Unit Plan: Map Scale

Lesson Plan for Tuesday Grade: 3rd Social Studies Strand: Geography

Submitted By: Tracy Sides

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan for Tuesday

Strand: Geography

submitted by: Tracy Sides

B. Summary of the Lesson Plan: In this social studies lesson, third grade students use map scale to interpret distances and identify the main idea and details of a paragraph. Students will distinguish between smallscale and large-scale maps. C. Basic Information: Grade Level: 3rd grade Time to Complete this Lesson: 50 minutes Groupings: whole group and pairs

D. Materials: ELMO projector Using a Map Scale sheet 1 for each student Map Basics Rulers Globe Maps E. Objectives: o NV State Social Studies Standards

G5.3.3 Compare uses of maps and globes. G5.3.5 Construct a simple map including a title, symbols, and directions from a bird's eye view.

Student-Friendly Standards I can compare how I use a map to how I use a globe. I can create a simple map using title, symbols, and directions.

F. Vocabulary Map Scale (noun) A tool on a map that measures distance Key Features (noun) Symbols used to note locations on a map Compass Rose (noun) A tool used to find direction

G. Procedure: 1. Students activate prior knowledge by naming similarities and differences between maps and globes. (5 minutes)
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan for Tuesday

Strand: Geography

submitted by: Tracy Sides

2. As a whole group students note team members proper use of vocabulary. As vocabulary words are mentioned, their meaning is briefly discussed and their relation to maps and globes is noted. (5 min) 3. Preview the read-aloud and subsequent lesson as an opportunity to learn about map scale, especially how it is used. Students will be using map scales to measure distances. As a whole class, popcorn read Map Basics (pgs. 12-13). As students read, pause to discuss text content through think-alouds (including supporting details that support inferences toward the main idea of paragraphs and the pages overall) as well as the use of vocabulary. (10 min) 4. Students are paired in two student pairs and asked to look at their previous days chart and revise their notes according to information from the read aloud. With partners, students brainstorm ways of measuring using a map scale. (5 min) 5. Model the measuring of distances required in completing Using a Map Scale sheet. Gradually release students to complete the activity in pairs. (15 min) 6. Based on the activity, ask students to compare and contrast large-scale maps and small-scale maps. Would a map between home and school be a large or small-scale map? How about the distance between the U.S. and Europe? (5 min) H. Assessment: What will you use to measure student understanding? Student understanding is evaluated through their responses during discussions; Students level of understanding of main idea and details is indicated in their completion of their chart and the Using the Map Scale activity. Explain how you will know students understand the concepts from the lesson. Students ability to elaborate responses as well as utilize domain vocabulary will clearly exhibit their knowledge of maps and globes. I. Closure: Students will complete a ticket out the door listing the difference between large and small-scale maps.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The read-aloud/popcorn reading is the easiest for me. I enjoy engaging students in a reading, especially when key ideas are being introduced. 2. Which part will be most challenging for you to teach? Keeping students engaged while modeling on an overhead is problematic for me. I may need to build up some sort of mystery or other sort of motivation for continued attention to the modeling of completing the scale activity.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan for Tuesday

Strand: Geography

submitted by: Tracy Sides

3. How will you follow up or extend this lesson? As an extension, students can apply their knowledge of features of maps by creating and labeling a map of their classroom in addition to writing a short paragraph indicating details and key features of the map. 4. What can you do for students who dont grasp the concepts? A pre-made chart is available for students with who need further scaffolding and support and, according to need, may have portions of the chart already completed. 5. Which part of the lesson, if any, do you think might need to change? Full completion of more than one activity on Oxfams site may not be required on this first day of the unit and may take time that could be better placed elsewhere. 6. When you were writing this lesson plan, what was the most difficult part? The closure portion of this lesson was difficult. This is possibly due to this being the first lesson in the unit. I wasnt sure how much knowledge I should expect students to confidently express independently.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4