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USF Elementary Education Lesson Plan Template (F 2016)
USF Elementary Education Lesson Plan Template (F 2016)
SS.1.G.1.2
Identify key elements (compass rose, cardinal directions, title, key/legend with symbols)
of maps and globes
SS.1.G.1.1
Use physical and political/cultural maps to locate places in Florida.
SS.1.G.1.5
Locate on maps and globes the student's local community, Florida, the Atlantic Ocean,
and the Gulf of Mexico.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Given a map of Florida with symbols already on the map; students will be able to create a
map key and accurately label three of the symbols in the key with no errors in
identification or labeling
Summative: Students will be given a summative assessment at the end of this connected
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
A teacher must understand how to accurately read and interpret a map in order to teach
these concepts. The teacher should know and be able to identify the various elements of
a map, including the compass rose, cardinal directions, and map key (along with its
symbols) and the vocabulary that comes along with these map elements.
The student at this point should understand the basics of a map: what it is and what it
shows us; as well as how to orient themselves on a map according to the four cardinal
directions: North, East, South and West. This background knowledge will help students
determine what different map symbols mean and the purpose of other elements on a
map as we learn about those concepts in this lesson.
Students may misunderstand the connections between the symbols shown on the map
and the symbols in the map key; as well as they might confuse the meaning of the
different symbols.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
In this lesson I will be using guided release; first bringing students to the carpet for whole
group instruction, releasing them into pairs, and finally to complete an assessment
individually. I am also using methods of whole brain teaching including relating physical
movement and visuals to vocabulary and concepts, as well as having students complete
Teach, Oks during pairs work in order to facilitate learning and collaboration.
Time
5
mins
10-15
mins
5
mins
Who is
responsibl
e (Teacher
or
Students)?
Teacher
Teacher/
Students
Students
Teacher will call all students to the carpet and play and review
portions of the BrainPop video:
https://jr.brainpop.com/socialstudies/geography/readingmaps/,
which address map keys and legends as well as what the symbols
mean within them
The teacher will pull down maps of both the world and U.S.; having
students identify that we can know what a map is showing us by the
title; and furthermore that we can determine what we see on the
map through the use of the map key/legend and the symbols it
displays.
Throughout this conversation, teacher will have students complete
Teach, Oks about the title of a map, directions on a map, map
legends and symbols with partners; and the teacher will also
regularly ask for student participation where students will look
hands-on at our maps of the world and our country; with emphasis
on map legends and symbols.
Students
5
mins
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students will be able to connect to the interest of exploration and will be able to
connect this lesson to background knowledge of location and how they know how to get
from here to there; as well as how we are able to recognize places of importance through
symbols, both on and off of a map.
If applicable, how does this lesson connect to/reflect the local community?
Students will be able to apply this lesson to their daily lives; understanding that we use
symbols and words to identify places of importance every day and that they see similar
symbols to those on a map every day when recognizing those places off of a map.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Explain-
For students who may require extra enrichment through this lesson; I would provide
students with blank matching cards where they would have to actually provide the word
that matches the symbol or vice versa where they must draw the map symbol matching
the word presented. In addition, if further enrichment is needed- I may ask these
students to draw a simple map of the classroom; providing a key with at least 3 symbols
evident on the map and labeled in the key.
How will you differentiate instruction for students who need additional
language support?
Process
Product
Content
Learning Styles
Readiness
Interest
Explain-
N/A There are currently no students in our class who require extra language support
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
C.C. - Student will be provided with extra time if necessary. Student will be provided with
fewer and simpler matching symbols (3-4 rather than 6)
R.O. - Student will be provided with extra time if necessary. Student will be seated
towards the front of the classroom and near the teacher to limit distractions. Student will
be provided with fewer and simpler matching symbols (3-4 rather than 6)
E.W. - Student will be provided with extra time if necessary. Student will be provided with
fewer and simpler matching symbols (3-4 rather than 6)