LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St.

Georges

LESSON PLAN
Grade:_________ 1______ Lesson Title: ________Maps___________________ Lesson Duration 45 mins

Overview of lesson (100-150 words). Write a clear and concise overview that indicates what the lesson is, the purpose, how it is connected to
the POS, what students will learn and how the lesson will conclude. See example in Instructional video provided

The purpose of this lesson is to help students understand maps. The students will learn about maps their
symbols, and how they are used. The will listen to the teacher read the picture book “Me On The Map”. The
students will watch a short read aloud from epic books “Map Symbols” about how maps are used and then they
will help the teacher with the ambulance demonstration. Then they will engage in partner games.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in 10 SLO's just
because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end of the lesson [Maximum 1 GLO
2-3 SLO]

GLO /GLE SLO/SLE

Maps - How to read, create, and follow a map listen to others in order to understand their point of view 
- create visual images using paint and draw programs

Learning Objectives. Translate the SLO's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words for reference
Students will…learn how to use a map
Students will create a map of a room.

In the Inquiry & Guiding Questions: Inquiry Questions are broader Question that guides a unit of study, while guiding questions guide the lesson itself
and are specific questions. Guiding questions aim to provoke thinking. Guiding questions are just that - guiding. These types of questions facilitate dialogue. They can be
used for guiding students inquiry and can be used for formative assessment purpose too. A lesson should have several guiding questions.
** See Instructional video on Inquiry and guiding questions.

Inquiry Question: Formulate one (see examples in instructional video in Oct 7th Class folder)
How do people find their way around a new town or city?

Lesson Guiding Questions: Formulate between three and six. Remember to use Bloom's Taxonomy, directing verbs apply, analysis contrast, express,
appreciate...be clear on what type of knowledge/skill/attitudes that you are helping students develop and expecting them to do. Guiding questions must support this and
provoke student thinking and help them understand what they are learning, why they are learning, what they have learned, what they still need to learn etc..

 Can you tell me who might need a map when they are working?
 Why is it important to use a map in a school?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. Draw on Beth's Curriculum Lab Module about
assessing resources If it is on online resource provide an active link. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the
resource is and why you have chosen it. How does it support your lesson and student learning?

*you may have more or less than three resources. It depends on your lesson

Resource #1: My world: Home school & Community grade one, 1.1.5 pdf https://drive.google.com/file/d/1UHVcAnQp5EkoYcKE48-
8gCffzqYG923F/view?ts=619186db this will be used for the activities after the lesson
Resource #2: Epic! https://www.getepic.com/app/search online book reader resource. This will help the student understand what maps are and what
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
the map keys are used for.
Resource #3: and on line map will be used to help the students understand directions and map keys.
https://www.wayfair.ca/Zoomie-Kids--Sulligent-Kids-Town-Map-Blue-Area-Rug-X111989831-L167-K~C000978890.html?refid=GX422704731066-
C000978890_5238348&device=c&ptid=787832472684&targetid=pla-787832472684&network=g&ireid=81601133&PiID%5B
%5D=5238348&gclid=CjwKCAiAp8iMBhAqEiwAJb94zyNn38NW7LxoKw7vg3HT1bdN5-UoNSbZNTQOcjwRoC9MzZif2srpfxoC0q4QAvD_BwE
Resource #4 « Me On The Map” by Joan Sweeney

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will organize ahead of time prior to
your lesson

Lesson Procedures

Introduction (5min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section.

 The teacher will print off pictures of keys, and pictures of people that may need a map
 The teacher will set up the epic online resource to white board
 The teacher will have examples of maps and globes
 The teacher will ask the students to walk quietly to the reading center
 The teacher will ask the guiding question. (How do people find their way around a new town or city?)
 Students will answer the question.

Body (__min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this lesson; will they be
able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities and transitions in lesson. Indicate timing of each section. Identify teaching strategies,
organization of class etc. How and when are you using formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures: Lessons are divided into portions. in a 45 min lesson body Identify Teaching Strategies/Rational
there should be a least two activities and one transition. You may have 3 activities and 2 Example: Direct instructions, pair/share, jigsaw,
transitions. An activity can be reading - transition - partner dialogue (as an example). Each
activity and transition are timed.
whole group discussion etc. When will you use
these and why? You will list in your body, but you
* Style of writing is descriptive and concise. You are not narrating, rather you are describing in detail, the activity, the
learning, critical information to carry out the lesson.
will explain your choice here.
Discussion: [ group discussion]
Activity #1: story time [teacher centered] (5mins) To activate students thinking caps and gain their
 Students will remain seated attention. The teacher will also get identify what
 Teacher will ask the students to predict what the book is about the students already know about maps.
 Teacher will make predictions Story time: [teacher centered]
 The teacher will read the book The story will introduce students to maps, and
 Through out the book the teacher will point out things that are where they belong on a map. This book will also
important to the lesson. help them understand that there are different
 Teacher will ask students about the things they saw in the book types of maps.
 The students will discuss their experiences and answer the question Epic maps [Teacher centered]
 The teacher will mark the checklist This will help the students gain knowledge of
what maps are, who uses them and what some
Transition: describe [2min] map keys are.
 Teacher will ask the students to walk like robots to their desks and Help the ambulance [teacher centered] will be
to wait for further instructions conducted to help the students understand why
 Teacher will get the epic reader ready on the white board. maps are important.
Game time [student centered]
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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
Activity #2: Epic Maps [ teacher centered] 10 - Time This is where the students will be able to
 Teacher will get the students attention demonstrate their understanding of the symbols
 The teacher will ask [What is a map?] and maps. They will further practice with the
 The teacher will show the students examples of maps symbols and directions in the games.
 Then she will ask a lesson guiding question [Can you tell me who
might need a map when they are working?] Assessments/Rational (minimum of two)
 Students will answer
 The teacher will place the examples on the board as they come up Type/Name:
 The teacher will ask two lesson guiding question [Can you tell me Where Assessment Occurs:
what a map key is].
 Students will answer the question [5mis] Formative: Example: observation/anecdotal,
 The teacher will start the epic reader student/teacher conferencing, check list,
 The students will watch the read aloud [3mins] worksheet, discussion, or other techniques from
 The teacher will mark her check list your evaluation textbook. When will you
administer these and why?
Activity #3: Help the Ambulance [ teacher centered] (5min)
 The teacher will switch to the map she has created for the white
board
Discussion:
 The teacher will ask another guiding question [Why are maps
The teacher will use a checklist with the names of
important for a ambulance driver?] the students and the outcomes. This will be done
 Teacher will demonstrate how to use the first map of how to get the to identify what knowledge the students have
 ambulance to the park and then to the ambulance. prior to the lesson.
Story time Discussion
Transition: describe (2min) This will be done to see if the students
 The teacher will instruct students to go to their groups of four and understood the concept and to further
to their stations understand how to express their thoughts.
 The students will group in four The teacher will also make notes of who
answered and how they answered.
Activity #4 Game Time (students centered). (20mins)
Students will rotate through the centers and play go fish game, draw a map of Epic maps sharing
their bedroom, play help the ambulance or find what belongs to what map The teacher will further ask the lesson guiding
questions to gain their attention and to further
guide the lessons progress.
Help the ambulance the teacher will ask students
to help her help the ambulance get to the patient
and then to the hospital. This will help the
teacher further understand if the students
understand the directions on the map.
Game Time. Will allow the teacher to see if how
much knowledge the students have gained in her
walk around observation.
Differentiation: Identify your approaches and how these support student learning

Consolidating and Closure: ( 10 ) mins *beyond 'clean up'

In this part of your planning, you are providing time for ensuring that students learned and understood what was intended in the lesson. If they
haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting

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 LESSON PLAN TEMPLATE Assignment #3 Lesson Series [Curriculum and Instruction] Fall St. Georges
ready for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation and closure. Provide Clear
steps and indicate process. Often 5 mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 depending on the lesson

After the students have tidied their areas the teacher will instruct the students to look around and see what they can see on their way
home and see if they can make a map of their block or neighborhood.