Name: Kelly Bacak Lesson #: Lesson Title: Understanding Maps

Grade Level/Subject: K/Social Studies Topic: Use geographic representations and terms to describe surroundings. NCES/CCSS Standard and K.G.1Use geographic representations and terms to describe Objective (1) surroundings. K.G.1.1 Use maps to locate places in the classroom, school and home. K.G.1.4 Identify locations in the classroom using positional words (near/far, left/right, above/beneath, etc.). Revised Blooms level of thinking/type of knowledge (1) Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in ones own words. Behavioral Objective (2) Students will be able to label maps. They will be able to follow along with the 5-7 minute long lecture on maps and geography. They will be able to sit and watch the Dora the Explorer Clip about maps. Objective Rationale (1) This lesson will help the students understand globalization. This is a way for students to know their surroundings and be aware. This lesson will provide a way for the students to discover their neighborhood and find where they live in it. Prerequisite Knowledge and They must know what the school they are currently attending is Skills (1) called. They must also know where their classroom is inside of the school. They must also know their neighborhoods name. Key Terms and Vocabulary Surrounding, map, geography, near, far, above, beyond, behind, (1) left, right etc. Content and Strategies Instructional Strategies -Ask openFocus/Review (prepares Have multiple types of maps on the smart board ended students for the lesson) (2) and on the front of the room. Have the students stand in a line and make them questions. get from point A to point B in the classroom with just using words to help them. Ask them questions. Today we will learn all about maps and how important maps are. By the Objective as stated for end of the lesson you will be able to use a map to know where you are, students (helps students set their own goals for the lesson) and help you find where you want to go. (1) -Rely Teacher Input (provides the Begin this lesson with a verbal pre-test of completely on content to students in a questions about maps and geography. Students student teacher-directed manner) (3) will have to raise hand to answer.
Revised for spring, 2012

 Guided Practice (scaffolded practice with the content; helps students make sense of the content provided in Teacher Input) (3) Independent Practice (application activities to help students use and demonstrate what they have learned) (2) Closure (provides a wrap-up for the lesson) (1)

I will have an interactive map on the smartboard, and I will color code it accordingly with their aid. I will simplify the maps and make it easy to understand. The students will be put in groups and they will have to color a map according to a key. They will also have to follow a big map on the board and find where prizes are throughout the classroom, with their group.

responses.

-Allow for discovery. - Continue with open-ended questions.

Individually, the students will complete a map of their home. They will also have to complete a map of the classroom. As a whole, the class will complete a map of the school.

Evaluation (How will you assess students learning so that you can determine if they met the objective of the lesson?) (2)

I will re-quiz the students with the pre-test that they took, verbally. They will have completed a big map of the entire school, so we will use that map to walk through the school and check to see if they completed it properly. Formative: Color-coded map in the guided practice, and the completed maps in the independent practices. Summative Individually, the students will complete a map of their home. They will also have to complete a map of the classroom. As a whole, the class will complete a map of the school. The map of the home will be graded based upon completion. There is no way to grad on accuracy. The map of the classroom will be graded on accuracy of their locations I will make sure the maps are large print. I will make sure everywhere in the school the students walk to are ADA approved. I will have the students in small groups working, so there is more time for each student to understand and let me help them as awhole. Color coded map slide on the smart board Dora the Explorer video clip Examples of maps and gps Using the school and classroom Big paper to create a big map of the school. The Dora the Explorer clip is a 21st century skill. It incorporates technology into the lesson. We will also use the smart board to show different maps, and definitions. Technology will be prevalent in this lesson. This lesson is all about maps and understanding the surrounding areas. This will help students to understand where they are and the globe around them. They will be able to better understand where
Revised for spring, 2012

Plans for Individual Differences (differentiations needed for students) (1)

Materials used in the lesson; Resources used in developing the lesson (1)

21st Century Skills (must be in three lessons)

Global Awareness (must be in two lessons)

Culturally Responsive Teaching (must be in three lessons)

people are from. They will be able to grasp direction and how to go from place to place. In this lesson, we will discuss how maps can be used anywhere and everywhere. I will not be teaching words to describe an area, but rather describe words of where to locate a destination. It is culture friendly because it is unbiased and completely factual.

Overall alignment in the lesson (2): The behavioral objective must be aligned to the lesson objectives (NCES/CCSS). The instructional activities must help students meet the behavioral objective and be successful on the lesson assessment. The lesson assessment must provide enough reliable and valid data so the teacher can determine if each student has met the lesson objectives or not.

Revised for spring, 2012