GENERAL LESSON PLAN FORMAT



LESSON #1-‘Me on the Map’

Name: Heather Timm

Date: September 17, 2008

Subject: Social Studies/Visual Arts

Length of Lesson: 45-50 minutes

Grade Level: 3rd

Desired Results:

1. Enduring Understanding:

• Students will discover that they have a geographically unique place on our planet.

• Students will understand important features and details of different kinds of maps, including one of their own classroom and house.

2. Essential Questions:

• Where do you fit on a map of your classroom, house, city, state, country, and world?

• How can you make a map that is simple and easy to understand?

3. Objectives:

• Students will be able to determine the relationships between human settlement and geography.

• Students will know how to draw a map of the classroom and their home.

• Students will understand the geographic connections between their homes, cities, state, country, and world.

Evidence of learning:

1. Connection to standards:

• 3rd grade Social Studies Standard One: Students will understand how geography influences community location and development.

• 3rd grade Visual Arts Standard Three: Students will be able to choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes.

2. Assessment:

• Questions/Discussions throughout the lesson.

• Observation of the table groups creating their map of the classroom.

• Homework: Create a map of their house using the grid paper provided.

Preparation (materials): Me on the Map by Joan Sweeney, picture manipulatives, map of classroom overhead, butcher paper for each table (5) , grid paper kljhalkjsdfhalksdjfhvvvvv(20), and yard sticks (for students that finish quickly).

|Time: |Lesson outline |

|5 minutes |Introduction: Write the following question on the board: What is a map? Ask students to write a sentence or two in their social studies journals with their response to |

| |this question. When students have completed this task, ask a few to share what they wrote. Then invite the students, one table at a time, to come up to the group reading |

| |corner. |

| | |

|15 minutes |Content: Once everyone is situated and ready to listen, read Me on the Map. Ask questions while reading, such as: What kind of maps are you seeing in the book? What does |

| |each map show? What town does the girl live in? On which street? What city/town do you live in? On which street? Where would you fit on one of her maps? Using the picture|

| |manipulatives of the girl, house, street, town, Utah, the United States, and the world, discuss with students how each of these geographical entities are connected to |

| |each other. |

| | |

|20-25 minutes |Activity: Have students return to their seats/tables, one table at a time. Using the ‘map of our classroom’ overhead, model for students how they might make a map of our |

| |classroom. Demonstrate how to draw doors, desks, chairs, etc. Make sure they understand it is important to use a pencil first to draw their map. Answer any questions they|

| |have. Explain that each table (groups of 4 students) will now create a bigger, more inclusive map of the classroom. Make sure they understand each team member needs to |

| |contribute. Hand out a piece of butcher paper to each table. Ask them to use the crayons they have in their desks to create their map, after they have penciled it in. I |

| |will walk around to observe each of the groups, help students if needed, and keep them paced with the available amount of time. |

| | |

| |Adaptation: My class is an ALPs class, so they are the accelerated/gifted group of students. If a group or two finishes with the activity quickly, I will ask them to add |

| |directions (N,E,S,W) and even accurate dimensions to their map (using yard sticks). |

| | |

| |Management: Students will be sitting in their normal seats grouped in tables. If a problem arises, I will have the students switch seats for the lesson period. To and |

| |from the group reading setting, I will transition students into the next activity by excusing each table individually in order to control the ‘crowd.’ If students get too|

| |loud or off task, I will use the countdown ‘5,4,3,2,1’ method to get their attention and quiet them down. During the activity part of the lesson, I will be walking |

| |around, observing and engaging students in meaningful conversations about their maps. |

| | |

| |Closure: Ask a few students to discuss one thing they learned in the lesson. What are some important parts of a map? Hand out the homework and explain that they are to |

| |create a map of their house. Point out that they will need to label the different rooms in their house. Discuss that the grid paper will help them be more precise in |

|5 minutes |making their maps. Ask them to use colored pencils or crayons. Make sure they know they will be showing/sharing these maps with the class the next day, so they need to |

| |make them as detailed and aesthetically pleasing as possible. |

| | |

| |Evaluation: Their homework connection for the night will be to make and label a map of their house using grid paper. Plan to share, discuss, and evaluate the homework the|

| |next day in class. |

| | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download