`Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Sarah Zull

Date 03/31/2019 _ Subject/ Topic/ Theme Maps Grade _____2nd________

I. Objectives
How does this lesson connect to the unit plan?
-This is the introduction to the lesson on maps

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
● Identify what a map is and the different types An
● evaluate what maps are used for E X
● Identify a map key and effectively interpret it An
● interpret a map grid (briefly) Ap
● define a compass rose and its function An

Common Core standards (or GLCEs if not available in Common Core) addressed:
2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place.
2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying the concepts including relative location, and using distance, direction,
symbols, and the key or legend.
2 – G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant places in the state.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite -Small knowledge of maps
knowledge and skills. - awareness of states and countries

Pre-assessment (for learning):

Small test containing questions of:
- “What do you think a map is?”
- What does a key NOT do?”
- a. Uses symbols
- b. Gives information about the map
- c. helps you find state capitals
- d. lists every country, state, and city
- “True or False: A compass rose helps us figure out directions and tells us if we are facing
north, south, east or west.”
- “Circle Michigan on this map:”
Outline assessment
- (picture of the US)
activities Formative (for learning):
(applicable to this lesson) Feedback during lesson and participation (see introduction and development section)
Formative (as learning):
Checklist:
- defines map
- defines map key
- define map grid
- defines compass rose
- relates all term with the example
Summative (of learning):
Take assessment at end of unit where students will fill in all definitions and create a small map with
key and compass rose.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression

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 Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
-Identify a map, map key, map grid,
and compass rose
What barriers might this
lesson present? Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
What will it take –
-Collaborate with peers to
neurodevelopmentally,
identify how to use maps and
experientially,
map keys
emotionally, etc., for your
Provide options for recruiting
students to do this lesson?
interest- choice, relevance, value,
authenticity, minimize threats
-Showing maps and keys
Provide options for comprehension-
activate, apply & highlight
-apply map key and compass
rose to maps
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
-Using textbook language to
define terms and apply to using
maps and keys
Provide options for perception-
making information perceptible
-defining terms and showing
examples of each
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
-being able to define all terms and
be able to apply them
Provide options for expression and
communication- increase medium
of expression
-collaborate with peers on
defining terms
Provide options for physical action-
increase options for interaction
-peers use textbooks in partners

Materials-what materials -Textbooks (Social Studies Alive! My Community by TCI, 2010), Example Map, Pull down maps,
(books, handouts, etc) do Doc camera, Globe
you need for this lesson
and are they ready to
use?

-Students will be sitting on their assigned dots on the carpet

How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- “Who can remember what the Pretest I - Remember question on pretest and retell
Motivation gave you a while ago was about?” what the answers might be
(opening/ - Start off by asking basic questions from - Give ideas of what a map, compass rose,
introduction/ Pre-Assessment: and map key might be used for
engagement) - “What do you think a map is?”
- What does a key NOT do?”
- a. Uses symbols
- b. Gives information about the
map
- c. helps you find state capitals
- d. lists every country, state,
and city
- “True or False: A compass rose helps us
figure out directions and tells us if we are
facing north, south, east or west.”
- “Circle Michigan on this map:”
- (picture of the US)
- write correct answers on the board and
discuss maps, keys, a compass rose, and
the grid
Development - Pass out textbooks and have students in - Open textbook with partner to correct page
(the largest pairs to look at text I while read. - read along with teacher and give feedback
component or - Read introduction and ask “how might on questions
main body of you use a map in your life?” - Give ideas and responses to questions
the lesson) -

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 - Read sections 3.1 to 3.4 and pause to ask
question during parts of the reading
- Show example map and point out the map
key, compass rose, and scales(explain
briefly)
- Ask, “Do you think you could
use this map to get to the store
from here?”
- Ask why Alaska and Hawaii are in boxes
- Show them on the big map and
talk about how nobody wants to
carry around a giant map
- Pull out globe and explain how it is a
different kind of maps
- Point out Michigan and a few other places
- Explain key and ask if anyone knows
where the US capital is and what state
capitals are
- Show map of Meadowbrook and explain
the scale and proportion
- Ask, “Do you think you could
use this map to get to the store
from here?”
- Ask again for ideas of how they will use it
in their lives

- Go over each part and ask them to tell you - Go over topics and give correct answers to
Closure
what you use a map key for, a compass pretest question
(conclusion,
rose and a map in general - raise hand and tell teacher a place they
culmination,
- Pull down big map and find places they want to go and how long it might take to
wrap-up)
want to travel to for a fun activity and for get there
perception ask them how long it would
take for them to get there to aid scale and
proportion understanding. Google how
long it takes to get there.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Reflection under map picture*

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Reflection: (in class, peer teaching)

After teaching this lesson in class, I felt that the flow was a little off in the sense that I just need to

practice more and possibly with the materials and setting of the classroom. I felt that overall the lesson is very

good and I think the students will find it interesting. My favorite part of the lesson is showing them a map of

their school and the neighborhoods around it. To improve this lesson, I would definitely practice it couple more

times. Also, planning how I want to write things out on the board before hand and maybe even having some of

it written before the lesson starts. Both of my peers on their reviews said that they were unsure of the flow of

my lesson. I feel that this is an issue I need to work on through practicing my lessons and making sure the flow

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works well. My peers said that I had good models for my lesson with many different maps to show every aspect

of a map. Also, because I used an image from google maps, they said I did a good job at implementing

technology into my lesson. My lesson was modified just to make some more connections between the different

maps and to improve the flow of my lesson.

Reflection: (internship)

After teaching this lesson to my students, I felt that they found it very interesting but there were some

major issues that took away from the lesson. On this particular day, we had a substitute which in any classroom

causes issues. The kids were very chatty all day and when it finally came to my lesson it was very frustrating to

say the least. In my particular classroom, we do not do a lot of large group or not for very long. This means my

students are not used to me teaching everyone at once. I had to raise my voice many, many times and try to get

their attention. I feel that main issue that caused all the talking was letting them pick who they sat next to, to

read the textbook. Next time, I would definitely choose their partners for them and put them with the peers that

they wouldn’t be chatty towards. Other than the talking issue, this lesson was very different for these students

soon they were very excited about the maps I was showing them. I also feel I need to learn some more

techniques to control behavior, which we are learning right now so I am looking forward to it!

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