Maps Lesson Plans: Day 1 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT determine where he/she lives on Earth in relation to the parts. Essential Vocabulary: World United States Virginia Steps: Introduction: 1. Begin the lesson by telling the students that the leprechauns left Mrs. Dormire a map that will lead us to the note, but we have to become experts at reading maps before we can find the secret treasure! List all the vocabulary words for this unit on the board and explain that at the end of this unit they will become experts on those words but point out the vocabulary words for today. 2. Pre-assess the students knowledge: Have index cards with the world, United States, Virginia, and MES. Talk about which order they should go in from largest to smallest. 3. Pull up Google Earth to show the students how the cards are supposed to go in order. Engagement: 1. Read the students the book Me on the Map Discuss how the students live in Williamsburg which is located in VA which is located in the US which is located in the World. Explain how it goes from large to small when talking about where we live in relation to other parts of the world. 2. Show the students Russian Dolls. Explain that the largest doll is the world, and then you have the US, then VA, then Williamsburg, then MES, then you!
Evaluation: 1. Give the students index cards with the words world, US, VA, and MES and they must put them in order according to size with a partner. 2. TSW create their own Me on the Map Project which includes them, MES, VA, US, and the world
Maps Lesson Plans: Day 2 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT determine where he/she lives on Earth in relation to the parts. TSWBAT orally define what a map symbol and legend are and how they are useful for maps Essential Vocabulary: Map Globe Symbol Map Legend Location Materials: Russian Dolls Cut outs of the world, US, VA, MES, and an Individual Google Earth PowerPoint Paper and cutouts for each table to create their map Stickers Steps: Introduction: Review 1. Begin the lesson by reviewing the locations (a particular place) of our world, United States, VA, and MES. Remind the students that we discussed how there is an order because some of the locations are bigger or smaller than others. Show them the Russian Dolls and remind them which ones represent what. Discuss why the world is the largest, then the US, then VA, and then MES. 2. Check for understanding: Tell the students that there are 5 different cut outs on their desk that represent the Earth, the US, VA, MES, and them. Their first
challenge is to lay them from largest to smallest (show them how to lay them one on top of the other). After each table is done check and have the table explain why they laid their cutouts the way they did. Then their second challenge is for them to lay the cutouts from smallest to largest. Again check each table and have them explain why they ordered the cutouts how they did. 3. Show the students the size relationship on Google Earth. Demonstrate how we zoom in and out based on size. Explain Bird s Eye View Introduction of Symbols 1. Discuss with the students that when people make maps they have to use symbols (things that represent something) in order to help people understand where important things are located. Tell them that every map maker always includes a map legend. A map legend shows which each symbol represents on the map. Tell them without a map legend it would be very difficult to read maps because we would not know what the symbol represents. 2. Show them the PowerPoint on map symbols and legends to help them better understand symbols and legends. Engagement: 1. After showing the students the PowerPoint on symbols and legends discuss that as a table they are going to create a map of their table which will include their table, their chairs, art caddy, recycling bin, and even a symbol representing each person. 2. Pass out the maps. Tell the students that their table can choose how they want to represent their chairs, art caddy, recycling bin, and each will have a sticker that represents themselves. Tell them that at each table a person has a mapmaking job. 1: Materials manager 2: Glue manager for the map 3: Sticker King/Queen 4: Glue manager for the legend 3. Have the students create the map of the table Evaluation: 1. Each table will have the opportunity to come and present their table s map
Maps Lesson Plans: Day 3 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT determine where he/she lives on Earth in relation to the parts. TSWBAT orally define what a map symbol and legend are and how they are useful for maps Essential Vocabulary: Map Globe Symbol Map Legend Location Materials: Russian Dolls Bulletin Board Paper Cut outs Street cutouts Steps: Introduction: Review 1. Review and check for understanding of first the order of the locations (world, US, VA, & MES) by using a timed think, pair, and share. Students must tell each other first from largest to smallest and then from smallest to largest. 2. Review with the students on why we use symbols and map legends (why are they important? What do they do for the person reading the map? What if your map did not have a legend?) Have the students repeat that a symbol is a thing that represents or stands for something else and a map legend explains what the map symbols represent. Do another timed think, pair, share to review these concepts.
3. Discuss with the students that today we are going to make a map that is bigger and shows are larger area. Show what a street would look like on Google Earth. Tell the students that each table is going to create a map of their street and each person will get to put their own house. Present the students with a checklist. Engagement: 1. Pass out large pieces of bulletin board paper. First the group must decide what their street will be called and they will write it at the top of the map. They can then chose from the precut roads which street they want. They will then glue the street on. Next they will need to decide where each person house will be located. They will then decide what else they want to be located on their street (restaurants, park, lake, amusement park etc.) They must color to add grass or water. They then must create the legend. Evaluation: 1. Each table will have the opportunity to come and present their table s map and their map will be graded based on the checklist.
Maps Lesson Plans: Day 4/5 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT orally define what a map symbol and legend are and how they are useful for maps TSWBAT identify cardinal directions Essential Vocabulary: Map Globe Symbol Map Legend Location Cardinal Directions Materials: Construction paper Cut outs for the desk, carpet, door, and u shaped table PowerPoint Iphone or Ipad compass NESW labels Compass Shuffle Steps: Introduction: Review 1. Begin the lesson by reviewing what the students worked on yesterday. Allow the students to finish presenting the map of their street. 2. Check for understanding: Ask students to tell their face partner to first tell what symbols are then they must tell what a map legend is. 3. Discuss with the students that today they are going to create a map on their own of the classroom. Their job is to represent the 5 tables, carpet, U shaped table, and
the board. They must put a star sticker on where they sit. They must also include a legend. Introduce Cardinal Directions 1. After the students have completed the map of the classroom ask them if they know what cardinal directions are. Explain that when we give directions to people we often use the words North, South, East, and West. 2. Show the Cardinal Directions PowerPoint: Help students remember the directions by the saying Never, Eat, Slimy, Worms. Using iphone locate and label N, E, S and W in the classroom. 3. Continue PowerPoint and discuss how a compass rose is a representation of a compass on a map. At the end of the PowerPoint let the students draw their compass rose on the map make sure they draw the compass rose pointing to the correct directions. Engagement/ Evaluation: 1. Play a game of Ms. Wheeler Says using Cardinal Directions: Ms. Wheeler says to touch your nose and turn to the North Ms. Wheeler says to stand on one foot facing the West Ms. Wheeler says to face the South and hop in place 3 times Ms. Wheeler says to put both hands in the air and face the East 2. Play the compass shuffle
Maps Lesson Plans: Day 6 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT identify the state of VA and the state they were born in. TSW learn where Richmond, DC, and Williamsburg are located on the map of VA Essential Vocabulary: Map Globe Symbol Map Legend Location Cardinal Directions Materials: Construction paper VA cut out Dots, stars, and star in dot PowerPoint Steps: Introduction: Review 1. Begin the lesson by reviewing what the cardinal directions are and what a compass rose is. Start with a game of Ms. Wheeler says (Simon Says). Ms. Wheeler says do two jumps and turn to the East Ms. Wheeler says turn to the North and wave Ms. Wheeler says clap your hands once and turn towards the South Ms. Wheeler says touch one elbow to the opposite knee and turn to the West 2. Play the compass slide if the student did not get to hear it yesterday Introduce Where Williamsburg, Richmond, and Washington DC are located
1. Tell the students that today they are going to start to become experts on where Williamsburg, Richmond, and Washington DC are located on a map. 2. Begin by discussing that Williamsburg is where we live and where Magruder is located. Ask the students if they know why it is important that they can locate Richmond? Discuss that Richmond is the state capital of Virginia. Explain that all the important things and decisions made about the state of VA are done in Richmond. 3. Ask the students if they know why it is important that they can locate Washington DC? Explain that Washington DC is the capital of the United States of America. It is where President Obama lives and all the decisions about our country are made. 4. Show the students a picture of VA with the lion in it explain that to help them remember where Williamsburg, Richmond, and DC are located. 5. Explain that Williamsburg is located at the beginning of the Lion s mouth, Richmond is at the back of the throat of the lion, and DC is at the top of the Lion s head Engagement/ Evaluation: 1. Give students a cutout of VA and have them glue it on a piece of paper and label it Virginia. 2. Locate Williamsburg, Richmond, and DC & include a compass rose Give the students a circle and have them locate Williamsburg. Give the students a star and have them locate Richmond. Give the students a star inside a circle and have them locate Washington DC. Have the students create a map legend. 3. Ask the students to pair up with their shoulder partner and tell them to repeat: Williamsburg is where we live (have the students point to it) Richmond is the state capital of VA (have the students point to it) Washington DC is the capital of the United States of America (have the students point to it)
Maps Lesson Plans: Day 7 Subject: Social Studies Grade Level: First Grade Time: 12 :00 12:35 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT identify the state of VA and approximate where Richmond and Washington DC are on a map of the United States of America. TSW identify the state that they were born in and represent it in the map legend. TSWBAT create a compass rose and map legend on their map of the United States of America. Essential Vocabulary: Map Symbol Map Legend Location Cardinal Directions Materials: Maps of the US and VA Blank Map of the US Construction Paper Colored Pencils Content: The subject matter taught in this lesson is discussing where Virginia is located on a map of the United States of America. This lesson is also centered around helping students locate Richmond and Washington D.C. on a map of the United States of America.
Accommodations: Students will participate in a whole group cooperative learning review. This will allow the students who are having difficulty with these concepts to gain experience from their peers. Procedures: Introduction: Review (5 minutes) 3. Begin the lesson by reviewing the concepts that the students have learned so far in this unit. Do this review through a timed think-pair-share 1: Review the order of the locations (World, U.S., VA, Williamsburg, & Magruder). Have students review both largest to smallest and smallest to largest location. 2: Review what Williamsburg, Richmond, and Washington D.C. 4. At the end of the timed think-pair-share quickly review what a compass rose is and have students recite the cardinal directions. 5. When having students return to their seat give them these directions: Stand and face south Turn to the east and put both arms up for a big stretch Turn to the north and walk to their seats Engagement: 8-10 minutes 1. To allow students to have an experience working with a real map of VA and a real map of the U.S. have a map of VA and a map of U.S. at each table. 2. Discuss with the students that they are going to look at these two maps and they are going to have to find different things on the map. Assign jobs to each table so that each person is responsible for locating one thing on each map. Give the students colored pieces of tape and they must tape over each thing. 3. Give the students the criteria they must find on the map of VA and US Number Ones: Richmond Number Twos: Washington D.C. Number Threes: Compass Rose Number Fours: Map Legend 4. Check for understanding: Visit each table as they finish and peel back the tape to see if they located the correct criteria on each map. Evaluation: 10-12 minutes 1. Pass out a blank map of the United States of America. Tell students that now they are going to have to locate VA, Richmond, Washington D.C. and the state that they were born in on this map of the United States. 2. Explain that they will need to lightly color in the state of VA, and then they will need to decide how they are going to represent Richmond and Washington D.C. Explain to them that since it is a smaller area they can draw a line to where those
two locations are in VA and then draw their symbol. Explain that they will also color in the state that they were born in (assist students in finding the state that they were born in). If they were born in the state of VA then they can add stripes. The students must also include a compass rose and map legend. 3. Write the following rubric on the board to help them navigate this assignment Colored in the state of Virginia: Yes or No Represented Richmond, Virginia: Yes or No Represented Washington D.C.: Yes or No Colored in the state that you were born in or drew stripes if you were born in the state of VA: Yes or No Drew a compass rose with the correct order of cardinal directions: Yes or No Included a map legend that explain which each symbol represents: Yes or No 4. Check for understanding: Circulate around the room to assist each table and check to see that the students are following the directions. Prompt students in helping to find Washington D.C. and Richmond by reminding them about the lion. 5. Collect maps to evaluate the students learning Extension: 5+ minutes 1. When the students have finished their maps introduce the PBL assignment that they will be working on over the next few days. 2. Introduce the problem to the students: Discuss that the Governor of Virginia needs their help! He has decided that a new town should be built, but he needs a plan to do it. There is a river on the land, but there are no streets, no stores, no houses, and no schools. Tell the students that it is their job to create a map with streets, a river, buildings, symbols, a compass rose, and map legend. 3. Discuss with the students that they will be completing this assignment in assigned partners. Tell the students that there is a rubric for this assignment in which they will be graded on. Explain the rubric to the students. 4. Tell the students who they will be working with. If time give each pair a rubric and checklist and a blank sheet of white paper. Explain that this sheet is their rough draft before they begin on their final draft. Tell the students that they must do their very best job so that the Governor can read their map easily. 5. Allow the students to on their rough draft.
Maps Lesson Plan: Day 8 Subject: Social Studies Grade Level: First Grade Time: 12 :00 12:35 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT create a map of a town with a partner that includes more than one river, street, more than 3 symbols, a compass rose, map legend, and buildings. Essential Vocabulary: Map Symbol Map Legend Location Cardinal Directions Materials: Construction Paper Building cutouts Colored Pencils Project Rubrics Content: The subject matter taught in this lesson is discussing where Virginia is located on a map of the United States of America. This lesson is also centered around helping students locate Richmond and Washington D.C. on a map of the United States of America. Accommodations: Two students in the class will be allowed to select their partners before partners are assigned.
Procedures: Introduction: Review (5 minutes) 1. Begin the lesson with a review of where VA, Richmond, and Washington D.C. are located on a map of the U.S. 2. Bring out the globe and show students where U.S. is on the globe and discuss where VA would be on the globe. Engagement: 30 minutes 1. Have the students complete Where in the World Do I live? Continue to monitor students understandings of where Richmond and Washington DC are located. 2. After the students have completed the packet go over the packet and make sure the students have a clear understanding of where those locations are. 3. *Evaluate students understanding of this through a short check for understanding quiz. 4. Remind students about the project that was introduced yesterday. Give each pair their rubric, checklist, and rough draft from the day before and send them to a table to begin working on the final draft. 5. Allow students to work with their partner in creating their map of the town. Circulate around to each pair to be sure that each pair is working cooperatively and doing the correct things. Give students a goal to finish today based on what they were able to start yesterday (this will help with pacing). Evaluation: Students will be evaluated based on their finished map project.
Maps Lesson Plan: Day 9 Subject: Social Studies Grade Level: First Grade Time: 12 :00 12:35 VA SOL: VA SOL 1.4: TSW develop map skills by: a) recognizing basic map symbols, including references to land water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the U.S. and VA on maps and globes; d) locating Washington D.C. and Richmond on a U.S. map VA SOL 1.5: TSW construct a simple map of a familiar area using basic map symbols in the map legend. Objective: TSWBAT identify the state of VA and approximate where Richmond and Washington DC are on a map of the United States of America. TSW identify the state that they were born in and represent it in the map legend. TSWBAT create a compass rose and map legend on their map of the United States of America. Essential Vocabulary: Map Symbol Map Legend Location Cardinal Directions Materials: Construction Paper Building cutouts Colored Pencils Project Rubrics Content: The subject matter taught in this lesson is discussing where Virginia is located on a map of the United States of America. This lesson is also centered around helping students locate Richmond and Washington D.C. on a map of the United States of America. Accommodations: Two students in the class will be allowed to select their partners before partners are assigned.
Procedures: Introduction: Review (5 minutes) 1. Begin the lesson with a Beach Ball review of various things learned in the unit and that are on the test: Pass the beach ball to a person and they must answer your question and then they pass to a person. Engagement: 30 minutes 1. Allow students to work with their partner in creating their map of the town. Circulate around to each pair to be sure that each pair is working cooperatively and doing the correct things. Give students a goal to finish today based on what they were able to start yesterday (this will help with pacing). Evaluation: Students will be evaluated based on their finished map project. Maps Lesson Plan: Day 9 TSW demonstrate knowledge of maps through a test on maps.