Lesson Plan #5 of Unit Plan (Friday)

Grade: 4th
Social Studies Strand: Geography
Submitted By: Kerri Pavalon


EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell


Lesson Plan #5 of Unit Plan (Friday) - Geography submitted by: Kerri Pavalon

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
B. Summary of the Lesson Plan:
In the last lesson of this Geography unit, we will review the different types of maps, and
students will construct their own maps of Nevada in groups using their knowledge about a
maps key characteristics. Students will have the opportunity to creatively and
cooperatively work in groups to construct their own maps using large heavy duty paper
and an abundance of art supplies.
C. Basic Information:
Grade Level: 4
th
grade
Time to Complete this Lesson: Approximately 50 minutes
Groupings: Whole Class for discussion and review of all maps learned during the week;
Table groups of 4 for creating maps of Nevada; Independent for adding any
additional notes into Social Studies journals.
D. Materials:
Copies of maps that students have been learning about all week to display on the
SMART board.
Social Studies journals
Large heavy duty white paper (7 pieces)
Art supplies including stickers, colored pencils, crayons, construction paper of all colors,
scissors, glue sticks, etc.
Microphone
Questions for speed trivia
E. Objectives:
o NV State Social Studies Standards
G5.4.3 Construct a map of Nevada displaying human and physical
features.
o Student-Friendly Standards
I can create my own map of Nevada using the characteristics of a map I
have learned about.
F. Vocabulary REVIEW
Political Map This map shows political boundaries, (countries, states, counties), and
capitals and major cities.
Physical Map This map shows state borders, bodies of water, major cities, and
landforms like deserts, mountains, and plains.
Lesson Plan #5 of Unit Plan (Friday) - Geography submitted by: Kerri Pavalon

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
Special Purpose Map- These types of maps are any other maps that do not fall under
the category of a political or physical map. (climate maps, resource maps, road maps,
etc.)
compass rose- A symbol on a map that shows the cardinal and ordinal directions.
cardinal directions- North, South, East, and West
ordinal directions- Northeast, Northwest, Southeast, and Southwest
Population distribution- the arrangement or spread of people in a given area and how
the population is arranged according to specific characteristics (age, gender, etc.)
Population density- the number of people living in a specific area. (ex. per mile, per
county)
map key or legend- is used to explain the symbols used on a map.
G. Procedure:
1. Students will view objectives and all key vocabulary on the SMART board. We will have
a whole class discussion about what we have learned about maps, and I will display
an example of each one on the SMART board while I am describing it.
2. As concepts are being reviewed, students will refer to their Social Studies notebooks
and add any notes if they feel they need to.
3. Next, we will play a quick game of 7 questions speed trivia. The class will be divided
into two teams and students will have 3 minutes to come up with a team name. I will
ask 7 questions about maps and key vocabulary, stating each question one at a time,
loud and clear into the microphone. The first person from one of the two teams to call
out the correct answer will receive a point. The team who wins will get a treat of their
choice.
4. Then, students will work with their table members to create their own map of Nevada.
They will brainstorm some ideas for a few minutes. Table leaders will get all the supplies
needed and bring them back to their group. Students will have all the different types
of maps to view at the front of the classroom, and they may also use their Social
Studies journals to look up information if needed.
5. Students will create their maps, and I will inform them that they need to put forth their
best efforts because their maps will be displayed in the hallway of our school.
6. Students will have extra time during the following week to finish their maps of Nevada if
they do not finish them during this lesson.
H. Assessment:
What will you use to measure student understanding?
I will measure student understanding by scoring students Nevada maps final product
with a rubric having four specific scoring criteria. (Map Characteristics, Labeling,
Creativity, and Overall Presentation)
Explain how you will know students understand the concepts from the lesson.
Lesson Plan #5 of Unit Plan (Friday) - Geography submitted by: Kerri Pavalon

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
Students will demonstrate understanding of the concepts if they are participating in
the speed trivia game and contributing effort into their final group project of
constructing a Nevada map.
I. Closure:
For groups who finish, they may share their Nevada map with the rest of the class.
J. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
The easiest part of this lesson will be to review the concepts the student have
learned. They have been learning about this concept for a week, so I feel
confident that the review will go smoothly.
2. Which part will be most challenging for you to teach?
I think this lesson plan will go over quite smoothly, especially because students are
playing a trivia game.
3. How will you follow up or extend this lesson?
I will extend this lesson by having groups share their maps with their classmates if
they choose. Also, the maps will be displayed in the hallway outside of our
classroom.
4. What can you do for students who dont grasp the concepts?
I will make myself available for extra help for any student who may need extra
support with all the concepts about maps.
5. Which part of the lesson, if any, do you think might need to change?
I may need to extend the amount of time students have to construct their maps. I
did ask them to put their best efforts forward, so it would not be fair to rush them.
6. When you were writing this lesson plan, what was the most difficult part?
I found the last lesson to be the easiest out of all of them. I believe it gets easier
towards the end of the unit.