Intern: Wareef Ahmad

Title: Lesson 1: What is a Map?

Grade Level: 2nd

Date: November 28, 2015

I. Objectives
SOL Standards:
Social Studies (Geography)2.6 The student will demonstrate map skills by constructing simple maps, using title, map
legend, and compass rose.
Visual Arts Standard2.4.2 Demonstrate ways to use shapes to draw objects. For example, a house is comprised mostly
of squares and rectangles. A sailboat is drawn using mostly rectangles and triangles. Provide
paper and drawing pencils, and direct each student to create a work of art, using geometric
shapes. Allow students to add color to the completed drawings.
Language Arts2.1 The student will demonstrate an understanding of oral language structure.
d) Use increasingly complex sentence structures in oral communication.
e) Begin to self-correct errors in language use.
2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
e) Use vocabulary from other content areas.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to entertain, to clarify,
and to respond.
b) Share stories or information orally with an audience.
e) Follow three- and four-step directions.
Math2.16 The student will identify, describe, compare, and contrast plane and solid geometric figures
(circle/sphere, square/cube, and rectangle/rectangular prism).
Student objectives:
K: Students will know the parts and functions of a map
U: Students will understand that maps organize our world
D: Students will work in partners to create body maps using parts of a map.
II. Materials for Learning Activities
Teacher Materials:
Laptop
Projector
Smartboard
Map PowerPoint
Youtube
Chart Paper

Student Materials:
Student worksheet
Pencil
Crayons
Chart Paper
Compass (for each student)
Rulers
III. Procedures for Learning Activities
Introduction
Begin by gathering students on the carpet. Tell them they will be learning about maps
today. Begin asking students informally about maps. Have them sit and talk with their partners
and ask them what a map is, how we use maps, when do they use maps, and how are maps
helpful. Get a conversation going for a few minutes, listen to student responses, and then bring it
back as whole group once students get their thoughts out.
Pre assessment
Have students share their ideas with you about what they talked with their partner and
have students make connects with one another as a whole. This will help you get a better
understanding of students thinking and what areas you need to focus on during your lesson. This
will also help other students either bring up new terms to other students, or clarify any minor
confusion. Their peers will expose struggling students to some of the vocabulary that is in the
lesson.
Instructional Strategies
Students will have maps provided at each cluster of desk, these will count as stations.
Students will write on a post it one thing that describes this type of map.
This activity is meant to have students explore maps and to be exposed to parts of a map.
Have different types of maps available: school map, neighborhood map, state map, country map,
and a world map/globe. Have students switch with one another after a couple of minutes of
looking at each one with their partner.
Have a whole group discussion about each different type of map. Make a chart on a big
piece of paper, you will hang this up in the classroom so that students can reference back to this
later on throughout the lesson.
Label the chart: Types of Maps.
Section the chart: School Map, Neighborhood Map, State Map, Country Map, and
World Map.
You may guide student responses in the best way you seem fit for each type of map. Jot down
overall observations, what they are used for, and you will come back to this throughout your
explaining and elaborating portion of the lesson.
Use the PowerPoint Presentation Maps to explain what a map is, what are parts of a
map, and how maps are used. The PowerPoint will explain what a map is (a picture of an area,

land, or the world and shows physical features of that place), how a map is used (to navigate or
learn more about a land), the parts of a map (compass rose, key/legend, scale, and how each
individual one functions), and lastly the PowerPoint will include instructions for the activity they
will do with their partners.
As you go through the presentation, ask guiding questions along the way that reference
back to the discussions that took place during the introduction and the exploring stages of the
lesson. If students are confused, mention student names and what they said. Be sure to feel that
students are part of the lesson and are learning from one another.
*On slide with cardinal directions tell students a good way to remember north, east, south, and
West is: Never Eat Soggy Worms and ask students if they have any other ways that they use to
remember their cardinal directions. This can be added to your chart.
After the PowerPoint presentation play the song The Cardinal Directions Geography
Song. Link: https://www.youtube.com/watch?v=UeeLivQH7Ok. Encourage students to get up
and move or sing along with the video.
(Students are studying magnets in science right now) Students will then be given a
compass to go outside with. Students will have a buddy to stay with at all times when going
outside for this part of the lesson.
Students will be instructed to go outside with a compass and try to find north. Once
students are able to find the direction, try all three other directions. Once students have been able
to locate all directions, gather students to come inside.
Ask students why the compass points north, how does this connect to our science unit? Ask
guided questions such as, why is the pin in a compass attracted to the northern direction? Can
this be related to magnetism?
Summary
In order for students to have a better sense of cardinal directions have students partner up,
they may chose to work with whomever they want. Students will grab pencils and a long sheet of
paper (about 4 ft. long). Have one student trace their partner on the sheet.
Have them identify where north, east, south, and west are on the outlined body. Students are
encouraged to color and design their outlines like maps.
IV. Assessment
Formative/informal assessments- Teacher will be listening into student conversations when
talking about maps, the chart that the class is making with the teacher, and the body maps will all
count as informal assessments for this lesson.
V. Differentiation
ELLStudents will be paired up with other students that speak the same language, but have stronger
English language skills. These students will help me clarify any confusion to those who dont
understand due to language barriers. There is also drawing involved in the body map activity, so
writing for them is minimal for those with low vocabulary. This way they still get the most of the
activity and the content without feeling reluctant or shy to participate because of language

barriers. The chart that is made by the teacher and the class will also help build up vocabulary for
these students.
Learning DisabilitiesStudents with learning disabilities will be getting assistance from the teacher the lesson. These
students will be paired up with another student who is a little bit stronger than them in terms of
performance. This way the gap between them isnt too big, they can still learn from each other,
and be engaged with one another.
Advanced Students- Extensions
As and extension, students will measure how tall they are and make a scale for their body.
Students will be using rulers and understanding that in maps things are measured. Another
extension is that students will work either alone or in partners (their preference) and work on a
puzzle map of America.
Multiple IntelligencesNaturalistic: Students will be going outside when working with their compasses; this helps
students get a different perspective on geography when our exploration is limited in the sense of
studying the world.
Bodily-Kinesthetic: Students have the opportunity to have some hands on activities, such as
discovering how to use a compass and mapping out each others bodies on chart paper. This
allows for a deeper connection with the content and making different kinds of connections with
maps.
Interpersonal: Students will be working in groups and interacting with one another, this allows
students to have as much interaction as possible. There are opportunities for students to interact
and share thoughts in the beginning of the lesson and during their activities.
Musical: Students will be listening to a song about the cardinal directions, this will help any
struggling students to remember north, south, east, and west and hopefully in what directions
they are when listening to the song.
Logical-mathematical: There is a mathematical piece to the lesson when drawing out the
geometry shapes and also the extension that is provided (measuring their body maps with a
ruler). The other logical piece deals with the compasses and magnetism, students are making
connections as to why this is happening and connecting the content to different subject areas
(math and science). The extension portion of the lesson is working on maps which also connects
to logic and reasoning skills.
Spatial: Students will be looking at and reading different sorts of maps as well as making their
own body maps. This helps students get a sense of how maps could be made and what goes into
making a map.
VI. Technology integration
SMARTboard, YouTube, PowerPoint