LESSON PLAN 1 Essential Question(s) NCSS Theme VA SOL

How do people use maps and globes to study the earth? III. People, Places, and Environments Social Studies 2.5 The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes; b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries. The student will expand understanding and use of word meanings. a) Increase listening and speaking vocabularies. b) Use words that reflect a growing range of interests and knowledge. c) Clarify and explain words and ideas orally. d) Identify and use synonyms and antonyms. e) Use vocabulary from other content areas.

English 2.2

Visual Arts 2.4 The student will create works of art inspired by a variety of concepts, themes, and literary sources. The student will create works of art from observation. Visual-Spatial Verbal-Linguistic Logical-Mathematical Body-Kinesthetic Interpersonal Intrapersonal

2.9 Multiple Intelligences

Objective

Materials

Procedures

The student will be able to explain why we use maps and globes. - The student will be able to draw maps of familiar areas. - Me On the Map by Joan Sweeney - Paper - Pencils and Crayons - Power Point with multiple types of maps. - Mapping Activity Worksheet (1 for each student) Introduction (5 minutes) - Today class, we will be starting a new unit. We will be learning about maps and globes. We are going to talk about the types of maps and parts of a map, including the continents, oceans, the compass rose, cardinal directions, the poles and the equator. Today we will be talking about types of maps and globes. Maps and globes help people study the Earth. Instructional Strategies (20 minutes) - Read Me On the Map, asking questions along the way to help relate the book to the students. o Examples: Where are we on the map of the United States? What state do we live in? What school do you go to? - State this book starts with a map of the girls bedroom and then looks at the maps of her school, state, and country. - Compare looking at maps to being a bird. Say, a bird can see a lot more than a person can. They fly above, so they can look down on us like we look down on maps. We can use maps to locate information in a small area or a large area. - Show the students a power point with different types of maps. Discuss the similarities and the differences. - Pass out a blank piece of paper to each

student. I want each of you to draw a map of our classroom. Make sure you draw the most important things in our room, like your desks, the door, bookshelf, etc. This needs to be what our classroom mostly looks like, and the only information needed on the map is the important areas of our room. Once everyone has completed their map of the classroom, they will pair up with their EEKK (Elbow Elbow Knee Knee) partner. With their EEKK partner they are to exchange their classroom map and then independently fill out the Mapping Activity Worksheet. o Explain to the class that The mapping activity worksheet has 3 locations on it. Write down 1 2 sentences how you would get to that location from the front door of the classroom based upon your partners map. Do not use the actual classroom, only use your partners map. Read the 3 locations out loud to aid in comprehension for all students.

Assessment

Differentiation

Summary (5 minutes) - Have a few students volunteer to share their maps on the overhead and share give a direction to their desk from the front door based upon their map. - Remind students that there are other components to a map and the next 2 weeks we will be going over these components. - Maps and worksheets will be collected to assess whether the student understands the concepts and show the important information on the maps. - Observation, questioning, anecdotal notes. - Special Needs students are supported by having the students work with partners and by the teacher walking around during instruction and assessment. - Visual learners are supported through the

use of maps, globes, and visual activities. Kinesthetic learners are supported through the use of hands on activities. Auditory learners are supported with classroom discussion. ESOL learners are supported with directions and activities being read out loud. Based on readiness: o Students with less understand will be given a pre-made map of the classroom and are to label the parts of the room.

Power Point TYPES OF MAPS

Mapping Activity Worksheet Name: ____________________ Partner: ____________________

From the front door, write directions to the following places in the classroom:

The pencil sharpener ________________________ ________________________ ________________________ Ms. Besleys desk ________________________ ________________________ ________________________ The bookshelf ________________________ ________________________ ________________________