Unit Plan: Me on Mapping

Lesson Plan for Monday Grade: 2nd Social Studies Strand: Geography

Submitted By: Staci Gengler

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan for Monday

Strand: Geography

submitted by: Staci Gengler

B. Summary of the Lesson Plan: This is a second grade geography lesson designed for student to learn the basic components of a map. We will read Maps and Mapping by Jinny Johnson, the students will identify the purpose of maps as well as their symbols.

C. Basic Information: Grade Level: 2nd Grade Time to Complete this Lesson: 50 minutes Groupings: whole class reading

D. Materials: Maps and Mapping by Jinny Johnson E. Objectives: o NV State Social Studies Standards o F. Vocabulary Map- A visual representation of any area Cartographer a person who makes maps Key is used to identify what the symbols mean on a map Symbol- is a representation of a certain attribute on a map. G5.2.6 Identify geographic information within media sources, i.e., maps, books, photographs. G5.2.1 Identify titles and symbols maps. I will Identify geographic information within media sources I will identify titles and symbols on maps.

Student-Friendly Standards

G. Procedure: 1. We are going to sit at the carpet and I am going to show the students the book, Maps and Mapping by Jinny Johnson, and see if they can predict what the book is about. 2. While reading I will review vocabulary by pointing it out and making sure the students understand the meaning. o o
Nevada State College

Map- A visual representation of any area page 4. Cartographer a person who makes maps Page 4.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan for Monday

o

Strand: Geography

submitted by: Staci Gengler

Key is used to identify what the symbols mean on a map On page 7 there is a mini flap with a map, I will ask students what the square is in the top left corner is? The key.

o o 3.

Symbol- is a representation of a certain attribute on a map. On page 7 there is a mini flap with a map, I will ask students what the square is in the top left corner is? The key.

I would ask students questions and read all of the interesting facts and pictures on each page. I want the students to be engaged in the text as much as possible.

4. After the text is read cover-to-cover student will turn to their shoulder partner to discuss 3 things each of them learned about maps. H. Assessment: What will you use to measure student understanding? I will use students participation during class discussions about the geographic information within the book as well as their ability to identify titles and symbols on maps Students demonstrate their ability to Identify geographic information within media sources by identifying titles and symbols on maps within the book.

Explain how you will know students understand the concepts from the lesson.

I.

Closure: Students will complete a ticket out of the door: o o o Why they think are maps are important? How did cartographers used to have to create a map before cameras o satellites were invented? What are two important things every map needs?

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Think teaching the different types of a map will be the easiest. 2. Which part will be most challenging for you to teach? Teaching that a map is actually a scaled model of a real life location could be challenging. 3. How will you follow up or extend this lesson? I would follow up this lesson by having students examine different maps as well as create their own map. 4. What can you do for students who dont grasp the concepts?
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan for Monday

Strand: Geography

submitted by: Staci Gengler

For students who dont grasp the concept I will show them several maps of places they are familiar with, such as the schools neighborhood or the school. 5. Which part of the lesson, if any, do you think might need to change? I might need to change questions and add an activity to do during the reading. 6. When you were writing this lesson plan, what was the most difficult part? Deciding what to do besides reading and I chose to do a close read and discussion so students would be focused on being engaged with the book rather than the assignment.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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