Lesson Plan - California State University, Sacramento



Lesson Plan

|Name(s) |Lauri Breisacher, Kara Bell, Barbara Hoch |

|Grade level, type of lesson |1st Grade, Intro to Maps (Geography) |

|Objectives |Given the chance to activate their prior knowledge and listen to the story, the students will be|

| |able to complete a KWL chart about maps as a class. |

|Standards |(1.2) Students compare and contrast the absolute and relative locations of places and people and|

| |describe the physical and/ or human characteristics of places. |

|Motivation/problem/ |Walk into class with a globe under your arm asking the question, “Do I need to take this |

|introduction |everywhere I go so that I can find my way?” |

|Resources and materials needed for|The book, “There’s A Map On My Lap!” By: Tish Rabe, a globe, a paper map, some chart paper and a|

|lesson |sharpie marker. |

|Procedures (steps, include |Walk into class with a globe under your arm asking the question, “Do I need to take this |

|specific questions). A substitute|everywhere I go so that I can find my way?” Then show the class the map made of paper and |

|should have enough information to |explain how it is much easier to carry around and find your way. Start the class on a discussion|

|be able to teach from this plan. |about what maps are and how they help us. Begin to fill out a KWL chart (what they already know,|

| |what they want to learn, and leave the other column blank to fill out when the unit is complete |

| |so they can say what they did learn). Read the story, “There’s A Map On My Lap!” By: Tish Rabe |

| |to the class. After the story, go back to the chart and fill in together anything they learned |

| |from the story. Explain to the kids that we will hang this chart up in the classroom for them to|

| |refer to at any time and we will add to it as we go along. Proceed to tell them that for the |

| |next couple weeks, we will be studying different kinds of maps as well as creating our own! |

|Provisions for individual learners|We can write the map vocabulary up on the bulletin board in different languages. Also, having |

|(Second language learners, |realia such as the globe and the paper map will help their understanding of what a map is. |

|learning disabilities etc.) | |

|Specific evaluation criteria and |The KWL chart will help you determine what the kids already know, what they want to know, and |

|procedures (rubrics) |what they’ve learned. |

|Context for lesson: what prior |Have they seen or used a map before? How did it help them? The following lesson will look at the|

|knowledge do students need? What |concept of bird’s-eye-view in taking pictures of their desk and drawing what it looks like from |

|will follow this lesson? |above. |

|What concepts and thinking |Brainstorming and logical thinking. |

|processes did you expect to result| |

|from this lesson? | |

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