Lesson Plan Format:

Teacher: Corey Cohen

I.

Grade Level: 1

Content and Standards: PA COMMON CORE

CC.2.1.1.B.1: Extend the counting sequence to read and write numerals to represent
objects.
7.1.1.A: Identify geographic tools.
7.1.1.B: Describe places in geographic reference in physical features.
7.2.1.A: Identify physical characteristics in the community and region.
2.3.1.B: Use concrete objects to measure length by repeating and the number of
nonstandard or standard units.
2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud)
related to problem solving situations.
2.6.1.D: Answer comparative questions based on representations of data.
2.9.1.A: Name, describe and draw/build 2-dimensional shapes

II.

Prerequisites:
Students must have some knowledge of a map key, and the function it serves (it
tells you the meaning of symbols used throughout the map).
Students must have some familiarity and experience with a number line.
Students should have some experience working with maps, and understand that
maps are representations of real places.

III.

Essential Questions:
Why do we use maps?
How do we mark maps?

What math skills can we use to navigate maps?

IV.

Instructional Objective:
Students will be able to create a map based on a grid-framework, and navigate that
map by counting along the grid like a number line.
Students will be able to label the map appropriately using corresponding color and
geometric shape.

V.

Instructional Procedures:
Before: We will begin by talking about maps, and how we use them as geographic
tools to navigate space. Maps can be useful for telling use where we are and where
we are going. They can also tell us what buildings, parks, roads and rivers are, and
how far they are from each other. Students will be reminded that we have used map
keys before in previous lessons, and that those keys are there to tell use what
objects on the map represent, and a compass can show us which direction is which.
Students will be shown a simplified map of Philadelphia, focused around an area
nearby the school. We will then talk about what we can see on the map, and what we
know we can add to make it clearer. Here we will review the map key, the compass,
and introduce the concept of scale. Students will then work as a whole group to
identify nearby landmarks, and to attempt to navigate those landmarks.
During: Students will receive their own simplified grid map of the neighborhood, and
be told that they are going to create their own maps of the area using this template.
The will start by labeling buildings and locations based on a demonstration on the
smart-board. We will work together to create identical maps that are labeled correctly,
and use those maps to answer questions about our neighborhood. Students will work
on their sheets as we work on the smart-board, and students work will be checked
before the activities end to make sure all students have labeled their maps correctly.
After: Students will use these maps in future lessons. We will briefly discuss how to
navigate from one location to the next by measuring in blocks. Each block is the
space between one street and the next. Blocks will be equated to a number line and
number grid. Students will practice navigating in small groups before maps are
collected for further assessment.

VI.

Materials and Equipment:

Promethean smart-board
Simplified map of Center City Philadelphia
Grid map worksheet for printing and example

VII.

Assessment/Evaluation: The final finished map will be the assessment for this
assignment. Students will be graded based on their ability to correctly mark the
provided locations. They will be assessed on how completed their map is, as well as
using correct shapes and colors to identify the given locations. Formative
assessments will be used during small group work, where students will navigate from
one location to the next, and explain how many blocks they moved across the map.

VIII.

Technology: Tech will be used in the form of a Promethean smart-board. Materials

were also created digitally, and the map being used is pulled from Google Maps.

IX.

Self-Assessment: If this lesson is successful, I should see students become more

comfortable with maps, and be able to display their understanding of how we label
maps, and what those labels mean. Furthermore they should begin to demonstrate
the ability to use the map to navigate from one location to the next. This will be
covered in more detail in further lessons.