Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 2nd Social Studies Strand: Geography

Lesson Plan #3: Integrating Language Arts & Social Studies 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 #3 - geography

B. Summary of the Lesson Plan:
submitted by: Staci Gengler
This is a second grade geography lesson designed for student to learn how maps are created and the components of a map. This lesson plan is seventh strategy out of the text Integrating Language Arts and Social Studies, page 49. C. Basic Information: Grade Level: 2nd Time to Complete this Lesson: 50 mins Groupings: o o o D. Materials: Layout of the school- provided below ( Pencils/ colored pencils/ crayons Pre-made labels Clipboards Previously created map of their own room (HW over the weekend to be created with family). Me on a Map by Joan Sweeney E. Objectives: o NV State Social Studies Standards o G5.2.3 Construct a map key from given symbols and choose a map title. G5.2.2 Recognize spatial patterns, i.e., political units, physical features, on a map and globe. I will construct a map key from given symbols and choose a map title. I will recognize spatial patterns on a map Whole class read aloud and review vocabulary and assignment Small groups collaborate on map walk Individually create their maps.
Student-Friendly Standards
F. Vocabulary Scale compares a measurement on a map to the actual distance between locations identified on the map Symbol - a picture that represents a real location on a map
Nevada State College
EDEL 453 - Spring 2014
Karen Powell- Instructor
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Landmark- can help a person find the way to a place near it or an important building or monument Map key- reference to the map symbols Title- the name or short description of the map
G. Procedure: 1. As a class we will begin a read aloud of Me on a Map by Joan Sweeney a. Discuss how the students created the maps of their own rooms. b. Discuss where to find the school on a globe, state map, and then a city map. c. Review map vocabulary: i. Scale compares a measurement on a map to the actual distance between locations identified on the map ii. Symbol - a picture that represents a real location on a map iii. Landmark- can help a person find the way to a place near it or an important building or monument iv. Map key- reference to the map symbols v. Title- the name or short description of the map 2. Introduce the layout of the school handout and ask the students what is missing. a. What can we do to place symbols and labels in the right location? b. What Symbols can represent important aspects of the school? 3. Have students create groups of what they want to have represented on their maps. (must have five plus then one common school landmark.) a. Have students create the symbols on small white circular stickers i. This will prevent confusion or delay on the map walk. b. Have the students correctly label North, South, East, and West on their maps. 4. In their small groups students will go on a map walk of the school, to accurately create a map of the school. a. Using their premade symbol stickers students will finish the map b. Students will return to the classroom in a timely manner. H. Assessment: 1. What will you use to measure student understanding? The students will individually label their maps with an accurate title and create a map key for their 6 symbols, in the corner.
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2. Explain how you will know students understand the concepts from the lesson. By labeling a map of the school, students have demonstrated their knowledge of spatial patterns as well their ability to construct a map key from given symbols and choose a map title.
I.
Closure: 1. Have a brief discussion as a whole class of different techniques the students used to properly label the school map with symbols. What did the students like or dislike about the activity.
J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I believe that teaching the students the components of a map and the purpose of a map. 2. Which part will be most challenging for you to teach? Have the students create their own map on the school will be most difficult. The students spatial recognition to know where to place the symbols is going to drastically vary between students. Thus the previously made bedroom map should allow the students to have practice and something to reference. 3. How will you follow up or extend this lesson? I plan on following this lesson up by having the students write directions from how to get to one location to another. 4. What can you do for students who dont grasp the concepts? Students who are having a difficult time grasping the concept will receive extra modeling instruction by review a large teacher-created map. 5. Which part of the lesson, if any, do you think might need to change? I changed the literature that the textbook suggested to offer a more informative relatable text for the students. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part is always finding aligning standards to the activity and grade level. 7. Explain the strategy from Integrating Language Arts & Social Studies that you included in this lesson plan. The strategy I chose was the developing maps skills by neighborhood exploration. They suggest taking your student on a map walk so they can create an accurate map of the school or neighborhood. I altered the lesson for younger students by
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
proving a layout of the school that the students can then label. The text book explains 5 skills that are essential for understanding maps: directional orientation, map scales, place location, location expression, and map symbols. The strategy also explains that the early these skills are taught the more students will understand their community and sense of belonging.
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Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 2nd Social Studies Strand: Geography

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Lesson Plan #3: Integrating Language Arts & Social Studies Grade: 2nd Social Studies Strand: Geography

Submitted By: Staci Gengler

Lesson Plan #3 - geography

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

Lesson Plan #3 - geography

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

Lesson Plan #3 - geography

submitted by: Staci Gengler

Lesson Plan #3 - geography

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

Lesson Plan #3 - geography

submitted by: Staci Gengler

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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