students will understand and be able to explain that maps and globes help locate
different places on Earth.
2. Objectives:
a. Students will be able to identify the globe as a model of the earth.
b. Students will be able to locate and label the three parts of a globe: North Pole, South
Pole, and Equator
3. NGSS Theme
a. The World in Spatial Terms
4. Common Core State Standard
a. SS.K.G.1.2 - Explain that maps and globes help to locate different places and that
globes are a model of the Earth.
5. Materials
a. Mapping Our Beautiful Earth by Mary Cobb
b. Globe
c.
Models (toy car, plane, ship, doll, cell phone)

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

d. Clay
e. Pencils
f.
Sticky notes
g. Markers
h. Plastic knife
i.
Crayons
j.
iPads
6. Steps for Instruction
a. Call family meeting.
b. Review what was learned yesterday by asking the class what maps are and what two
kinds of maps we learned about. Add anything to the K-W-L chart that may need to be added.
c.
Have the terms model, globe, equator, South Pole, and North Pole
written on the board in the vocabulary section.
d. Then show students the different toys you have and define the term model as a
smaller object that represents a larger object. (Write this definition next to model on the board
and have them repeat the word aloud)
e. Then show students a globe. Discuss the globe as a model of the earth.
f.
Ask to students to closely examine the globe (pass it around the circle
depending on size and fragility). Ask students to give words that describe what they see
and record these words on sticky notes and apply them onto the globe. (EL/ESE)
g. Hopefully the terms North Pole, South Pole, and equator come up. If not, point
out where these things are on the globe and define them.
h. After the discussion, dismiss students back to their tables where theyll find a bin of
materials. Each student should have some clay. Have the class shape their clay into a small
model of Earth, using the globe as a guide. Help children locate the North and South Poles
and mark with a small pencil point. Then students will draw a line with their pencil where the
equator is.
i.
After that, students will use a plastic knife to cut their Earth in half forming the
northern and southern hemispheres. Introduce to students that the top half is the northern
hemisphere where the North Pole is located. The bottom half is the southern hemisphere where
the South Pole is located.
j.
Following this activity students will each be given an iPad. The app Drawing Desk
will be downloaded for students to use. For assessment purposes students will be instructed to
draw a circle representing the earth and they need to draw and label to Equator, North Pole and
South Pole. Have these terms visible on the board for spelling purposes. EL and ESE students
may be given an example that has already been drawn and they will be assessed by the
teacher pointing to places on the drawing and they determine whether it is the Equator,
North or South Pole. (EL/ESE)
k. As students are working or once they are completed the teacher will be making their
way around the room or students will be called to her desk to see if their labels and drawings
are accurate.

Day Four: Cardinal Directions

1.

Goal
a. Students will understand and be able to explain that maps and globes help locate
different places on Earth.
2. Objectives
a. Students will be able to identify cardinal directions and understand location
significance.
3. NGSS Theme
a. The World in Spatial Terms
4. Common Core State Standard
a. SS.K.G.1.3 - Identify cardinal directions (north, south, east, west).
5. Materials
a. Teacher created map of local landmarks, city, playground, and school on the
interactive white board.
b. Globe
c.
Political maps
d. Physical maps
6. Steps for Instruction
a. Have maps and globes displayed
b. Call students to carpet for family time and begin asking questions about the maps

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

and globes that are displayed. What are the names of these objects? What are they used
for? Which one is a model of the Earth? How are these objects different from one
another?
c.
Review characteristics of political and physical maps while updating the K-W-L
chart.
d. Distribute copies of the teacher constructed maps. As a group, decide whether the
map is physical or political.
e. Discuss with students that we can use maps to find where we want to go. Tell
students that they will be looking at the directions on a map. Write the word direction next
to the other definitions on the board and explain that direction means which way you are
going (EL/ESE). The four main directions are: North, South, East and West. (write these terms
on the board as well) Referring to the globe, have students recall that north is where the North
Pole is located and south is where the South Pole is located.
f.
Bring up one of the teacher constructed maps on the white board and in a whole
group setting use directional vocabulary to locate certain points on the map. For example:
Slide the pen north to find the slide on the playground. Then west to find the flagpole. Once
you feel as if students are getting the hang of it call on them to come up and use the pen to
locate certain points.
g. During centers have students visit the
website http://eduplace.com/kids/socsci/books/applications/imaps/maps/g1_u3/#top. This is a
game that assess their knowledge of cardinal directions. Once they are finished they will print
their results and these results can be used for assessment purposes.

Day Five: Land and Water

1.

Goal
a. Students will understand and be able to explain that maps and globes help locate
different places on Earth.
2. Objectives
a. Students will be introduced to the fact that large areas of water are called oceans and
large areas of land are called continents.
b. Students will locate the Atlantic and Pacific Oceans on a map and globe.
3. NGSS Theme
a. The World in Spatial Terms
4. Common Core State Standard
a. SS.K.G.1.4 - Differentiate land and water features on simple maps and globes.
5. Materials
a. Globe
b. Markers
c. Crayons
d. Scissors
e. Glue sticks
f. World map
g. Ocean poem
h. Land/water map
i. Paper plates
j. The Seven Continents by Will Mara
6. Steps for Instruction
a. Display globe and world map.
b. Call family time and once students are settled check their comprehension
by asking questions such as Can anyone tell me what they have learned about maps and
globes? What are maps and globes used for? Which one of these objects is a model of
the earth? (EL/ESE)
c.
Instruct students to observe the globe and map for colors. Ask students what colors
they see. Ask for their opinion of what they think the blue on the globe represents. Question
what they think the green or brown represents. Inform students that maps also show where
land and water are located.
d. Reiterate that large bodies of water are called oceans and large bodies of land are
called continents. Write these terms on the board and their definitions.
e. Read The Seven Continents by Will Mara
f.
Draw their attention to the oceans. Emphasize that the two largest oceans are the
Atlantic and Pacific Oceans. Indicate where they are located on the map and globe. Point out
that there are also two smaller oceans, the Indian and Arctic. Tell students they will be learning

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

a new poem today in order to help them remember the names of the four oceans.
g. Present the class the poem in the form of a PowerPoint
Ocean Poem
P is for Pacific Ocean, the largest of the four
A is for Atlantic Ocean, with its sandy shores
I is for Indian Ocean, the one down below
A is for Arctic Ocean, with its ice and snow
h. Once students are familiar with the poem, refocus their attention on the K-W-L chart
used throughout the week. Allow the class to correct any misinformation, add any new
information and answer any remaining questions students may have.
i.
Dismiss students back to their seats where they will find a bin of materials such as
glue sticks, scissors, crayons, paper plates and worksheets labeled The seven continents and
Four Oceans
j.
Students will cut and paste the oceans and continents onto their paper plates.
k. Then students will be instructed to color all land areas green and all water areas blue.
l.
These worksheets will be collected for assessment purposes.
There's a Map on My Lap!: All About Maps by Tish Rabe, Aristides Ruiz
Follow That Map!: A First Look at Mapping Skills by Scot Ritchie
Me on the Map by Joan Sweeney
The Once Upon a Time Map Book by B.G. Hennessy
Mapping Penny's World by Loreen Leedy
The Great Round The World Balloon Race by Sue Scullard
Google Earth
https://www.google.com/earth/
National Geographic
http://education.nationalgeographic.com/education/media/geogames/?ar_a=1
Game allows children to place countries on globe
Arthur
http://pbskids.org/arthur/games/gogeorgego/gogeorgego.html
Game allows children to use map to help Arthur find his friends
Cat in the Hat
http://pbskids.org/catinthehat/games/mappingtool.html
UCF Interactive Map
http://www.map.ucf.edu
Google Images for Map Printouts

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.