social studies lesson plan
Social Studies Lesson Plan
1. Title: Introduction to Maps and Globes
2. Context: This lesson is designed for a first grade classroom on geography. It is the first lesson in the unit and will be constructed as an exploration of maps and globes. Time required – 90 minutes.
3. Objectives:
During this lesson, students will be able to demonstrate their understanding of the basic features and uses of maps and globes by rotating through stations and tracking their observations, through writing and pictures, on a graphic organizer.
Throughout this lesson, students will be able to demonstrate continued development in their understanding of the basic features and uses of maps and globes by creating a classroom web of each geographical resource.
At the end of this lesson, students will be able to creatively apply their expanding knowledge of maps by constructing their own maps of the world using an artistic technique of crayon-resist water coloring.
4. Benchmarks: Understand how to read a map and globe
SS.03.GE.02 Understand the purpose of maps, globes, and other geographic tools.
SS.03.GE.03 Identify major physical features and describe how they are represented on maps, globes, and other tools.
EL.03.WR.22 Capitalize correctly geographical names, holidays, and special events (We always
celebrate Memorial Day by gathering at the Rose Garden in Portland, Oregon).
AR.03.CP.01 Use experiences, imagination, essential elements and organizational principles to
achieve a desired effect when creating, presenting and/or performing works of art.
5. Preparation: “Me on the Map”, five individual maps (a map of the world, street map, a map of the zoo, map of Portland, OR and map of Findley Elementary School), five atlas’ and five globes for students to use at the stations, graphic organizer, pencils, very large white paper for the “thought web”, bright pens for writing on the web, large white paper, crayons, water colors, paint brushes, containers for water, water, paper towels.
6. Lesson Introduction/Set: (3 minutes)
Today we are going on a trip around the world. Without leaving the room, we are going to see different countries and continents by searching through maps and globes. Have any of you ever used a map or globe before? Maps and globes give us different views of the world. To help us understand the differences and similarities between them we are going to keep a geography journal. I have created a couple stations to help us discover the fun information we can learn from maps and globes. It’s important to take good notes because we are going to create our maps of the world that will hang on the walls.
7. Sharing Objective: (1 minute)
The purpose of today’s lesson will be to explore maps and globes in our room to begin to understand their basic features.
8. Learning activities:
a.) Read “Me on the Map” book to whole group on carpet (10 minutes)
I want to read this book to you; it’s called “Me on the Map” by Joan Sweeney with illustrations by Annette Cable. This is a great book that will give us an introduction to maps and how we can work with maps to locate different places in the world. As I read this book, I want you to think about any questions you may have about maps or something you really want to learn about maps or globes. After this story you will have a chance to move through stations and explore these tools. (Read story to children)
As you can see there are many different styles of maps and all of them can give us different information about the world. Keep this in mind as you explore the maps and globes at each station.
b.) Breaking into pairs (3 minutes)
There are two stations set-up around the room. Station one has many different styles of maps and station two has globes. Every group will have an opportunity to travel through both stations once. While you are at the station you will need to write down in your geography journal any information you see, feel, think or want to know more about. I will give you the paper to record your observations once you and your partner are at the correct station.
Before we begin our trip around the world I will assign you a partner and together you will sit at the station I assign to you. Once everyone is situated we can begin our journey around the world and begin to study maps and globes. We will be at each station for ten minutes. Once we are done, we will come back to the carpet and discuss what we learned. (Assigning stations and partners will help lessen any confusion about where to start or students who may be indecisive)
c.) Small group work (20 minutes)
Teacher Notes: I will circulate around the room to check for understanding, answer questions and record any observations or ideas I hear the students discuss at the stations. These notes will be used for the large group discussion and “thought web”. Students will rotate stations once they hear the wind chimes. The transition should take between 1-3 minutes.
(Option for expansion-allow stations to last longer if students are deeply engaged in the exploration)
d.) End stations and move students to carpet for discussion (15-20 minutes)
Alright world travelers it’s time to stop our journey and head back to the carpet to discuss what we have learned on our trip. You may notice the two large pieces of paper hanging on the wall with the words map and globe written on them. Starting with the map, raise your hand to share one fact you think I should write down that describes what you observed about maps or what you might use a map for. (Let children share ideas and suggestions to create an interactive discussion. I will ask questions and even make my own suggestions to guide the discussion when needed. I will do this for globe as well. I will draw connections between the two resources and also highlight the differences. This comparison will largely be based on the answers the students provide during the discussion).
Just from looking at these pieces of paper I can see how much you learned about maps and globes today. You made some great observations and I’m excited to build on this information over the next few weeks.
e.) Crayon-resist water coloring (30 minutes)
Now that we have explored and discussed the different features of maps it is time to use what we learned to make our own map of the world. We are using the crayon-resist water coloring technique you used in the fall when you colored pumpkins on a fence. The only difference is that you will paint over the crayon using a color that looks like water. I will put a couple of maps and globes at each group for you to use as you make your map. As a quick reminder, the darker you color with crayons the better the water color will resist.
Please return to your desks and get out your crayons and water colors. You may begin working once you have your paper. I will walk around the room as you work to answer any questions you may have. (Let students work on their map)
f.) Differentiations:
Content – Provide a range of examples for atlas’ and maps. This will include
atlas’ and maps for younger children with an emphasis on pictures while others will be geared towards other students.
Process – Students can write or draw pictures as they record their observations on the graphic organizer. Students will be encouraged to free-hand their drawings, however, stencils can be provide for students who are not comfortable draw their own continents on their map.
Product – Teacher can assist with drawing or painting. Additional time can be added for students who are experiencing difficulty completing their map.
Environment – Provide open space for students to move around stations and work with classmates. Music can play softly in the background to create a calming environment as the students are working. The teacher can work closely with students who need extra guidance or a more stimulating task.
Extension – Have students complete a writing assignment in which they describe a place (state, country, continent, island) on the map they want to visit. Encourage students to use maps and globes to describe where their destination is located.
9. Closure: (10 minutes)
After the art activity is completed, student will return to the carpet to reflect on something they learned during the lesson or share their map with the class.
10. Student Assessment: Teacher will be able to informally assess feedback from students during the station rotations as well as the large group discussion. Identifying proper uses and integrating proper terminology of the resources studied will indicate their understanding. Individual informal assessment can be gained from reviewing student notes from each station. Post assessment of students’ maps and ability to vocalize their thoughts during closure will further signify their knowledge.
11. Teacher Reflection: Be mindful that not all students work at the same pace or learn in the same manner. Some students may find stations disruptive to their learning while others may struggle with the whole group discussion or art project. It’s important to integrate a range of tasks to ensure that each child is being fairly assessed and receiving an equal opportunity to learn. Allow for extra time for students will work at a slower pace and set aside extra materials for students who may need more or less of a challenge at the stations. Scaffolding is essential for students who are having difficulty grasping the big ideas about maps, globes and atlas’.
