USF Elementary Education Lesson Plan Template (F 2016)

NAME: Alivia Colver

DATE: 11/01/2016
GRADE: 1st
CONTENT AREA: Social Studies- Geography
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

SS.1.G.1.2
Identify key elements (compass rose, cardinal directions, title, key/legend with symbols)
of maps and globes
SS.1.G.1.1
Use physical and political/cultural maps to locate places in Florida.
SS.1.G.1.5
Locate on maps and globes the student's local community, Florida, the Atlantic Ocean,
and the Gulf of Mexico.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

State Essential Understanding: Students will understand the importance of understanding

the purpose of a compass rose and knowledge of cardinal directions; and students will
understand the importance of a map key and its correlating symbols; as well as the
importance of what each symbol tells us on a map.

State as a question students can answer:

What is a map key and what does it show us? Why is that important when we are looking
at a map?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,

Given _________________, the students will be able to ________________with ______________.

Given a map of Florida with symbols already on the map; students will be able to create a
map key and accurately label three of the symbols in the key with no errors in

USF Elementary Education Lesson Plan Template (F 2016)

"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

identification or labeling

I am teaching these map skills I believe in a logical progression; first identifying

what a map is and what it shows us, moving forward into cardinal directions and use of a
compass rose on a map; leading up to this lesson on a map key and how symbols help us
determine what we are looking at on a map. Without the general background of maps
and directions; I believe students understanding of map symbols and their purpose would
get confused which is why I am teaching it in this order. From here, students will learn
more specific map skills and their relation to their own life.

Pre-Assessment: Students have already been given a simple pre-assessment reflecting

the summative assessment they will take today after the second part of this connected
lesson and completion of the map symbols activity; as well as the summative
assessment they will take at the end of the week covering all the social studies topics of
the week- locating certain key elements and places on a map of Florida.

Formatives: Students will be formatively assessed by their completion of the map

symbols activity where they will match each symbol to its meaning with a partner. In
addition, the teacher will also hold whole group conversation and a Teach, OK when
viewing and discussing the maps; allowing for an opportunity for observation and
students understanding of these concepts so far.

Summative: Students will be given a summative assessment at the end of this connected

USF Elementary Education Lesson Plan Template (F 2016)

lesson where students must identify directions on a compass rose; as well as identify
three of the symbols displayed on the map of Florida (city, capital, lake, river, border,
etc.), labeling them in the provided map key. Students will be further summatively
assessed on a test they will complete on this map unit as a whole.
What Content Knowledge
is necessary for a teacher
to teach this material?
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

A teacher must understand how to accurately read and interpret a map in order to teach
these concepts. The teacher should know and be able to identify the various elements of
a map, including the compass rose, cardinal directions, and map key (along with its
symbols) and the vocabulary that comes along with these map elements.

The student at this point should understand the basics of a map: what it is and what it
shows us; as well as how to orient themselves on a map according to the four cardinal
directions: North, East, South and West. This background knowledge will help students
determine what different map symbols mean and the purpose of other elements on a
map as we learn about those concepts in this lesson.

Students may misunderstand the connections between the symbols shown on the map
and the symbols in the map key; as well as they might confuse the meaning of the
different symbols.

USF Elementary Education Lesson Plan Template (F 2016)

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be

In this lesson I will be using guided release; first bringing students to the carpet for whole
group instruction, releasing them into pairs, and finally to complete an assessment
individually. I am also using methods of whole brain teaching including relating physical
movement and visuals to vocabulary and concepts, as well as having students complete
Teach, Oks during pairs work in order to facilitate learning and collaboration.

Time

5
mins

10-15
mins

5
mins

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher

Teacher/
Students

Students

Teacher will call all students to the carpet and play and review
portions of the BrainPop video:
https://jr.brainpop.com/socialstudies/geography/readingmaps/,
which address map keys and legends as well as what the symbols
mean within them
The teacher will pull down maps of both the world and U.S.; having
students identify that we can know what a map is showing us by the
title; and furthermore that we can determine what we see on the
map through the use of the map key/legend and the symbols it
displays.
Throughout this conversation, teacher will have students complete
Teach, Oks about the title of a map, directions on a map, map
legends and symbols with partners; and the teacher will also
regularly ask for student participation where students will look
hands-on at our maps of the world and our country; with emphasis
on map legends and symbols.

USF Elementary Education Lesson Plan Template (F 2016)

collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

Students
5
mins

In pairs, students will complete the map symbols matching activity;

accurately matching each picture and symbol to its meaning.

Students will complete post-assessment where they will label the

cardinal directions on a compass rose and identify three symbols as
shown on their map of Florida provided for this assessment, and
identifying the meaning of three of these symbols in the map key
with accuracy.
a student struggles with the content?
If a student struggles with the content, I would pull them aside into a small group in
order to reteach the material. In addition, if a student struggles I may cut down their
assignment, having them focus only on 3-4 symbols that we are learning about rather
than the entire group of map symbols we will see on the maps students will explore.

What will you do if

a student masters the content quickly?

If a student masters the content quickly I would provide students with blank
matching cards where they would have to actually provide the word that matches the
symbol or vice versa where they must draw the map symbol matching the word
presented. In addition, if further enrichment is needed- I may ask these students to draw
a simple map of the classroom; providing a key with at least 3 symbols evident on the
map and labeled in the key.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students will be able to connect to the interest of exploration and will be able to
connect this lesson to background knowledge of location and how they know how to get
from here to there; as well as how we are able to recognize places of importance through
symbols, both on and off of a map.
If applicable, how does this lesson connect to/reflect the local community?
Students will be able to apply this lesson to their daily lives; understanding that we use
symbols and words to identify places of importance every day and that they see similar
symbols to those on a map every day when recognizing those places off of a map.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

USF Elementary Education Lesson Plan Template (F 2016)

Process
X Product
Content
Learning Styles
Readiness
Interest

Explain-
For students who may require extra enrichment through this lesson; I would provide
students with blank matching cards where they would have to actually provide the word
that matches the symbol or vice versa where they must draw the map symbol matching
the word presented. In addition, if further enrichment is needed- I may ask these
students to draw a simple map of the classroom; providing a key with at least 3 symbols
evident on the map and labeled in the key.
How will you differentiate instruction for students who need additional
language support?
Process
Product
Content
Learning Styles
Readiness
Interest

Explain-
N/A There are currently no students in our class who require extra language support
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

C.C. - Student will be provided with extra time if necessary. Student will be provided with
fewer and simpler matching symbols (3-4 rather than 6)
R.O. - Student will be provided with extra time if necessary. Student will be seated
towards the front of the classroom and near the teacher to limit distractions. Student will
be provided with fewer and simpler matching symbols (3-4 rather than 6)
E.W. - Student will be provided with extra time if necessary. Student will be provided with
fewer and simpler matching symbols (3-4 rather than 6)

USF Elementary Education Lesson Plan Template (F 2016)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Pull-down maps of the World and the United States

Map hand-out of the state of Florida
Map symbols matching activity (self-made)
BrainPop Website, Video: https://jr.brainpop.com/socialstudies/geography/readingmaps/