Emily Harvey 1

University of Richmond
Geography Lesson Plan

Introduction

 Lesson Topic: Maps

 Length of Lesson: 45 mins-1 hour

 VA Standards of Learning

 History and Social Science 1.4 The student will develop map skills by

 a. recognizing basic map symbols;

 b. using cardinal directions on maps;

 c. identifying the physical shape of the United States and Virginia on maps and globes;

Learning Objectives

Students will:

 find Virginia and the United States on a map

 identify where their Flat Stanleys marker is on a class map

 classify Flat Stanleys that traveled international or national

 use correct cardinal directions to describe location of Flat Stanleys to Virginia.

Teaching and Learning Sequence

 Introduction/Anticipatory Set –

 Ask class what country we live in

 Review USA song from previous class:

Our Country

(to the tune of “London Bridge”)

Our country is the USA, USA, USA.

Our country is the USA.

United States of America!

 Pick student to come up to world map to identify the United States using pointer stick.

 Pick a different student to identify United States on globe.

Emily Harvey 2
University of Richmond
 Ask class to raise their hands if they know what state we live in

 Review Virginia song:

Virginia Is Our State ( “The Farmer in the Dell”)

Virginia is our state.

Virginia is our state.

Richmond is our capital.

Virginia is our state.

 Pick a student to identify Virginia on a USA map

 Pick a different student to identify Virginia on a world map

 Lesson Development –

 Ask students to pull out their Flat Stanley’s that have traveled recently with friends or family

 Bring out teacher’s Flat Stanley at this time too

 Tell the students that they will now one by one come up and state the location that their Flat

Stanley traveled to.

 As each student comes up, assist with pronunciation of places as needed

 Map each location on USA map with a small colored round sticker with student’s initials

written on the sticker

 Use world map to map international Flat Stanley travels if any

 State where teacher’s Flat Stanley traveled, mark location on map with Sticker (international if

possible)

 Place Star sticker on school location on USA map

 Explain to the students that they live where the star sticker is located

 Tell students they will now review cardinal directions

 Ask the students to point to north if looking at a map

 Ask whose Flat Stanley traveled farthest north from where we live

 Repeat last two steps with south, west, and east

 Ask students to raise hands if their Flat Stanley traveled within the USA
Emily Harvey 3
University of Richmond
 Ask students to raise hands if their Flat Stanley traveled outside of the USA

 Explain that those who traveled out of the USA went ‘international’

 Closure

 Ask students to pull out photo of Flat Stanley and letter from friend/family about where Flat

Stanley traveled

 Tell the students that you will now hand out the final task of the Flat Stanley project

 Explain that the top portion of the paper is to glue the photo of Flat Stanley, the bottom is to

write two sentences explaining what direction Flat Stanley traveled and one thing the student

learned about the location

 Hand out worksheets

 Hand out glue sticks

 Attach photo of Flat Stanley in location to the top of the paper with glue

 Write cardinal directions on the board (north, south, west, east)

 Float around room to assist students with locating position of their Flat Stanley on the map

 When sentences are completed, pass out one piece of large construction paper to each

student

 Ask students to fold the paper like a hamburger fold and reopen to show a crease down the

middle of the paper

 Direct students to glue letter on WEST half of the paper and the worksheet to the EAST half

of the paper

 Collect papers

Assessment

 Formative – Review USA and Virginia locations on the map with by choosing students to identify.

Review cardinal directions by asking students to point in direction.

 Summative – Grade worksheets according to cardinal directional accuracy of Flat Stanley,

correctness of letter and worksheet on west or east side of papers, and completion of letter and

photo tasks before class.

Emily Harvey 4
University of Richmond

References

Neas, Linda. (2009). Elementary Teacher Lesson Plans: Traveling the World with Flat Stanley. Retrieved
March 25, 2010, from http://www.brighthub.com/education/k-12/articles/58677.aspx.

Commonwealth of Virginia. Board of Education. (2001).Curriculum Framework: Grade One Introduction to

History and Social Sciences.
Emily Harvey 5
University of Richmond

Content Organizer
SOL and Curriculum Framework Essential Understandings and Essential Questions

SOL SCIENCE 1.4 The student will develop map skills by

a) recognizing basic map symbols, including references to land, water, cities, and roads;
b) using cardinal directions on maps;
c) identifying the physical shape of the United States and Virginia on maps and globes;

What are the cardinal directions?

Where is the United States located on a globe?

Where is the United States located on a world map?

Where is Virginia located on a United States map?

Materials and Advanced (Pre-Lesson) Preparation

 Large World Map/USA Map

 Globe
 Round stickers (multi-colored)
 Marker to write initials
 Copies of worksheet
 Class set of large construction paper
 Glue
 Class has completed Flat Stanley travels

Essential Knowledge (To Include Content Information and Vocabulary)

The terms north, east, south, and west are used to determine location on simple maps.

Virginia and the United States may be located by their physical shapes on maps and
globes.

Connections – Cross-Curricular and Real-World

Real World: Flat Stanley traveled to a new place that the students were able to learn about through
pictures and a letter

Cross Curricular:

SOL English 1.1 The student will continue to demonstrate growth in the use of oral language: c)
Participate in a variety of oral language activities, including choral speaking and reciting short
poems, rhymes, songs, and stories with repeated patterns.
SOL English 1.11 The student will print legibly
SOL Math 1.15 The student will describe the proximity of objects in space (near, far, close by, below,
above, up, down, beside, and next to).
Emily Harvey 6
University of Richmond

Differentiated Instruction Organizer

Alternate Method(s) Alternate Method(s)

Lesson Instructional Method
to to
Components Originally Planned
Assist Students Challenge Students
Major Concepts Identify Virginia and Identify Richmond and
USA on map and globe Washington D.C. on
Use correct cardinal USA map
directions

Vocabulary Terms North

South
East
West
International
National

Activities Sing USA and Virginia

songs
Map Flat Stanley
Write about Flat Stanley

Assessments Complete worksheet of Have worksheet Provide additional

Flat Stanley partially completed with writing topic asking if
fill-in-the-blanks Flat Stanley had to cross
any bodies of water to
get to his destination