Bridgewater College Teacher Education Program Lesson Plan

Name: Christina Villagomez

Subject/Grade Level:
3rd grade- Social
Studies.

Lesson
Title:

Unit:
Mapping.

Map Your
Life.
Virginia SOL/National Standard:

Date:
September
14, 2015.

SOL 3.6: The student will read and construct maps, tables, graphs, and/or charts.

Measurable Lesson Objective(s):

The Student Will Be Able To:
Read a Map of the School.
Construct a Map of the Classroom.
Construct a Table of Students Characteristics and then Graph the Results.
Materials/Technologies/Resources Needed:

SmartBoard with Internet Access.

Document Camera.
Plain Computer Paper (enough for each student to have 4).
Markers or Crayons (enough for each student to have a few colors).
Pencils (enough for each student to have one).
Chalkboard.
Chalk.
Poster of Key Vocabulary (a large poster size).
Rulers (enough for each student to have one).
Teacher Prepared Table of Student Characteristics (enough for each student
to have one).
Teacher Prepared Map of School with a Grid Overlay (a large poster and
enough for each student to have one small one).
Name Generator on SmartBoard.
Approved Access to:
http://www.playkidsgames.com/games/continentNames/continentJig.htm for
the SmartBoard.

Assessment (Formative and/or Summative):

1. Correctly construct a table of students characteristics with 100% accuracy.

2. Properly construct a bar graph of one section of the student characteristics

table with 90% accuracy.
3. Draw a map of the classroom properly scaled to 80% accuracy.

Anticipatory Set (Hook & Agenda)

Teacher will:
Play YouTube Video through
ViewPure
(http://viewpure.com/NazvX
wWumaQ) on SmartBoard.

Students
will:

Accommodations/Differentiatio
n:

Anticipate
d Time:

Listen
and
observe,
then ask
any
questions
.

Children who have trouble

seeing or hearing may be
seated in the front of the
room.

4 Minutes

Access /Review Prior Knowledge

Teacher will:

Students will:

Question:
What is a compass rose? What
are the cardinal directions?
What is a scale? Why do
mapmakers use scales?

Accommodations/Di
fferentiation:

Anticipate
d Time:

Raise hands to
answer
questions.

Repeat and reword

answers students
give to reinforce
information.

3 Minutes

Teaching Process & Modeling (Content is presented, accessed or built), Guided

Practice & Checking for Understanding, and Independent Practice
Teacher will:
Students will:
Accommodations/Di Anticipate
fferentiation:
d Time:
Teaching Process & Modeling
(Content is presented, accessed,
or built):
Present vocab words from and
give definitions:

https://sites.google.com/a/sol
teacher.com/olteachercom/home/third-gradevirginiasol-resources/3rdgrade-virginia-social-studiessol-resources/sol-3-6-maps/36-word-wall
Present vocab words on
SmartBoard and keep them on
the SmartBoard until students
have finished independent work
early and the extra activity
game is put up.
Read the map of the school

Teaching Process &

Modeling (Content
is presented,
accessed, or built):
After teacher gives
definitions,
students will raise
their hands and
repeat definitions
in their own words
or give an
example of a
vocab words in the
classroom.

Locate points on

Repeat and reword

answers students
give to reinforce
information.

together (without grid overlay)

and (add grid overlay) discuss
points on the grid system.
Distribute personal maps to
kids. What building lies at
square C4? What part of the
playground lies at E6? At what
square would you find the
school bus parking lot? At what
square would you find the
science courtyard?

the map of the

school using the
grid system.
Raise hands to
answer
questions and
ask questions to
further
discussion.

10
Minutes

Modeling
Demonstrate how to fill out the
Table of Students
Characteristics Worksheet.
Then pass out worksheets and
pencils.
Describe the questions and
clarify anything. Which students
have brown hair...red
hair...blonde hair? Which
students are wearing
pants...shorts...a dress/skirt?
Which students have a
cat...dog...neither...both?
Guided Practice/Checking for
Understanding
Give students time to observe
each other and ask questions.
Check tables for accuracy.
Pass out blank sheet of paper
and markers to each student.
Use completed tables to
construct a bar graph of one
section of the table (hair or
outfit or animal).

5 Minutes
Raise hands to
ask any question
or ask for
clarification.

Observe and
Question one
another.

Ask struggling
students prompt
questions.
8 Minutes

Create a bar
graph with
markers.

Independent Practice:
Pass out blank paper and rulers
and pencils.
Ask for volunteers to measure
things in feet with ruler and
write results on chalkboard:

Raise hands to
volunteer to
measure and

15

North wall of room to

South wall of room.
West wall of room to East
wall of room.
Length of teacher desk.
Length of student desks.
Reading rug.
Bookshelf
Small group table.

record data.

Create a map of
the classroom
individually
using your ruler
to show proper
scale.

Give students a list of

necessary items to
include: Doors,
teacher desk, some
student desks, small
group table, reading
rug, library, and
SmartBoard.

Minutes

Tell students that 1 foot equals a

1/2-inch for our scale.
Walk around and observe
students drawings.

Closure
Teacher will:

Students will:

Pull up Name Generator on the

SmartBoard for Think, Pair, Share
buddies.

Think, Pair,
Share with your
buddy from the
SmartBoard.

Ask two students to share their

maps of the classroom.
Ask two students to share their
graphs made from the data
collected from the tables.

Volunteer to
share maps and
graphs.

Accommodations/Di
fferentiation:
Display on
SmartBoard
through a
document camera.

Antici
pated
Time:
3
Minute
s

Declarative Summary Statement: Today we learned how to read and draw maps,
now that you know how to read a map, you will never be lost, and now that you can
draw a map, you can help keep others from getting lost! Congratulations students,
now You may travel the world but no matter how far, with a map on your lap you
will know where you are. (Dr. Seuss)
Activity If Extra Time Remains or Technology Fails
Teacher will:

Students will:

Pull up this link on the

SmartBoard.
http://www.playkidsgames.com/
games/continentNames/contine
ntJig.htm

Take turns labeling

the continents as
a review from the
previous SOL
lesson.

Accommodations/Di
fferentiation:
Students may
"phone a friend" for
help.

Antici
pated
Time:
5
Minute
s

https://sites.google.com/a/solteacher.com/olteacher-com/home/third-gradevirginiasol-resources/3rd-grade-virginia-social-studies-sol-resources/sol-3-6-maps/36-word-wall

http://www.playkidsgames.com/games/continentNames/continentJig.htm
https://m.youtube.com/watch?v=NazvXwWumaQ
www.viewpure.com