Lesson Plan - California State University, Sacramento



Lesson Plan

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

|Grade level, type of lesson |First Grade, map lesson |

|Objectives |My main objective is that students will experience making a map, so that after the second lesson|

| |they will gain an understanding of all that goes into making maps (symbols, consideration of |

| |spatial relationships) by first making the simple map and then figuring out what they can do to |

| |make a better (more representational) map. |

| | |

| |Students will create a map to show the path Rosie the hen takes around the farm after reading |

| |the book Rosie’s Walk. Students will use symbols on the map to represent places/objects which |

| |are in the book. |

|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. |

| |3.Construct a simple map, using (cardinal directions and) map symbols. |

|Motivation/problem/ |Read the story Rosie’s Walk, explain that we’re going to make a map to show all the places Rosie|

|introduction |went. |

|Resources and materials needed for|Whiteboard or butcher paper, markers, Rosie’s Walk by Pat Hutchins, paper for students, pencils,|

|lesson |crayons |

|Procedures (steps, include |Open book to first page—Rosie lives on a farm, where does she start her walk from? (the |

|specific questions). A substitute|henhouse) How could we represent the henhouse? What symbol should we use? (can be a simple |

|should have enough information to |picture of a house) May need to vote as a class to decide. On board next to the blank space for |

|be able to teach from this plan. |the map start a key by writing ‘henhouse’ and drawing the symbol next to it. Explain what you’re|

| |doing as you do it, although students will already have experience with map symbols and keys. |

| |(students will put the key on the back of their maps—wait till you’re done drawing the map |

| |before having students turn papers over and copy the key onto the back) After you’ve decided on |

| |a symbol, draw the henhouse in the top left corner of the map. Next Rosie goes across the |

| |yard—what symbol should we use for that? Same procedure as for the henhouse. Your symbols will |

| |go across the top of the map: house, yard, pond. Under the pond is the haystack, under the yard |

| |is the mill, under the mill is the fence and next to the fence under the house is the beehives. |

| |Spread them out so they fill the map. This is a graphic representation of the path Rosie took. |

|Provisions for individual learners|Drawing pictures on board, actually walking through the school. Could create a 3-D |

|(Second language learners, |representation of all the things Rosie did (this would make it a much bigger project, but the |

|learning disabilities etc.) |kids would probably have a lot of fun) so that the kids could do all the things Rosie did (go |

| |through, under, around, etc.). |

|Specific evaluation criteria and |Students should have the key and the symbols to show where Rosie went, but their maps don’t need|

|procedures (rubrics) |to look like the big one. They could be copying from the board as you construct the map together|

| |with the class, but if they’re making their own map that’s fine, as long as it shows the route |

| |Rosie took. |

|Context for lesson: what prior |Prior knowledge: students have been exposed to maps, and heard about some uses of maps. |

|knowledge do students need? What | |

|will follow this lesson? |Following this lesson, students will go for a walk around the school (teacher may wish to keep |

|I guess really this is a two part |notes as to where the class goes). When they return they will make a map like the one above |

|lesson, I hadn’t realized till I |showing the path they took (using symbols, but not scale or placement). Students will probably |

|wrote the ‘what would come after’ |say that’s not where such and such is during the construction of the map—that’s great. That’s |

|and it came out so long. |exactly what you want. If students do not mention this, then you’ll need to bring it up and talk|

| |about how the maps we made of Rosie’s walk and of our walk are not conventional maps. They’re |

| |more like picture directions of how to follow the path that we took (or that Rosie took). On a |

| |conventional (‘real’) map, we have to place things relative to other things to represent how |

| |they are in real life. So even though we went straight from the classroom to the library, we |

| |would need to put in all the classrooms/buildings (if your school has separate buildings go with|

| |buildings rather than classrooms) that we passed on the way to get to the library. And you have |

| |a conversation with the students about how we could make our map more accurate. You’ll be |

| |running out of time at this point, but do construct a simple map of the area of the school that |

| |you walked through with the class. You might want to draw the first map on a portable |

| |whiteboard, so that you can move from desks to a story circle or vice versa. But do move if |

| |possible (although if the lesson is flowing well, you can remain in the same place) I recommend |

| |however, coming back from the walk to sit in the story circle, create the ‘wrong’ map. Then move|

| |to desks and the big whiteboard to do the more accurate map. When you finish you can have |

| |students copy the map if they want or you could read Rosie’s Walk to them again, and ask at the |

| |end if we could draw an accurate map of Rosie’s farm from the information in the book. |

|What concepts and thinking |An understanding that maps can be used to follow a predetermined path, that symbols on maps |

|processes did you expect to result|represent real world objects, that maps are created and anybody can make one. |

|from this lesson? | |

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

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

Google Online Preview   Download