12/2/16

Maps Day 3
Objectives:
- The students will be able to participate in a discussion about features on a map by
answering questions I ask them.
- The students will be able to read a map label, and interpret symbols in a map.
- The students will be able to locate places on a map using a map grid, map key, and a
compass rose.
- The students will be able to follow cardinal directions when tracing a route on a map.
- The students will be able to create their own maps as well as their own labels for maps
and map keys.
Standards:
- 2 G1.0.1 Construct maps of the local community that contain symbols, labels, and
legends denoting human and natural characteristics of place.
Assessment:
-

Formative: I will take note of the students responses during our discussion to see if they
understood the idea of using keys, grids, scales, and compass roses to read a map.
Summative: I will look at the sketches of the playgrounds the students draw to check if
they understand the concepts we are learning about maps.

Materials:
- Social Studies Alive! books
- Scrap Paper
- Pencil
- Clipboards

HOUR 1
Motivation:
1. Have students get a SOCIAL STUDIES ALIVE! Book and meet at the carpet!
2. We learned about maps last week. What are some of the things you remember
about maps?
a. Continents, Oceans, Map vs. Globe, Countries
3. We are going to continue learning about maps today.
a. Open up to pg. 25 in the book. Teacher read pg. 25 aloud.
Development:
1. Who would like to read pg. 26 for us? (Choose volunteer).
a. Discuss the question.
2. Who would like to read pg. 27 for us? (Choose volunteer).
a. Discuss the question.
3. Who would like to read pg. 28 for us? (Choose volunteer).
a. Discuss the question.
4. Who would like to read pg. 29 for us? (Choose volunteer).
a. Discuss the question.
5. Teacher read the summary aloud.
6. Map Scale
a. Shows the distance on the map.
7. Explain that: You are going to make a map of a place eventually, but to help us create
a map, we have to make a sketch first to show where everything is.
8. MODEL SKETCH WITH THE CLASSROOM.
a. Can write or draw pictures of the objects in the room.
i. Can use symbols to show specific objects (tables).
b. Can draw from different perspectives, could be from different sides or parts of the
room.
9. You are now going to create a sketch of the playground just like I did with the
classroom.
10. We are going to GO OUTSIDE, and you can choose which perspective to draw your
sketch from.
a. You can sit in front of the school, or go to the back of the playground, or choose a
side.
b. Draw in the IMPORTANT parts of the playground.
i. What is important? What is not?
c. DRAW IN SIDEWALKS AND PARKING LOTS!
d. Bring: a piece of scrap paper, a clipboard, and a pencil.
11. GO OUTSIDE!
a. Give students time to draw a detailed sketch of THE IMPORTANT PARTS
OF THE PLAYGROUND.
Closure:
1. When the students come back in, have them bring their sketches to the carpet and share
them with the class.

a. USE THE ELMO! Have students explain what the important things are that
they drew or wrote down.
HOUR 2
Motivation:
1. Look at the sketch of the playground you made. Make sure everything on the playground
is included in the sketch.
2. Get big brown paper and a pencil.
Development:
1. MODEL! Transfer the sketch to the map. Put sketch next to the map.
a. Decide on symbols for each object.
b. Decide on a color for each object.
c. Include the sidewalks and woodchips.
2. CREATE THE MAP KEY!
3. After you are finished modeling, send students to their seats to create their own maps.
4. Together at the end:
a. Create a map grid.
b. Create a Compass Rose.
Closure:
1. Have students come to the carpet to share their maps.
a. Have them share which perspective they drew it from, and the symbols they used
for the objects.
REFLECTION:
This lesson went incredibly well! I have never felt better about a lesson I have taught. The
students seemed to catch on to the features of a map quickly, and were able to relate to them very
well. The students absolutely loved going outside to sketch the playground, and they were able
to do well with it because they have had so much experience on that playground. When we came
back inside, the students started making their maps. Most of the students did very well and
didnt need much help, however, some of the lower students struggled as usual. Overall, I felt
very good about this lesson, and I would not change much at all.