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ASSURE Model Instructional Plan

Discover the United States
1st Grade
Social Studies
Lesson length: 60 minutes, or one class period
Analyze Learners
Total number of students: 20
Male students: 10
Female students: 10
Students with low learning skills: 5
ESL Student:1
Hearing Impaired:1
SPL IEP: 2
Visual/Spatial learners (approximately 1/3 of students)
Kinesthetic learners (approximately 1/3 of students)
Verbal/linguistic learners (three to four students)
Interpersonal learners (two or three students)
Logical/Mathematical (two or three students)
State Objectives
SOL 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 shapes of the United States and Virginia on maps and globes:
d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of
Virginia, on a United States map.
SOL 1.5 -The student will construct a simple map of a familiar area, using basic map
symbols in the map legend.
SOL 1.6 - The student will describe how the location of his/her community, climate, and
physical surroundings affect the way people live, including their food, clothing, shelter,
transportation, and recreation influenced the present in terms of architecture, government
(direct and representative democracy), and sports.
Select Media, Materials, and Methods
Media:
5 classroom computers with internet access to Google Earth and a link to u-tube music
video
Smart Board

Materials:
A Wall Map of United States
One large Globe & 10 Mini Globes
Scissors
Library books about the United States & Virginia
Color Pencils
Map Printouts

United States Map worksheets

Scissors
Glue
Map & MS research chart transparencies

Methods
Whole group map skills to identify the shapes of the United States using Smart Board
Whole group introduction as it pertains to recognizing basic map symbols, including
references to land, water, cities, and roads using Smart Board
Whole group instruction of center activities
Small group centers
Map puzzle
Label and Color Map Worksheet
Globe game
Google Earth and u-tube music video of the United States
Utilize Media, Materials, and Methods
Media:
5 desktop computers with internet access Will be used to do Google Earth research
project on the United States and recognizing basic map symbols, as well as using cardinal
directions. Will have a MS word document saved on each desktop explaining assignment
and instructions on how to properly use Google Earth.
Will also be used to access musical u-tube video to learn more about the United States
through song.
1 Smart Board used to project map and MS word document transparencies as the teacher
explains directions for the research project and map assignment
Materials:
Scissors Used to cut out the United States shapes and glue them on the map worksheet
to make a map puzzle
Pencils Used to label the map
Large Globe and 10 miniature globes used to play a game
Map of the United States Teacher will show students where the United States is located
on map, as well as basic map symbols, and references to land, water, cities, and roads
Library books about the United States Students will look up information in library books as
an enhancement to the websites

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Color Pencils- Used to color the map worksheets
Map Worksheets Students will locate Washington, D.C., the capital of the United States,
and Richmond, the capital of Virginia, on a US map, as well as basic map symbols.
Research Charts Students will log research information from Google Earth and library
books on charts
Map of the United States and MS word document transparencies Teacher will display on a
Smart Board as she explains procedures for the 4 rotating group activities
Methods:
Whole Group Map Skills TSW utilize the map of the United States to locate each state,
especially Washington D.C. and Richmond. TTW discuss the basic map symbols and
references on the map, as well as using cardinal directions.
Whole Group Introduction of the United States As a first day introduction, TSW explain
how important the United States is and where they are located, as well as where the capital
of the US and Virginia are.
Whole Group Instruction of Center Activities TSW introduce each center and explain
procedures to successfully complete. TSW divide class into small groups of five and assign
each group a center. TSW inform students that rotations are every 10 minutes.
Small Group Centers TSW explains to students how to work collaboratively to complete
each of the four center activities
Require Learner Participation
Whole Group Map Skills:
During this time TSW call the class close to the map of the United States and ask a student
to locate Virginia on the map. TSW then call on other students to locate Washington, D.C.
and Richmond. TSW inform students to mentally note these locations for a map puzzle
center activity. TSW be actively engaged, because they are able to find the locations rather
than passively watching the teacher.
Whole Group Introduction of the United States:
As part of the first day introduction to ancient the United States, TSW will provide a verbal
overview of how important the United States is and a brief summary of its history. TSW ask
students to describe how the location of his/her personal community, climate, and physical
surroundings affect the way people live, including their food, clothing, shelter, transportation,
and recreation influenced the present times. The brainstorming activities engage the
students and get them to connect something unfamiliar with what they know and
understand.
Whole Group Instruction of Center Activities:
TSW explain and demonstrate how to complete each center activity. TSW utilize the Smart
Board, map worksheets, and the MS word transparency as part of demonstration. TSW

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further explain that each computer has a MS word document located on the desktop. The
students are to access the Google Earth web site and a u-tube music video link through the
document. TSW divide the students into groups of five where they will collaborate on each
center activity. TSW instruct on how to follow the teachers instructions for each center in
order to successfully complete the assignments. TSW be more passively engaged during
the instruction; however they will quickly become active participants once the groups are
established.
Small Group Center Activities:
TSW work in groups of five to collaborate on each center activity. Each center rotation will
last ten minutes.
Map Labeling and Coloring locate Washington D.C. and Virginia on the map and
label the basic map symbols. These maps will be used in a United States journal
project to be constructed in a subsequent lesson.
Map Puzzle TSW cut out the United States shapes and paste them on their
worksheet.
Google Earth research TSW utilize classroom computers to conduct a Google
Earth research project about the United States. TSW use the MS word document to
read instructions and access Google Earth website and musical u-tube video. TSW
log the research information on the research chart. TSW use the library books about
the United States to enhance any information for their research.
Each of these center activities appeals to multiple intelligences. Kinesthetic learners are
allowed to manipulate scissors, glue, drawing, and the computer. Each activity is visually
stimulating for visual/spatial learners, especially the Google Earth where this web site
provides a wealth of information in a format that inspires the learner to want to discover
more. Interpersonal learners get to work closely with their peers and collaborate on each
project. These learners will also have the added benefit of ensuring that their partners
are successful. Verbal/linguistic learners are provided with a wealth of information from
the teacher. They also must discuss with their peers in order to complete each task.

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Evaluate & Revise
Student Performance:
The students will be evaluated on each center activity. The main focus will be map skills
and the Google map. TSW demonstrate an understanding of the geographic location of the
United States on a map and globe, and if they color the correct locations on their maps.
TSW demonstrate knowledge of the United States based on the information garnered and
logged on each research chart. TSW also demonstrate abilities to collaborate in each center
if they complete the activities and consciously work to ensure their partners understand and
can complete the activities as well.
Instructor Performance:
During the center activities the instructor can listen to the students explain the concepts to
each other, and begin to ascertain if the material was well taught. When the students turn in
their Google Earth research charts, and their puzzle maps, and color maps, the teacher will
have final confirmation if the lesson fulfilled the stated objectives. If necessary the instructor
can reteach the material before the class moves on to more in-depth study of each state
within the United States.
Media Performance:
The media that was used serves as a gateway for the students to access a wide variety of
information on the United States and its capital. If students are able to correctly log
research information on the MS word chart that pertains to using Google Earth, then the
media was used successfully.