Lesson Plan

Teacher: Ally West

Subject Area: 2nd grade Social Studies
Unit Title: Geography
Lesson Title: Map Skills

Goals linked to Content Standards:

Instructional plans include:

• measurable and explicit goals aligned to state content standards;

The student will be able to:

 2.14 Construct a globe depicting the four hemispheres, seven continents, and five oceans
using the equator and prime meridian.
 2.16 Utilize legends, cardinal directions, and grids to determine locations on different
types of maps.

Materials/Resources Needed:
 Computer and Projector, PowerPoint, Tablets, Blue Balloons, Continent paper (for
balloon), Clock Buddy worksheet, Scissors, Glue Sticks, Back Markers, Crayons, Stapler,
Map Skills “flip it”, notecards, interactive notebooks, physical map, political map,
climate map, road map, and topographic map, smiley face stickers, and Classroom globe

Relevant Objective/Purpose:

Instructional plans include:

activities, materials, and assessments that:
o are aligned to state standards.
o are sequenced from basic to complex.

By the end of the lesson students will accomplish the following:

 Students will be able to locate the four hemispheres, seven continents and five oceans
using the equator and prime meridian.
 Students will be introduced to different types of maps (physical, political, climate, road,
and topographic)
  Students will be able to use a map legend, cardinal directions, and grids to determine
different locations on a map.
 Students will be able to construct a globe depicting the four hemispheres, seven
continents, and five oceans.
 Students will be able to locate items in the classroom by their cardinal direction.
 Students will create a “flip it” book to glue in their interactive notebooks. This will be a
source of reference for future work.
 Students will work collaboratively to form a balloon globe that will depict all 7
continents, five oceans, equator, and prime meridian.

Instructional Grouping:
 Students will listen as a group to the starter.
 Students will work independently for the activity 1 (Map Skills “flip it” book).
 Students will be paired using Clock Buddies to work in partners to complete activity 2
(Balloon globe).
 Students will work with their partner to research, explore, and create a globe depicting
the seven continents, five oceans, equator, and prime meridian.

Adaptations:
Instructional plans include:
• evidence that plan is appropriate for the age, knowledge,
and interests of all learners; and
• evidence that the plan provides regular opportunities to
accommodate individual student needs.

 There are three special services students with limited reading proficiency in this class. I
will walk around during independent and group work to assess with reading instructions.
I will also read and explain the instructions to the whole class before asking the students
to begin working. I will also ask for any questions before beginning activities.
 Students will be randomly grouped with their 3:00 clock buddy, but if needed I will
rearrange groups based on individual needs.

Lesson Structure and Pacing:

Assignments require students to:

 organize, interpret, analyze, synthesize, and evaluate information
rather than reproduce it;
 draw conclusions, make generalizations, and produce arguments
that are supported through extended writing; and connect what
they are learning to experiences, observations, feelings, or
situations significant in their daily lives, both inside and outside of
school.
  9:00 – 9:10 – Starter: Teacher introduces standards for the lesson (on PowerPoint) and
plays a 3-minute-long introductory video. https://youtu.be/gFIS3aLQPfs Teacher will
place different types of maps (physical map, political map, climate map, road map, and
topographic map) on a table for students to look at if activities are finished early.
 9:10 – 9:40 – Activity 1: Students work independently to complete Map “flip it” book
(cut and complete pages). Next, teacher will staple books together and students will glue
into Social Studies Interactive notebooks.
 9:40 – 9:45 – Clock Buddies worksheet passed out and students will move around room
to fill time slots on their clock.
 9:45 – 9:50 – The teacher will ask everyone to pair up with their 3:00 appointments, take
their crayon boxes (scissors, crayons, black marker, and glue stick), and spread out
around the room with his/her partner.
 9:50 – 9:55 – Activity 2: Balloons, continent worksheet, and Guided Reading notecards
will be handed out while the teacher explains the instructions to the class (First one
student blows up the balloon while another colors and labels the continents. Next, one
student glues the continents onto the balloon while the other student uses a tablet to
research where the five oceans are located. After the continents are glued onto the
balloon a student will glue the five oceans after the students has labeled the oceans the
other student will draw lines for the equator and prime meridian.). The teacher may assist
with blowing up the balloon if needed.
 9:55 – 10:20– Balloon globes are constructed.
 10:20– 10:30 – Final guided reading question is answered independently on notecard,
globes are hung from ceiling for display in classroom, and Guided Reading notecards are
turned in. The teacher will close the lesson by asking students to place a smiley face
sticker on the continent (on the balloon globe) that he/she lives on. Then the teacher will
ask students to show thumbs up/down to check understanding of lesson.

Anticipatory Set/Hook:
 Students will watch a You-tube video on the seven continents and five oceans and then
their will construct a Map Skills “flip-it” book for their interactive notebooks.

Connection to Prior Knowledge/Learning:

Instructional plans include:

activities, materials, and assessments that:
o build on prior student knowledge, are relevant
to students’ lives, and integrate other
disciplines.
o provide appropriate time for student work,
student reflection, and lesson and unit closure;
  Students will read the instructions for the Map Skills “flip it” book in order to complete
it.
 Students will need to be able to read, listen, and write effectively.
 Students need to be able to work together cooperatively.
 Students will need to know the cardinal directions and how they relate to the continents’
placement.
 Students need to know how to interact with google effectively to research the five
oceans’ locations.

Modeling/Thinking Strategy:
 Students will practice analyzing, evaluating, and creating by composing a Balloon globe
given the provided instructions. Students will also reference to their Map Skills “flip it”
book as part of the follow up to this lesson.

Essential Questioning/Problem Solving:

 What is included when making a map?
Guiding Question: What is the purpose of a compass rose?
o During the “flip it” book activity students will complete a page where they answer
three questions that ask “What direction are you traveling when you travel from
Antarctica to Africa?” etc.
 Where are the seven continents, five oceans, equator, and prime meridian located on
maps and globes?
Guiding Question: What is the difference between the equator and prime
meridian?
o With their partners, students will construct a balloon globe. Students will cut,
color, and glue the seven continents on to this balloon globe. They will also label
the five oceans, equator, and prime meridian.

Guided Practice:
 During the first activity, students will construct a “flip it” book that will require them to
read and respond to Guided Reading questions using different maps and map tools.
 Students will create a Balloon globe depicting the seven continents, five oceans, equator,
and prime meridian. After constructing the globes students will completed the second
guided question, which will be written on the board as a closing activity. Students will
write their response on a notecard that will be handed in with their completed balloon
globes.
Formative Assessment:
 The teacher will informally assess student understanding through observation of the Map
Skills “flip it” book and by probing question and answer techniques after the starter and
instructions for activities.
 The teacher will also assess student understanding and mastery of the lesson objectives
through group response of hands up and thumbs up/down response. (The teacher
determined that students could not independently place the five oceans on a globe.
Reteaching of this is necessary. The teacher expected the students to know the cardinal
directions and placement of the equator but not the location of the prime meridian,
oceans, or continents.)

Summative Assessment Plan:

Assessment Plans:
 are aligned with state content standards;
 have clear measurement criteria;
 measure student performance in more than three ways (e.g., in the form of
a project, experiment, presentation, essay, short answer, or multiple-
choice test);
 require extended written tasks;
 are portfolio-based with clear illustrations of student progress toward state
content standards; and
 include descriptions of how assessment results will be used to inform
future instruction.

 Student mastery and understanding for this lesson will be assessed by a Unit Test on
Friday, November 16. Students not scoring a 70% or higher will be given a reteaching
assignment, Map Review. Students retest during RTI.
 Student mastery and understanding will be assessed through the computer-based and state
standard-aligned assessments of Study Island. Study Island assessments are assigned after
each unit and will be completed at the end of the second nine weeks. This is part of each
student’s portfolio of learning as documented on mastery of learning through Study
Island. This is required and counted as a summative assessment grade.
 The Balloon Globe will be graded based on placement of actual continent, oceans,
equator, and prime meridian. The purpose of this assignment was to have students work
in groups and to create a globe for the first time.
Closure:

Instructional plans include:

activities, materials, and assessments that:
o provide appropriate time for student work,
student reflection, and lesson and unit closure;

 Students will be asked to show a thumbs up/down on whether they know where the
equator is, prime meridian, continents, and oceans. Students will also be asked to show a
thumbs up/down on whether they could use their cardinal directions to tell the location of
items in the classroom. Depending on time some students may be called to the front of
the class and asked to show the location of a continent, ocean, etc. on the classroom globe
or map.
 The teacher will also give a treasure box pass to the group of students who create the
neatest and most accurate balloon globe.
Interactive Notebook Map Skills “flip it”
Balloon Globe Activity