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6 08/05/15
First Name

Kaylie

Last Name

Chong

UH Email

kaylielc@hawaii.edu

Date

10/9/15

Semester

Fall

Year

2015

Grade
Level/Subject

1 / Social Studies:
Geography

Lesson Duration

Title

50 Minutes

Building a Map!
Central Focus (Enduring Understandings)
A description of the important understanding(s) and concept(s)
Maps can be created to represent a specific place. They can be used to show the
characteristics of a place.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III
(HCPS III) that align with the central focus and address essential understandings, concepts,
and skills
Strand

Geography

Standard 7: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize,

analyze, and present information on people, places, and environments and understand the nature
and interaction of geographic regions and societies around the world

Topic

Human and Physical Characteristics in

Spatial Terms

Benchmark SS.1.7.1

Construct and use simple maps to

represent physical and human
characteristics of a community

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multilesson learning segment
Students will be able to
compare maps
create a physical model of a map
create an abstract model of a map referencing the physical model
explain what a map is and why its important
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include
formative (informal) assessments applied throughout the lesson and summative assessments
(formal) of what students learned by the end of the lesson (include any assessment tools)
APPROACHING
ON TARGET
ADVANCED
Student needs guidance
Student builds map
Student builds map
building map that accurately
accurately representing
accurately representing
represents classroom
classroom including required classroom including required
characteristics
and additional characteristics
Student needs guidance
Student is able to transfer
Student is able to transfer
transferring physical
physical representation of
physical representation of

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representation of map into
abstract form (on paper)

map into abstract form (on

paper)

map into abstract form (on

paper) with additional
characteristics

Students will be formatively assessed throughout the lesson through questions, their activity
work, and the discussions we will engage in. The teacher will be walking around during the
activities (Building the Map, Drawing the Map, Gallery Walk) to observe students work (e.g. see
where students place things & if they know what it represents).
Students Prior Academic Knowledge and Assets
The students content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning
Students will have:
heard about, seen, and/or used maps
worked with the manipulatives being used
familiarity with the place being used
experience working in groups
experience having gallery walks
Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content

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Build / Create / Make
Map(s)
Locate / Find / Point out
Use
Represent / Show
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) offers opportunities offered for multiple modes of participation
WARM-UP: Partner & Whole-Group Discussion on Carpet (10 Minutes)
Teacher will
o Discussion
Ask questions:
[Refer to previous discussion/lesson about maps (e.g. Wonders book p.
88-103)]
What are maps?
Where have you seen maps/What have you seen maps of?
Can you describe how you have used a map?
Call on students to answer questions
Write students answers on whiteboard using a web diagram
Build on students answers
o PowerPoint
Show 2-3 images of maps: (1) building map (3) indoor map
Ask questions + Think-Pair-Share:
What is this map showing us?
What can you see or point out in the map?
Can we add anything to the whiteboard about maps (web
diagram)?
Add to whiteboard
Students will
o Discussion
Brainstorm & discuss their knowledge and/or experience with maps with a
partner
Share their findings/answers with class
o PowerPoint
View PowerPoint
Share findings/answers with class
BUILDING THE MAP (EXPLANATION + ACTIVITY): Table-Group Work on Carpet (10
Minutes)
Teacher will
o Explanation
Objective:
Build a model of our classroom
Materials:

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Wooden blocks, Legos, Connecting Cubes

Soda box
Specifics:
Work in modified table-groups (4 students each group)
Showing how our classroom looks with the big things inside of it
(i.e. we wont be showing every little thing in the classroom like all
the books in the library or the homework bins, etc.)
Use manipulatives to represent/show things in our classroom
All the manipulatives need to stay inside the soda box
Identify 5 characteristics students need to include in their model
(i.e. computers, students desks, teachers desk, carpet, and
library) + Create a legend as a class (e.g. use the blue blocks for
the computers and the red blocks for the students desks)
Talk about additional characteristics (with extra blocks [different
sizes?]) for things like the whiteboard, windows, bookshelf, etc.
Model for students (ELMO):
Comments/Talk-aloud
o So, if I walk in from the door...Out of all of the things Im
supposed to show in my map (e.g. computers, students
desks, etc.), what do I see? Hmm, I see the carpet. [puts
carpet cutout in box to show students where they should
place it]
o [Act like finished the whole map] Now that I showed the 5
things that I was supposed to, what else can I add? Ooh
maybe the small-group table. [adds that in to soda box]

Activity
Pass out materials
Divide students into modified table-groups (4 students each group)
-----STUDENTS BEGIN---- Walk around and assist students by asking questions/for more details (for
clarification or to prompt them), modeling, commenting (Your group is
heading in the right direction, Lets look at this again, etc.)
Provide a countdown for students (i.e. 5 minutes left, 3 minutes left, 1
minute left, time)
Check student maps
Students will
o Explanation
Listen to Activity Explanation
o Activity
Work on building their maps
Alter or add to maps (if necessary after feedback)
o

DRAWING THE MAP (EXPLANATION + ACTIVITY): Individual Work at Desks (20 Minutes)

Teacher will
o Explanation

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Objective:
Use the map your table-group just built and draw it on paper
Materials:
Built map model
Blank computer paper with classroom outline & door
Markers, colored pencils, crayons
Specifics:
Work individually/by yourself
Draw exactly what you built in your map model on your paper
Model for students (ELMO):
Comments/Talk-aloud
o Okay, Im going to draw everything on the edges of the
classroom up against the walls then draw whats in the
middle of the room. So, I see the library in the back left
corner. [Grabs marker and draws library on paper]

Activity
Pass out materials
-----STUDENTS BEGIN---- Walk around and assist students by asking questions (for clarification or
to prompt them), modeling, commenting (Remember to draw what you
built in your map model, etc.)
Provide a countdown for students (i.e. 10 minutes left, 7 minutes left, 4
minute left, 2 minutes, time)
Check student maps
Students will
o Explanation
Listen to Activity Explanation
o Activity
Work on drawing their maps
Alter or add to maps (if necessary after feedback)
o

GALLERY WALK: Table-Group Work at Desks (5 Minutes)

Teacher will
o Directions
Objective:
See the maps your friends made and how its different or just like
yours
Specifics:
Leave map on your desk with map model in middle of table-group
desks
Table-groups will rotate clockwise between tables when timer
goes off
Timer will be set for 1 minute at each table
Students will look at the map model and then at the maps that
were drawn to see if they know what is being shown and how its

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different or the same from their own map

Activity
-----STUDENTS BEGIN---- Keep track of time using timer
Walk around and work with table-groups to examine maps
Students will
o Directions
Listen to Directions
o Activity
Walk around the table-groups desks & examine the map model + the
students maps
Examine maps to see if they know what is being shown and how its
different or the same from their own map
o

CLOSURE: Whole-Group Discussion at Desks (5 Minutes)

Teacher will
o Students go back to their desks
o Discussion
Ask questions:
Who saw maps that were different from your groups map? How
were they different?
What was easy about creating/making your own map?
What was challenging about creating/making your own map?
How do we use maps?
Instead of a classroom, what else could we draw a map of?
Why are maps helpful?
Students will
o Discussion
Share findings/answers with class
Differentiation
Instructional strategies and planned supports to meet the needs of individuals, and/or groups of
students who require different strategies or support (adaptations to instructional strategies, the
learning environment, content, and/or assessments)

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Small-groups/Pairs (Promotes collaboration & can build/deepen understanding)

o Benefits:
Struggling students
ELL student
Visuals/PPT/Web Diagram (Communicates information through images or visual
representations instead of verbally, Students are able to see instead of just hear)
o Benefits:
Struggling students
ELL student
Hands-on activities (Deepen understanding by providing a meaningful learning
experience, Students DO instead of just HEAR)
o Benefits:
Struggling students
ELL student
Teacher modeling (Provides students with an example of how they can go about doing
the tasks/activities)
o Benefits:
Struggling students
ELL student
Discussions (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
Opportunities for extra work (Allows students to further their learning and think on
their own)
o Benefits:
Advanced students
Countdown during activities (Gives students a heads-up so they can manage their
time)
o Benefits:
Struggling students
ELL student
Different focal points/meeting areas (Allows students to be focused on task-at-hand
instead of on distractions, Promotes student engagement)
o Benefits:
Struggling students (particularly those who have a shorter attention span
and are constantly moving their bodies)
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson

PowerPoint
Soda boxes (to build map model on)
Computer paper
Wooden blocks, Legos, Connecting Cubes
Timer

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Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for
students who needed greater support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
Based on your reflection and your analysis of student learning, describe the next steps
for instruction to support students learning.
o Explain how these next steps follow from your reflection and analysis of student
learning. Support your explanation with principles from research and/or theory.
N/A
Possible Add-on Lesson Idea: Student will be able to use a map to locate a specific object