Title of Unit: Geography Title of Lesson: Maps Contd.

Submitted By: Tylor Striegel

A. Summary of the Lesson Plan: This lesson plan is designed to help 3rd grade students learn basic geographic skills. The students will use their previous knowledge of directions and maps to create a project. B. Target Population: Grade Level: 3rd grade Skill Level: At grade level Grouping: Individual for completion of the warm-up activity. Group for creating the City Map Project. C. Materials: Blank paper, construction paper Scissors and glue Crayons or colored pencils Where Am I In the Classroom? worksheet. See last page for explanation.

D. Objectives: o NV State Social Studies Standards o G5.3.1 Identify and use cardinal directions on a compass rose to locate places on a map. G5.3.5 Construct a simple map including a title, symbols, and directions from a bird's eye view.

Student-Friendly Standards I can identify and use cardinal directions on a compass rose to locate places on a map. I can make a map that includes a title, symbols, and directions from a birds eye view.

E. Procedure: 1. Hand out the Where Am I in the Classroom? warm-up worksheet. Students will complete the worksheet that is made to review their skills using the cardinal directions. 2. Briefly explain to students the concept of symbols and keys on maps. Explain that a symbol is a shape on a map that identifies something, and that a key is drawn on the corner of a map and contains all the symbols and what they stand for. (Draw them an example on the board). 3. I will explain to the students the City Map assignment. In groups of three or four, students will create their own cities using the art supplies mentioned above. They will
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Geography Title of Lesson: Maps Contd. Submitted By: Tylor Striegel

include a compass rose as well as a symbol key and the title of the city. Each city must contain at least five marked locations (bakery, general store, school, blacksmith, etc.). 4. After the map is finished, the students will work together to create a short story about a visitor to their town who starts at one location and makes his or her way to all the locations, doing something at each, making sure to include the directions which he or she went. (i.e. he or she bought a loaf of bread at the bakery. He or she left and headed southeast to the general store to buy some fruit.). 5. CLOSURE: Remind the students of the importance of the symbol and symbol key, and how they must be consistent. (i.e. if two squiggly lines means a river, then it must always mean a river and nothing else). F. Assessment: What will you use to measure student understanding? I will measure student understanding by the presentation of the cities. Explain how you will know students understand the concepts from the lesson. If the students have correctly used the symbol key (meaning the symbols are consistent), as well as included a title, five locations, and a compass rose, they will have grasped the basic concept of a map. If the short stories, that include the directions, are logical it will show that they understand the concept of the directions. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest to teach will be the concepts weve already discussed- the cardinal directions. 2. Which part will be most challenging for you to teach? The most challenging to teach will probably be the symbol key and the importance of consistency. 3. How will you follow up or extend this lesson? I will follow up this lesson plan by allowing the students to complete the project during the next period dedicated to social studies. They will also begin presenting their City Map projects. 4. What will you do for students who dont grasp the concepts? The students who dont grasp the concepts can ask questions so that I might clarify them, or they can ask questions to their group. 5. Which part of the lesson, if any, do you think might need to change?
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Geography Title of Lesson: Maps Contd. Submitted By: Tylor Striegel

None. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was trying to decide how to incorporate the direction concept into the lesson plan (which I did with the short story).

Where Am I in the Classroom? I have chosen not to make an actual worksheet for this (because the worksheet will vary based on what is in the classroom and what the locations are). The concept is simply a worksheet entitled Where Am I in the Classrom? that will contain a list of nouns in the left column (i.e. drinking fountain, clock, pencil sharpening station, etc.), and a place to right their direction in the right column (i.e. north wall, southeast corner, etc.). To give a better example, in the left column would be the word clock, and in the right column the student would write north wall (provided the clock is, in fact, on the north wall.). The students could easily use the compasses that we have attached to their desks as a guide, as well as the signs on the walls.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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