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Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city hall, churches).
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Looking
over students maps, and helping them as they draw.
Content Walk-Away Evidence (Summative): Map of our school.
on activity.
Approx.
ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge
Lets pull out our maps, and look at what weve already drawn. Right here (point to compass rose) we have a
______. What are the cardinal directions we have labeled on our compass rose? Remember the differences
between man made features and physical features. What are they?
Formative assessment: Students are able to remember previous learning, and discern the differences
between man made and physical features.
Learning Goal
Review and activate previous
knowledge about maps.
Success Criteria
Ability to share past examples.
Assessment Strategy
Class discussion.
Modification/accommodations: (ELL, IEP, GATE, etc.) SL: Review past experiences, HLL: What are some
landmarks we talked about that are tricky to know if they are man made or physical features? BC: Remind
to raise hands if they want to share.
IEP:
Call
on
Sophia
and
have
her
share.
Guided Instruction (We do it)
As a class identify man made features to include on our map. (playground, roads, etc.)
Write these down on a list for students to refer to.
Then identify physical features to include on our map. (mountains, Utah Lake, etc.)
Write these down on a list for students to refer to.
Then choose 2 from each list, create a legend, and then draw them on the map.
Formative Assessment: Identify landmarks to put on map.
Learning Goal
Success Criteria
Identify landmarks on map.
Assessment Strategy
Share a landmark they want to
include.
Modification/accommodations: SL: Visual- words to help with spelling. IEP: Visual-words to help with
spelling. BC: We dont shout out the answer, we raise our hands.
Collaborative/Cooperative (You do it alone)
Students then create their own legend. Then continue to draw their map including 4 man made features, and
2 physical features.
Summative Assessment: Map
Modification/accommodations:SL and IEP:if you arent sure how to draw your map, look at mine and use
it as a reference. Dont make it exactly like mine, but it can help you get started. If you are unsure how to
spell the landmarks look at our lists to help with spelling. HLL: Create and label 5 different man made and
physical features on maps.
You do it together
When students have finished their maps, have them rotate through partners, and have each student share
their map and identify the physical and man-made features on their maps.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What man made and physical features did you label on your map? What are the cardinal directions, did you
include them on your map? Why is it important to have a compass rose on our maps?
SIOP
Indicators
(Add
SIOP
number
and
description
within
the
lesson
plan)
Preparation:
1-Content
objectives,
2-Language
objectives,
3-Content
appropriate,
4-Supplementary
materials,
5-Adaptation
of
content,
6-Meaningful
activities
Building
Background:
7-Linked
to
background,
8-Linked
to
past
learning,
9-Key
vocabulary
Comprehensive
Input:
10-Appropriate
speech,
11-Clear
explanation,
12-Variety
of
techniques
Interaction:
16-Opportunity
for
interaction,
17-Grouping
supports
objectives,
18-Wait
time,
19-Opportunity
for
L1
students
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Paper for students to draw their maps on.