Professional Documents
Culture Documents
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
30 minutes each day/5 days
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
N/A
List any other special features of your school or classroom that will affect the teaching of this
lesson.
N/A
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students_________
Males__________
Females__________
Students with Special Number of
Accommodations and/or pertinent IEP Objectives
Needs: Category
Students
Students with IEPs
English Language
Learners
Gifted
504
Students with autism
or other special needs
Students with
Behavioral Disorders
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THE LESSON
Content Standards (Common Core, Wisconsin Early Learning Standards, Foundational, or
Grade Level, use number and wording):
A.4.1. Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions
on various representations of the earths surface.
A.4.2. Locate on a map or globe physical features such as continents, oceans, mountain ranges, and
land forms; natural features such as resources, flora, and fauna; and human features such as cities,
states, and national borders.
Central Focus for the Lesson/Unit:
We will be learning about the properties of maps, different vocabulary associated with maps, and learn
how to read maps.
Objective(s) in student terms:
DOK
Students will be able to read and create their own maps using the properties
taught and using the vocabulary they have learned.
Assessment(s); consider pre-, post-, informal and/or formal as applicable:
Pre: Questioning of background knowledge on maps
Informal: Worksheets on directions, mapping, activities on landforms, mapping bodies of water
Post/Formal: Students created their own maps of places that have meaning to them
Academic Language related to the lesson:
Key, legend, scale, latitude, longitude, symbol, landform, mountain, valley, hill, plateau, island, river,
lake, pond, stream, sea, ocean
Prior Learning/Prior Thinking:
To activate the students prior knowledge, I will ask students if they have any background knowledge
of maps. I will also ask students if they have ever used maps before.
LESSON IMPLEMENTATION
Procedures (in enough details that a peer could teach this lesson)
1. Anticipatory Set (Review/Preview) I will have students watch a short video on YouTube to
introduce maps. The video is on the story Theres a Map on My Lap by Dr. Seuss. I will then
ask students if they know anything about maps and if they have used maps before.
2. Purpose Statement We will be learning how to read maps, the properties of maps, and the
different vocabulary associated with maps.
3. First, we will use maps both in the classroom and online to demonstrate to students what we will
be learning about. We will then have a discussion about maps to see if they know anything about
maps prior to learning about it.
4. I introduced key vocabulary for this unit by having the students do an open word sort.
5. We then discussed the vocabulary in the lesson, and really focused on the directions and the
compass.
6. I then taught the students a song about maps, which is to the tune of If Youre Happy and You
Know it.
7. After the map song, we practiced mapping with a reading map worksheet.
8. I introduced that we would be talking about bodies of water.
9. I read the story Oceans, Lakes and Rivers by Melanie Ostopowich.
10. After reading the story, we discussed the different bodies of water in the story and defined how
each body of water is different.
11. We then created an anchor picture sheet that has visuals of each type of body of water we are
learning about that also has the vocabulary word/name of the body of water.
12. After learning about the bodies of water, students will utilize large and small scale maps to locate
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REFLECTION
How did it go (strengths and needs)? Would you change anything if you taught this lesson again?
I thought that the students did well with this unit. The only thing that I would change is teaching the
directions. The students I worked with said that they learned the directions in 1st grade, so they didnt
really need practice with those skills. I enjoyed watching students create their own maps and listening
about the places that have meaning to them. I also enjoyed the flipbook activity because it allowed
students to draw the different landforms, but also put more details in the picture, such as the background
landscape of the area rather than just the landform itself.
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