EXPLORING MAPS

Lesson Plan #4
Grade: 4th grade Social Studies Strand: Geography Submitted By: Kerri Pavalon EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #4 Geography

submitted by: Kerri Pavalon

This lesson addresses different types of maps and their features; students will develop the ability to compare and contrast the differences and similarities in various kinds of maps- a physical map, a political map, and two special purpose maps, (including a resource map and a fun facts map of Nevada), and write about their findings in a cooperative setting. I incorporated Strategy #25 into this lesson entitled, Authentic Geography & Cartography Studies. C. Basic Information: Grade Level: 4th grade-28 students Time to Complete this Lesson: 50 minutes Groupings: Groups for presentation and independent for assessment

D. Materials: 7 copies of Nevada Map 1 (Physical) 7 copies of Nevada Map 2 (Political) 7 copies of Nevada Map 3 (Resource Map) 7 copies of Nevada Map 4 (Interesting Facts/Combined map) 4 poster boards 28 copies of a bubble map graphic organizer handout SmartBoard Markers E. Objectives: o NV State Social Studies Standards

G5.4.4 Utilize different types of Nevada maps, i.e., population and physical maps, to understand spatial distribution.
o Student-Friendly Standards I will learn about different types of maps of Nevada. I will compare and contrast some differences and similarities between various kinds of maps.

F. Vocabulary Political Map This map shows political boundaries, (countries, states, counties), and capitals and major cities. Physical Map This map shows state borders, bodies of water, major cities, and landforms like deserts, mountains, and plains.
EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Nevada State College

Lesson Plan #4 Geography

submitted by: Kerri Pavalon

Special Purpose Map- These types of maps are any other maps that do not fall under the category of a political or physical map. (climate maps, resource maps, road maps, etc.) Compass Rose- A symbol on a map that shows North, South, East, and West.

G. Procedure: 1. I will show the class different types of maps of our state on the SmartBoard. We will have a short whole class discussion about students prior knowledge about maps. 2. I will display the objectives and student friendly definitions on the SmartBoard, and discuss each definition with the class, along with a picture of each map. 3. I will hand out maps to students. (7 students will be given the political map, 7 students will be given the physical map, 7 students will be given the resource map, and 7 students will be given the fun facts/misc. map). All students will be given the bubble map graphic organizer handout to fill out independently. 4. I will display questions to guide students investigations on the SmartBoard (some of them will be from Figure 25.1 on page 184 of Strategy #25). For example: *What do you see on this map? *What symbols are used? *Name some cities that are listed (if any). *What landmarks are indicated? *Any special features that you notice? 5. Students will independently fill out their bubble map to describe their given map. 6. After students have covered what they believe are the most important components and features of the map, I will instruct them to form groups according to map type. Each group will go to a different part of the room. There will be four groups of 7 students. They will share their findings and thoughts about their map and write the facts on their poster board!! This should work well because each member of the group explored the same map type. 7. The next day, each group will teach their type of map to the rest of their classmates by coming to the front of the class, displaying their map on the SmartBoard, and sharing their poster boards. G. Assessment: What will you use to measure student understanding? I will measure student understanding by checking what students wrote on their graphic organizer handouts. I will also observe class participation and group participation as well.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #4 Geography

submitted by: Kerri Pavalon

Explain how you will know students understand the concepts from the lesson. I will know that students understood the concepts presented in the lesson by the information they display on their poster boards and the information they are relaying to the rest of the class regarding their specific type of map. For the extension lesson, students will have graphic organizer handouts for each type of map, so they can fill them out as each group teaches the class about their map. After the four types of maps are taught, students will have four graphic organizers that give the major components and features of each map type. H. Closure: I will review the four map types that we discussed as I show pictures of each one while students are transitioning/cleaning up.

I.

Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson to teach will be the key vocabulary because the definitions are very student friendly, and I believe that 4th grade students will catch on to these terms quickly. 2. Which part will be most challenging for you to teach? The most challenging part of this lesson will be informing students on what features to focus on while filling out their graphic organizers; I will have to ensure that I am specifying exactly what I want them to be looking for in their maps. 3. How will you follow up or extend this lesson? I will extend upon this lesson by having students teach their map type to the rest of the class in groups. I can also extend upon this lesson by having my students create their own maps that include a legend and other main features of a map. (They could design a map of their house on grid paper or of our school, etc.). 4. What can you do for students who dont grasp the concepts? For students who do not grasp the concepts, I will make extra copies of the different types of maps so that they have a visual of each one. I will be available for extra help and clarification for students who may need assistance in filling out the graphic organizers. 5. Which part of the lesson, if any, do you think might need to change? I may need to think of a different opening and/or closure activity instead of just reviewing the types of maps quickly with students. Maybe I could find a fun and short video on maps from Teacher tube to show students at the end or beginning of this lesson. 6. When you were writing this lesson plan, what was the most difficult part?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan #4 Geography

submitted by: Kerri Pavalon

The most difficult part of writing this lesson plan was figuring out how to connect the Social Studies standard with the strategy from our book. It was also challenging to connect the actual lesson/activity with both of these components because I wanted them all to tie together nicely, and it took me longer than usual this time around. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. The strategy I used from Integrating Language Arts and Social Studies, was Strategy #25 entitled, Authentic Geography and Cartography Studies, on page 180. I altered a few things from this strategy. I chose not to compare two maps from different time periods. Under the 3rd to 5th grade level modifications portion, it stated that students could be challenged by studying different types of maps of the same area, which I thought would be more engaging for students.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5