Teacher(s) Name: Zach Anderson, Dana Davidson, Sara Lucas, Tara Miller

Word Processed by: Sara Lucas

Thematic Unit Theme/Title/Grade Level: Map Skills / Maptastic Map Concepts! / Grade 3
Weebly Address: ucfgr3mapconceptsf14.weebly.com
Daily Lesson Plan Day/Title: DAY 5 - Treasure Hunt!
Learning Goals/Objectives
What will students accomplish be able
to do at the end of this lesson? Be sure
to set significant (related to
SSS/CCSS), challenging and
appropriate learning goals!

NCSS Themes
Common Core State
Standards (CCSS)
Next Generation
Sunshine State Standards
(NGSSS) List each standard.
Cutting and pasting from the
website is allowed.
http://flstandards.org.

Learning Goal:
Students will be able to identify and use basic map elements.
Learning Objectives:
1. The student will be able appropriately label a map of the school with a title,
map key, and compass rose.
2. The student will be able to represent the real-life location of an item on a map
of the school.
3. The student will be able to use a map to find a location.
4. The student will be able to determine their direction of travel using cardinal
directions.
5. The student will be able to write step-by-step directions (inclusive of cardinal
directions) that can be used to find a specific location.
6. The student will be able to write to explain why clear directions are important
in order to find your way.
7. The student will be able to work collaboratively with their classmates to
achieve a common goal.
NCSS theme(s):
People, Places, and Environments.
Common Core State Standard(s):
LAFS.3.W.1.3 - Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
1. Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
2. Use dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events or show the response of characters to
situations.
3. Use temporal words and phrases to signal event order.
4. Provide a sense of closure.
LAFS.3.W.2.4 - With guidance and support from adults, produce writing in
which the development and organization are appropriate to task and purpose.
LAFS.3.SL.2.4 - Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
LAFS.3.RI.2.4 - Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area.
Next Generation Sunshine State Standards:
SS.3.G.1.2 - Review basic map elements (coordinate grid, cardinal and
intermediate directions, title, compass rose, scale, key/legend with symbols).
SS.3.G.1.4 - Name and identify the purpose of maps (physical, political,
elevation, population).
SS.3.G.1.1 - Use thematic maps, tables, charts, graphs, and photos to analyze
geographic information.
DA.3.S.2.2 - Learn and repeat movement using observation and listening
skills.
PE.3.C.2.2 - Understand the importance of safety rules and procedures in all
physical activities.

Assessment

How will student learning be

assessed? Authentic/Alternative
assessments?
Does your assessment align with
your objectives, standards and
procedures?
Informal assessment (multiple
modes): participation rubrics, journal
entries, collaborative
planning/presentation notes, etc.

Unit Pre-Assessment:
Attached to Mondays lesson plan.
Will be given 2 weeks in advanced to test prior knowledge.
Unit Post-Assessment:
Attached to Mondays lesson plan.
Informal assessment imbedded into Day 5s treasure map making activity.
On-going daily (progress-monitoring) Assessment:
On Monday, students will create a flipbook. Every day the students will
review the flipbook and will add to it during and after the daily lesson.
Review with probing questions through a class discussion, students are
encouraged to look at their flipbooks.
Self-assessment scale check with Comprehension Compass at the beginning
and end of the lesson (Scale of 1-4). Scale is divided as follows:
- Level 1: I dont understand yet.
- Level 2: I need more practice.
- Level 3: I understand and can do this by myself.
- Level 4: I can do this and explain it to someone else.
Student work will be assessed (treasure maps, flip book entries).
Students will be assessed through observation (during cooperative learning
activities, writers workshop, etc.).
Students will be assessed on their map-making abilities (see attached rubric).

Design for Instruction

Student Activities & Procedures

What best practice strategies will be

implemented?
How will you communicate student
expectations?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning
environment/learning styles) that may be
in place in your future classroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Items completed during LANGUAGE ARTS block:

1. Have students gather on the rug in front of the IWB.
2. Read aloud to the class the book X Marks the Spot! by Lucille Recht Penner.
3. Facilitate a class discussion. Ask students to recall details mentioned in the
book. Write these details on the IWB. Ask students how the boys in the story
used a map to find what they were searching for. *Refer to the text/utilize
pictures for ESOL and/or ESE students*
4. Review the qualities that make up great narrative writing.
5. Explain to students that in anticipation of our treasure making activity this
afternoon, we will be writing a narrative story about being a pirate.
6. Give students the following narrative writing prompt (written on IWB):
Arrrgghh! Write a story about your adventures as a pirate on the high
seas. You and your shipmates are headed for Seminole Island on a
quest to find Red Beards treasure when suddenly, you spot an
ominous looking ship headed in your direction.
7. Students will work on their narrative writing pieces for utilizing the writers
workshop method. Work on these stories will continue into next week.
Items completed during SOCIAL STUDIES block:
1. Have students put on their pirate hats and any other regalia (made in art class
this week) and gather on the rug in front of the IWB.
2. Play anticipatory set video/song: http://youtu.be/6luwLbVftoI.
3. Encourage students to dance or act out the song lyrics along with the video if
they would like (or they may sit and watch).
4. After students are re-seated and settled on the rug, use the IWB to bring up the
treasure map example. Ask students to explain which map elements they can
see on this map example. Ask students to self-assess their understanding of
maps and map concepts using the Comprehension Compass scale.
5. Review the material that has been covered over the last week with regard to
maps and map skills. Have students get out their flipbooks to help them
explain about themselves and their home, their city, their state, their country,
their continent, and their world.
6. Review different types of maps (political, relief, globes, etc.).

7. Review concepts such as title, map key, compass rose, cartographer,

cardinal directions, etc. Remind students to refer to their flip books for help.
8. Explain to students that today we will be putting our map skills to the test as
cartographers. We will be making, interpreting, and utilizing treasure maps to
find treasures hidden around the school by our classmates. Were going on a
treasure hunt!
9. Pass out rubrics to the students and review required elements and expectations
for this project.
10. Have students get into their pre-determined cooperative learning groups (4-5
students each per group, of varied abilities). *ESOL/ESE accommodation cooperative group learning*
11. Explain to students that much like any time we work in cooperative groups,
each group member has a job for todays task. Assign the jobs as follows:
Group Member #1 - Compass Captain (holds and reads compass,
determines cardinal directions)
Group Member #2 - Deckhand of Directions (writes step-by-step
directions using clipboard)
Group Member #3 - First Mate of Route Drawing (draws the route
that the group travels).
Group Member #4 - Second Mate of Step Counting (counts the steps
between directional changes along the route).
12. Give students directions on how to complete their treasure hunt:
Using the tea-stained map of the school, group mates will brainstorm
where they would like to hide their treasure (from Day 1) on the
school grounds. They will mark the location on their map with an X.
Students must also label their map with a title, map key, and compass
rose. Remind students to show the location of various items around
the school using symbols on their map key (bike rack, jungle gym,
flag pole, etc.). Students should also decorate their maps.
Discuss whole-class how to determine (using a compass) which
direction the classroom faces so that students are able to properly label
their map. Utilize the IWB to represent this visually. *Visual
accommodations for ESOL and/or ESE students*
A parent or other volunteer will hide their treasure at the location of
their choosing.
Once the treasures are hidden, each group will exchange their map
with another group - every group should have a map different from
their own.
Using their map, students should decide collectively how best to get to
the treasure that was hidden by their classmates. The First Mate
should draw the proposed route on the map.
Students should prepare to leave the classroom to find the treasure (1
parent or other volunteer per group).
Once students are outside of the classroom, the Compass Captain
should determine which direction they are facing. The First Mate
should then determine which direction they should head based on the
path drawn on their map.
The Deckhand of Directions should write step-by-step directions for
how to locate the treasure beginning with which direction they head
first (i.e. Step #1: Go north along the classroom to the cafeteria).
The group should head in the determined direction. As they do so, the
Second Mate should count the number of steps it takes to get to their
next directional change and should add the number of steps to the
step-by-step directions.
13. Students should repeat these steps until they have located the treasure.

Resources/Materials

14. After finding the treasure have students return to the classroom.
15. After a brief whole-class discussion, have each group discuss how they were
(or were not) able to find the treasure they were looking for. Each group
should collaborate and write about the following topics:
What parts of the maps were important to have?
Would you have been able to find the treasure without the map?
Would it have been easier, harder, or the same?
In the future, if you were going to go on a trip, how would you use
these skills? *ESOL/ESE students can draw to communicate or
enhance their knowledge*
16. Have students return to their individual seats and get out their Me on the
Map flip book.
17. On the back page of their flip book, have students write 3 sentences about
what they leaned this week and 3 sentences about what they would like to
learn more about.
18. Ask students to self-assess their understanding of how to create a map using
the Comprehension Compass scale.
19. Explain to students that next week, we will be continuing to work with maps
and will learn concepts such as physical maps, intermediate directions, scale
and determining distance, etc.
Resources for Language Arts block:
Interactive White Board (IWB)
IWB flipchart page for group discussion/narrative writing notes
X Marks the Spot! by Lucille Recht Penner. Illustrated by Jerry Smath.
Comprehension Compass self-assessment scales (from Day 1 - 1 for each
student)
Writers Notebook
Pencils
Resources for Social Studies block:
Good, wonderful, caring parent volunteers!
Pirate Hats (student-made in Art class)
Interactive White Board (IWB)
Anticipatory Set Video/Song: http://youtu.be/6luwLbVftoI.
IWB treasure map example
Me on the Map flipbooks
Map-making rubrics
Tea-stained pirates treasure style maps of the school (Day 2 map of the
school put onto tea-stained treasure map paper).
1 treasure per group (from Day 1)
Clipboards
Pencils
Paper
Cardinal Direction labels for classroom walls
Crayons, markers

Discussion Notes: Extension possibilities include a class trip to complete a Geocache activity/hunt.