Social Studies Lesson Plan

This lesson will depend on the amount of mastery they had on the first standard stated below.
2.G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal
directions.
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Social Studies
Meaning of symbols on a map

Standard: 2.G.1.2 Interpret the meaning of symbols and the location of physical and human
features on a map (cities, railroads, highways, countries, continents, oceans, etc.).

The student will understand:

Location and physical features can be understood through the interpretation of map symbols.

The student will know:

How to interpret symbols such as a character, letter, numbers, or similar graphic representation
used on a map. How to find the location of physical features (e.g., continents, oceans, etc.) and
human features (e.g., cities, railroads, highways, etc.) on a map. Human features versus physical
features. Physical and human features of rural, urban and suburban communities.
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The student will be able to:
Read a map using its symbols to find locations of physical and human features. Differentiate
between rural, urban, and suburban communities. Identify states, towns, countries, and
continents. Conduct basic map skills that answer: where are we now? What city are we in? What
state are we in? What country are we in? What continent are we on? What planet are we on?
Identify the following physical features: mountains, hills, valleys, plateaus, plains, oceans,
rivers, bays, and streams.
 DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

Name: Olivia Kichi

Lesson #: Lesson Title: Fantasy Mapping

Grade Level/Subject: 2nd grade Social Studies Topic: Mapping

NCES/CCSS Standard 2.G.1.2 Interpret the meaning of symbols and the location
and Objective (1) of physical and human features on a map (cities, railroads,
highways, countries, continents, oceans, etc.).

Primary objective: Students will interpret meaning of

physical and human featured on a map that they will create.

SL.2.1 Participate in collaborative conversations with

diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.

Secondary objective: Students will collaborate with partners

or in groups of three to create a fantasy map.

Revised Blooms level of Create a product based on knowledge they have.

thinking/type of
knowledge (1)

Behavioral Objective (2) Students will appropriately collaborate with the people in
their group. They will work together by sharing and
respecting each other's ideas.

Objective Rationale (1) This material is being taught because standard 2.G.1.1 will
be taught in the previous week.
2.G.1.1 Interpret maps of the school and community that
contain symbols, legends and cardinal directions.
Students will have extensive knowledge is 2.G.1.1 and
partially go over 2.G.1.2 in the week prior to the lesson.

I decided to teach this lesson and the activity in it because it

will be a fun way that children can work together and wrap
 up the material from the lesson. This lesson will allow
students to tap into their creativity and relate to their world
because it will be imaginary and ideas in their mind.

Prerequisite Knowledge Students will need to know how to read a map and how to
and Skills (1) read a key. They will need to know the definitions and
terms that are used when talking about maps.
Students must know what the following vocabulary means:
Map, school, community, symbol, legend, direction,
location, physical features, human features, cites, railroads,
highways, countries, continents, oceans, seas, mountains,
desert, lake, island, fantasy/imaginary

Key Terms and Map, school, community, symbol, legend, direction,

Vocabulary (1) location, physical features, human features, cites, railroads,
highways, countries, continents, oceans, seas, mountains,
desert, lake, island, fantasy/imaginary

Content and Strategies Instructional

Strategies

Focus/Review (prepares So kids what have you all learned about In this section I
students for the lesson) maps last week what I was gone? Can will go over a
(2) anyone tell me some cool things about few of the ideas
maps? Can anyone tell me some taught in the
activities they have done? Can anyone week prior. I
describe what a map is? What is is used will go over this
for? material through
extensive
Has anyone every used a map or seen questioning.
one outside of school? Where do you
think you would find maps? How do you
think people use them today?

Why do you think we use maps? Why

we need maps? Have you ever created a
map? Does anyone know what a
cartographer is? A cartographer is
someone who makes maps as a career.

Objective as stated for
students (helps students
set their own goals for the
lesson) (1)
Teacher Input (provides
the content to students in
a teacher-directed
manner) (3)
Love that you are teaching them the
word cartographer! Make sure you have
it written on a sentence strip or chart
paper so that they can see it as well as
hear it.
Today we will be learning how to read a map and how to
create a map. By the end of the lesson you all will be
professional map creators aka a cartographer
Analyzing a map and following the key. In this section I
Finding the information on the key in the will approach
map. Discussing why the key is useful the material by
and why you must have a key to a map. asking questions
Explain the difference between physical and teaching
features and human features. Make an children the
anchor chart of the different features as information on a
reference. Have them create an handmade map
imaginary map of an imaginary land. by me.
They must use a certain amount of
physical and human features on the map.
Can anyone tell me what a human
feature is on a map? Can anyone tell me
what a physical feature is on a map?
Today we are going to look at a map I
have created and I want you all to help
me determine the human and physical
characteristics on my map. Would you
guys like to help me?
If you say would you guys like to help
me, be ready for someone to say No
Then what? Do ask a question that you
really dont want an answer to!
I would go through the characteristics on
my map and out to each one. The
children would tell me if it were a
 human feature (HF) or a physical feature
(PF). When they tell me which is which
we would talk about why it is a human
feature and why it is a physical feature.
We would then label the features on my
map. We would all look at my key and
try to find out what my labels mean and
how the key works.

I will then go into the process I took to

create this map.
When I was creating this map I sort of
tried to imagine all the crazy human and
physical features on the maps that I have
seen and I wanted to put them all
together on my map. Can anyone think
of any other features that were not on
my map? Any human features or
physical features?

I would ask the students to give me

examples and then I would ask if they
were human or physical features. When
doing this I would make a list on the
board.

Guided Practice Today you are going to get a chance to In this section I
(scaffolded practice with work with two partners and make an will be teaching
the content; helps imaginary map. You will get a large children to do a
students make sense of piece of paper and work together to draw more self guided
the content provided in the map out with a pencil first. You will learning. This
Teacher Input) (3) have to brainstorm some ideas for the will allows me
map because you will need at least three to really
human features, at least three physical understand what
features and a key so me and Mrs. they have
Bloomquist and navigate your map. learned and
Don't forget to label your features so we absorbed in the
know which is which. So how many unit so far.
human features do you need? How many
physical features do you need? Do you
 need anything else? Ahh yes a key also!
Whenever we see that your group is all
done drawing in pencil we will come
around with markers and allow you to
make your map in color.

Will you have a template that they will

work with? It not, you should probably
have some samples of what it could look
like or model how you began your map
or they will be stumped as to where to
begin.

Children will work as a team to create a

fantasy map. They will have to meet the
criteria to receive full credit for their
map. When the children are working I
will be walking around the room and
helping them while checking for
understanding through observations and
questioning. Children will need 3 human
features, 3 physical features and a key
for their map to receive full credit
(I can talk to you, Mrs. Bloomquist
about giving the children credit and how
you do that).

Independent Practice Students will all go back to their seats and then as a group
(application activities to stand up in front of the room and do a little presentation on
help students use and their map. They will just tell a little about it and show what
demonstrate what they they worked on. They will highlight their human and
have learned) (2) physical features on their maps.

If we had more time for the lesson I would do the activity

below but I am just adding it in to complete the lesson plan
for my teacher.

Students will work independently to create a map in their

workbook and involve as many features as they can. They
will then have a little excerpt talking about their map how
 they thought of it and why the features are important. They
will also answer questions about maps. Why are maps
important? Why do we use them?

Closure (provides a wrap- My favorite thing and what I really loved is that each and
up for the lesson) (1) every one of your maps were different. Its so interesting to
get to see a little piece of you imagination on paper like
that. Thank you all for sharing that with the class. I love
how you all differentiated between human and physical
features and Im so proud of how you all did that. I how you
all learned a lot about maps.

Evaluation (How will you Formative:

assess students learning Check through observations and questions.
so that you can determine Summative
if they met the objective Children will work in groups to make a fantasy map
of the lesson?) (2) including the criteria of at least 3 human features, at least
three physical features, and a key.
Human features: 2 points
Physical features: 2 points
Key to the map: 1 point

Plans for Individual Struggling learners will be able to work in groups of

Differences children that are at fluctuating levels so they can learn from
(differentiations needed one another and provide different skills to the group.
for students) (1) Children who struggle with creativity can focus on the
feature parts and children who struggle with the thought
processes or are behind in the unit can focus on the
creativity side of the lesson. Struggling children will learn
from their peers in the group setting.

Materials used in the Big poster board

lesson; Resources used in Pencils
developing the lesson (1) Markers
Smartboard
Projector
Expo markers

21st Century Skills (must Collaboration and Communication

be in three lessons) Children will collaborate with their peers to create the best
possible map with all the criteria. They will have to
communicate with their team members to make their ideas
 heard and allow them to get involved.

Global Awareness (must This lesson is extremely important for expressing global
be in two lessons) awareness to children. Children will learn about maps and
how to use them but they will understand why we use them
and why they are important. They will learn the history
behind them and be able to read a map. This is a lifelong
skill that every person should have. This aspect is addressed
through the entire lesson because it is expressing why maps
are so important.

Culturally Responsive This lesson allows children to think creatively and imagine
Teaching (must be in a world that doesn't exist. This is a culturally sensitive
three lessons) message because it gives children an opportunity to pull
from their imagination not their life experiences. If it were a
lesson pulling from life experiences it would be hard
because not all children have the same home life.

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.

Add any instructional materials needed for the lesson here (worksheets, assessments,
PowerPoints, slides from SmartBoard programs, etc.) (2) We dont have a smart board. A
projector and you can use a powerpoint