1

ASSURE Model Instructional Plan

Sonya Swartzentruber
Taking Flight and Mapping Capitals
1st Grade
Social Studies
Lesson length: 45 minutes
Analyze Learners
Total number of students: 18
Male students: 9
Female students: 9
Visual/Spatial learners (approximately 1/3 of students)
Kinesthetic learners (approximately 1/3 of students)
Verbal/linguistic learners (two to three students)
Interpersonal learners (one or two students)
Logical/Mathematical (one or two students)
State Objectives
1.4 The student will develop map skills by
d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a
United States map.

Select Media, Materials, and Methods

Media:
9 laptops with Internet access and Google Earth installed
Smart Board
1 laptop connected to Smart Board
Materials:
Mapping Worksheet
Pencil
Crayons
Methods
Whole group Google Earth to understand how software works
Whole group introduction to mapping to help students understand how to use maps and
why they are important
Map exploration in pairs to become familiar with maps and to locate capitals, along with the
city students live
Individual mapping
Individual reflection

Utilize Media, Materials, and Methods

2
Media:
9 laptops with Internet access and Google Earth installed Google Earth will be used to find
the locations of the capitals of the United States and Virginia, along with Virginia Beach (the
home of the students)
1 Smart Board used to introduce and familiarize students with Google Earth, as well as to
have students make predictions using a map to predict where the capitals and cities (D.C.,
Richmond, and Virginia Beach) are located.
1 laptop connected to Smart Board to project Google Earth and map of Virginia
Materials:
Pencils Used to fill in worksheet
Mapping Worksheet Used for students to mark the locations of Washington D.C.,
Richmond, and Virginia Beach on a map of Virginia and answer questions about capitals
Crayons Used to mark locations of the three cities on mapping worksheet
Methods:
Whole Group Google Earth TTW introduce students to Google Earth and its features by
locating and exploring the Statue of Liberty
Whole Group Introduction to Mapping TTW discuss the purpose of maps and why they
are important. TTW discuss capitals, asking students to predict the locations of D.C.,
Richmond, and Virginia on a map of Virginia.
Map Exploration in Pairs TSW work in pairs to experiment with Google Earth and find and
placemark D.C., Richmond, and Virginia Beach
Individual Mapping TTW read directions of mapping worksheet to the class. TSW
individually mark the locations of the three cities by referencing placemarks they created on
Google Earth.
Individual Reflection TSW reflect on map exploration activity by writing one sentence each
about the two capitals, both Richmond and Washington D.C. and a sentence about thoughts
on the lesson.
Require Learner Participation
Whole Group Google Earth:
TTW have the students sit on the carpet around the Smart Board and hook them by saying
they will be taking a field trip and flying to two different places. She will open the Google
Earth app on the Smart Board to show students how to use the application by searching for
the Statue of Liberty in the search bar. Once it is on the screen, she will drag the person
icon onto the island where the Statue of Liberty is located to get to street view. TTW call on
a few students to manipulate the navigation tools on the right side of the screen to
understand how they work and show the class. TTW then show students how to add a
placemark, so they are able to use all the features needed for their assignment.
Whole Group Introduction to Mapping:

3
TTW discuss with the class what maps are used for and why they are important. TTW then
write on the board the three locations students will be searching for using Google Earth.
Students will be locating Washington D.C. (the U.S. capital), Richmond (the capital of
Virginia), and Virginia Beach (city students live). She will ask the class if they know anything
about any of the three cities, calling on students to answer. TTW briefly discuss with
students why they are researching the three cities, mentioning that Washington D.C. is the
United States capital, Richmond is Virginias capital, and Virginia Beach is where they live.
By also mapping Virginia Beach, students will be able to see how close the two capitals are
from home to make it more relatable. TTW also explain what a capital is, saying it is the city
where most of the government work is done for that state or country and it is where laws
and other government work are done. TTW then bring up an unmarked map of Virginia and
ask students where they predict each of the cities is located, calling up a few students to
point to where they think.
Map Exploration in Pairs:
Students will be paired up with a partner and given a laptop to share with Google Earth
installed and open. They will first be asked to search for Washington D.C. and given a few
minutes to search the area using street view and the navigation tools, communicating with
their partner about what they see or would like to see. Students will also add a placemark on
Washington D.C. so they can see it when they zoom out and know its general location.
Students will then do the same thing with Richmond and Virginia Beach. After they have
looked through the three cities and placemarked all of them, they will zoom out on their
maps so they can see the locations of all three of their placemarks in Virginia and the
District of Columbia. Students will be taking turns during this time so both have the
opportunity to actively learn, instead of just one student taking over.
Individual Mapping:
TTW will pass out the Mapping Virginia Activity worksheet once all the students have
finished and she will slowly read over the directions with the students, giving students time
to follow each direction before moving on. Students will reference the placemarks they made
on Google Earth to complete their worksheets individually, by marking the locations of
Washington D.C., Richmond, and Virginia Beach on the worksheet. The worksheet will allow
them to visually compare the distance between where they live with the other two locations
to make the lesson relatable to their lives. After students have completed marking the three
locations, the teacher will read out the three questions on the worksheet and students will
answer each one individually by writing the answers on their papers.

4
Individual Reflection:
TSW turn their papers in to the teacher and take out their writing journals. They will write at
least one sentence each about something they found interesting, confusing, or something
they would like to know more about for both Washington D.C. and Richmond (not Virginia
Beach because they likely already know a lot about where they live). The students will also
write one sentence about their thoughts regarding the lesson, discussing what they may
have liked, disliked, or they believed should have been done differently.
Evaluate & Revise
Student Performance:
The students will be evaluated on their Mapping Virginia Activity Worksheet. TSW
demonstrate knowledge of the locations of the capital of the United States, the capital of
Richmond, and their city, Virginia Beach, by correctly marking each location on the map of
Virginia. TSW demonstrate knowledge by writing out what the capitals of the United States
and Virginia are, as well as what city they live in on their worksheets. TSW show some
understanding of additional information about the capitals, by reflecting on what was
learned.
Instructor Performance:
The teacher was able to effectively explain the importance of maps, what they are used for,
what a capital is, and the significance of Washington D.C., Richmond, and Virginia Beach so
all students understand. The worksheet students turn in and journal entries will show
whether information was taught well enough for students to understand concepts and can
locate cities on a map. If several students do not show an understanding of the concepts,
the teacher will be able to explain it in a way that is more understandable and find a fresh
way to teach the information.
Media Performance:
Media sources were used to help students better understand maps and find the locations of
D.C., Richmond, and Virginia Beach. The media was effective and useful if a majority or all
students were able to find and mark the general locations of the three cities on the Virginia
mapping worksheet.

Mapping Virginia Activity

Directions:
Draw a purple star on Washington D.C.
Draw a green circle on Richmond
Draw a blue triangle on Virginia Beach

What is the capital of Virginia? ________________________________________

What is the capital of the United States of America? ____________________________________
What city do you live in? ___________________________________________