Topic: Maps Grade Level: 1 Name: Marli Sears/Caili

Johnson
#__1_____in a series Grouping: Whole Class, Independent, Partners
CCSS:
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure
RL.1.1 Ask and answer questions about key details in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.

2 Literacy Strategies: Determining importance, summarizing

Social Studies Standard:
1.SS.2.1.1 Explain what maps and globes represent and how they are used.
1.SS.2.1.1 Explain what maps and globes represent and how they are used.
1.SS.2.1.3 Identify legends and keys on maps.

Objective/s: Students will be able to orally explain three necessary elements on a map to make it “usable.” Students
will be able to create a clearly labeled map that can be logically followed by someone else.
Vocabulary terms and definitions:
Maps: A drawing of the world. The purpose of maps is to show where places are located.
Labels: Words put on something to tell us what it is.
Researcher: Someone who gathers information from good sources to answer questions.

Technology Integration:
ICT.K-2.3.a With guidance from an educator, students use digital tools and resources, contained within a classroom
platform or otherwise provided by the teacher, to find information on topics of interest.
ICT.K-2.2.c With guidance from an educator, students learn about ownership and sharing of information, and how to
respect the work of others.

Students will use reputable websites as resources to find answers to the discovery questions. Students will have the
option to create a map of the classroom on one of the websites.
Accommodations:
Audio Text available for when they go through the various readings. Students who are willing to read books out loud to their
peers/small group.
Websites that can be delivered in an audio format.
Pictures/Visuals next to written instructions
Repeating Verbal Instructions/Checking for Understanding

Time What the teacher will say and do. What the Materials
student will
say and do.
5-7 minutes Anticipatory Set/Gain Attention& Recall prior Knowledge: “I was lost in
Teacher will ask students, “Have you ever been lost? What did you do? the grocery
Were there any materials you used to help you get back?” store. I asked
“Would it have helped you seeing where you needed to go to get back?” a person to
Show the students an actual map and ask, “Would it have been helpful to help me.”
have a map to show you where you were?” “I got lost
when I was
at the lake. I
sat down and
waited for
my parents
to find me.”
“I got lost at
Lagoon. I
looked at a
map!”
5 minutes Teacher Input: “Today you will be researchers! A researcher is someone What will the
who has a question and gathers information to help them answer their students say
question. Today you will use the computer, books, and maps to learn and do?
more about maps. In your researcher journal, you will write down what is “We will be
important to have on a map and the different things you learned about researchers!”
maps. “We will
With your partner you will discuss important things that maps should have. write down
what is
Check for understanding by asking students to explain what they will be important to
doing. have on a
map.”
“We will be
using the
computer,
books, and
maps to
learn more
about
maps!”
4 minutes Discovery Or Inquiry questions: Written on the board and repeated Discovery Or
verbally for the students before they separate into partners/groups. Inquiry
The following list of questions will be posed by the teacher. Students will questions:
use teacher-provided websites, books, and maps to help them answer Students will
these questions. be
researchers
 What do maps need to have so other people can follow them? to answer
Why aren’t all maps the same? these
What makes some maps more useful than others? questions
posed by the
teacher.

35-40 minutes Explore Activity: Explore Research

Before splitting into groups, the teacher will explain the different activities Activity: journal,
the students will be doing at each center. She will explain that the “Look! I can computers,
students will use their computers to research more about maps. She will make my books on
explain that she has already pulled up the two websites the students will own map on
maps, atlas
be using for the day. She will also explain that at a different station, this website.
pencils,
students will be looking though different books to help them answer the “
different
discovery questions on the board. At a different station, students will be
looking at different types of maps and discovering the different parts of “I wonder types of
maps that make them useful and helpful. At each station, students will why some maps,
take their discovery journal. In their journal they will draw pictures or maps look description
write down things they have learned about maps and what maps need to different of maps.
be useful. Students will rotate between each station, and the teacher will than
be walking around the room to assist as needed. others?”
“It says that
The students will return to their tables to work with partners. road maps
The following are websites the students will use to research about maps help drivers
and what maps need to make them useful. know which
roads they
https://online.kidsdiscover.com/discover/maps?ReturnUrl=/discover/maps should take
http://www.pbs.org/parents/catinthehat/activity_mapping_tool.html to get to
different
These websites are interactive. The kidsdiscover website has different places.”
parts of maps and students can click on the different sections to learn
more about maps and what makes them useful. “Why is this
map hard to
The following are a list of books the students will look through to learn read?”
more about maps.
Lucy in the City: A Story about Developing Spatial Thinking Skills, by Julie “How do I
Dillemuth know if
As the Crow Flies: A First Book of Maps, by Gail Hartman others can
There’s a Map on My Lap!: All about Maps, by Tish Rabe read my
Kat’s Maps, by Jon Scieszka map?”
Henry’s Map, by David Elliot
Follow That Map!: A First Book of Mapping Skills, by Scot Ritchie
 “This book
Students can partner read a few of these books together and write down in was about a
their researcher journal the things they learned about maps/answers to boy who
the discovery questions. followed a
map. I want
At different tables, we will have different types of maps. Next to each to create a
map, we will have a short description of the type of map and its purpose. map that
For example, next to a road map, we would have a paragraph saying that others can
road maps show different roads, highways, and freeways to help drivers follow!”
know what road they need to take in order to get to their destination.
The students
Students will be able to look at different types of maps and see the will be
different labels and pictures used. As they read the description placed writing their
next to the map, they will learn that some maps have different purposes. discoveries
Students will write down what they have learned or draw different types of regarding the
maps in their researcher journal. discovery
questions in
their
researcher
journal.
5-7 minutes Teach: Teach: Whiteboard,
“Boys and girls, today you had the opportunity to be researchers and learn “Maps markers,
about maps. After doing these activities, what have you learned about should have
what is important to have on a map?” objects.”
“Maps need certain things on them so others can use them. Some of those “Maps
things are words, labels, directions. Maps need these things so people can should have
use them.” words on
them so we
know what
things are.”
“Maps show
us different
places.”
20 minutes Apply: Apply: Computer,
Students will have the opportunity to make a map of their classroom. They Students will or paper,
can make the map on the Cat in the Hat website or on a piece of paper and either use colored
use colored pencils or crayons to draw their classroom. They will need to the Cat in the pencils,
add labels on the map so others know what their map shows, and so it is Hat website
pencils,
easier for others to use. to create a
Teacher will walk around the room and see the maps the students are map of the
making and ask questions about the things they are putting on their map. classroom
 (showing
how to get to
their
desk/table
from the
door), or
they will use
paper and
colored
pencils to
draw a map
showing how
to get to
their
desk/table
from the
entrance
door of the
classroom.
Students will
use labels on
their maps
5-7 minutes Closure: “This is my
map and I
What is one thing you put on your map so others can use it? put words on
(Students can share their maps with others and answer the question of it so others
what they put on their map that made it so others could use it). would know
what the
picture was.”

“I have my
desk over
here, right
next to the
teacher’s,
just like it is
in the
classroom.”

To be collected: Self-made maps and journal entries.

Reflection (done after the lesson)