Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​9-28-17

Grade Level: ​1st Grade Time: ​2:00-2:25, 2:55-3:20
School: ​Canistota Elementary

Reflection from the prior lesson:

The last lesson we did for social studies was on school workers and their jobs, specifically who makes the
rules in our school. This lesson went really well and students were able to give multiple examples of
teachers and other school workers and what their jobs are in the school. All the students were able to
complete their assessment with 100% accuracy. One student did mix two different teachers around with
their placement, but I asked her again which was which and she was able to switch them around without
any help.

Lesson Goal(s)/ Standards:

1.G.1.1 ​Construct simple maps of the classroom

Lesson Objectives:
After discussing taking a picture to a map, students will be able to draw their own map of our first grade
classroom.

Materials Needed:
● Social studies textbook p. 16-17
● Blank white paper
● Treasure maps
● Treasure box

Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, none of the students are on IEPs, but
there is a student recently tested and 2 students who are being watched. There are 3 students who
receive Title I services in reading and 2 that receive Title services in math. I conducted a learning styles
inventory on students, and the top classes were self, nature, and body. This means that these students
will work best on their own work, naturalistic students will like to use their senses of touch and doing
things hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t
need the outdoor involvement. Social studies and science is at the end of the day and can be
segmented depending on specials. Specials include counseling (Mondays 2:00-2:30), PE (Tuesday,
Thursdays 2:25-2:52), and computers (Friday 2:45-3:15). There is also time that students have snack, so
the ‘lecture’ part of the lesson is best at the beginning and the activity after they get back from their
activity.
A.The Lesson ​(​50 minutes​)
1. Introduction ​(​3 minutes​)
a. Getting attention ​“As you quietly come in from recess, please grab your drink and put
on your PE shoes.”
b. Relating to past experience/ prior knowledge ​“Who has ever been on a trip
somewhere? On that trip, did your mom or dad or whoever you went with use some
sort of map? Maps can be on paper or on your phone too.”
c. Creating a need to know ​“Just like your parents had to use a map the last time you went
somewhere, we all need to know how to use maps. A map can be as big as covering the
whole world, or as small as navigating our classroom or your bedroom.”
d. Sharing objective ​“Today, we are going to discuss what a map is and how we would
make one using our own classroom.”

2. Content Delivery (​45 minutes​)

I. Taking a Picture to a Map (​15 minutes​) - Textbook pages 16-17 - “I want you to open
your textbook to page 16. Like I said, today, we are going to learn about maps. I want
you to put your finger on the yellow word on page 16. What word is that? (map) Follow
along as I read what a map is. A map is a drawing. It shows what a place would look like
if you could see it from above. What does seeing something from above mean? Let’s put
our finger on the red number 1, this is a picture of the classroom that they are going to
create a map for. Now put your finger on number 2. This is the above view which is the
view you must think of things from when you are drawing a map. Lastly, the number 3
shows a look at the map of the classroom. Do you see the same things from picture
number 1 to picture number 3 in this classroom? Yes you do because a map is an exact
replication of the original place. What does an exact replication mean? Right, an exact
replication means something looks the same as it did originally. A map should look the
same as the room or area you are drawing did to begin with. What can we tell is on the
map?”
II. Drawing a Map of Our Classroom (​15 minutes​) - “You are each going to draw a map of
our classroom. I am going to give you a blank piece of white paper, and you are going to
create a map that someone could look at and think is the exact replication of our
classroom. First, we are going to create a model on the board. If I am going to draw our
thirteen students desks, where am I going to draw them at? Am I going to draw them all
the way against this wall, or all the way against this wall? No, I am going to draw them in
rows down the middle of the classroom as well as I can. Now you also must include my
desk and Mrs. Jolley’s desk, where should those be located? While you are creating your
drawing, I want you to make sure that you are trying to draw your map to fill your paper
as much as possible.”
III. Treasure Hunt (​15 minutes​) - “In the classroom, I have hidden a box of treasure for you
to find. You will be in 3 different groups and each group will have a separate treasure
map to find the treasure around the room. Once you have found the treasure spot
according to your map, you have to sit down and wait to see if you have found it or not.”
 3. Closure ​(​2 minutes​)
Today, we talked about drawing maps. Can someone remind me what a map is? A map is a
drawing and it shows us what a place looks like from above. We can draw maps of anything, our
classroom, our bedroom, the school, or the whole world. We also drew Lucia’s Neighborhood
from our reading story this week. Tomorrow, we are going to extend our learning of maps into
reading a map key and using direction words to guide people to something using a map.

B. Assessments Used
● Drawing a Map - Students will create their own example of a map of the classroom. I created a
rubric to grade each map. The rubric is shown below.
● Lucia’s Neighborhood - In reading, students read a story where students are moving around a
neighborhood. The reading series has a worksheet where students must draw a map of her
neighborhood. Students will have to look at their textbook to draw a map of her neighborhood.
This will be grade for accuracy of proximal location to other objects as there is no exact map
guideline the students or the teachers are given.

C. Differentiated Instruction
Advanced Learners - The advanced and average level students will help guide the lower level learners
throughout the treasure map hunt and may be helpers if they finish early on drawing the map of the
classroom.
Low Level Learners - I will be scaffolding students learning prior to them creating their own map so there
will be an exact replication of what they should draw on the board. I will direct them to this if they are
struggling.

D. Resources
https://www.thoughtco.com/first-grade-map-skills-unit-plan-2081798