Lesson Plan Template

Name: Chandini Khemlani, Cassandra Chehab, Kristen Logel & Jennifer McFadden Grade Level: Kindergarten

Lesson Title: How Can We Find Things in the World Around Us Using a Map and a Globe Lesson Length: 1 hour

Rationale for Instruction
A rationale is an essential part
of thoughtful planning of
classroom instruction. This is a
brief written statement of the
purpose for instruction and the
connection of the purpose to
instruction that has come
before and will follow.
CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be
addressed during the lesson.
Cutting and pasting from the
website is allowed. You must
have a minimum of 3 standards
that represent multiple content
areas identified in this portion
of the lesson plan.
These can be downloaded from
the Florida Dept. of Education LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key details in a text.
www.cpalms.org/homepage/ind LAFS.K.RI.3.7: With prompting and support, describe the relationship between illustrations and the text
ex.aspx.
Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools
Elementary students should begin to understand that as citizens of the United States, they have both
rights (privacy, speech, religion, movement, assembly) and responsibilities (voting, obeying the law,
and helping in the community). Students should be willing to exercise both their rights and
responsibilities.]
Our unit is called The World Around us. In this unit, we start the unit by teaching the students about
different Holidays around the world. This particular lesson is about maps and globes. The standards
used for this lesson plan indicate that students should be able to explain that maps and globes help to
locate different places and that globes are a model of the earth, as well as identify the four main cardinal
points. This lesson is a necessary element, because it helps the children to understand where the
Holidays we previously taught them about, take place around the world, by distinguishing their location
on the map and globe.
Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical
education, and technology) do you address in this lesson?
NCSS Themes:
Location, Human Environment Interaction, Movement, Regions
NGSSS:
SS.K.G.1.2: Explain that maps and globes help to locate different places, and that globes are a model of
the Earth.
SS.K.G.1.3: Identify cardinal directions (north, south, east, west)
LAFS.K.L.3.6: Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
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Learning Objectives
What will students know and
be able to do at the end of this
lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and
NGSSS), challenging,
measurable and appropriate
learning goals!
Student Activities &
Procedures
Design for Instruction
What best practice
strategies will be
implemented?
How will you
communicate student
expectation?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment) that may be in
place in your classroom.
Lesson Plan Template
in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
LAFS.K.RI.4.10: Actively engage in group reading activities with purpose and understanding.
LAFS.K.SL.2.4: Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be
acceptable. Remember a learning objective is a statement in specific and measurable terms that
describes what the learner will know or be able to do as a result of engaging in a learning activity as
well as how that learning will be demonstrated. All learning objectives should begin with:
After the reading and answering questions based on the text Theres a Map on my Lap, I can: explain
the use of maps and globes, identify the four cardinal points, and accurately distinguish different
locations on a map or globe.
After further learning of the cardinal points by watching, and participating in the Cha Cha Slide video, I
can: participate in a scavenger hunt activity, by using a map of the classroom (with the cardinal
directions) to accurately find different objects in the classroom.
This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence,
including teacher and student activities. Be sure to include key questions for discussion, collaborative
structures, etc. (This section includes EVERYTHING and should be highly detailed!)
1. To begin the lesson, the teacher will gather the students on the carpet in a semi-circle, so that
everyone can see her, and each other. The teacher will ask students; Do you remember what you
learned during the previous lessons? (Expect responses such as: the different seasons, the holidays
learned). She will then tell students that today, they going to learn how to locate different places on a
map and globe. The teacher will show the students the cover of the book Theres a Map on my Lap and
ask the students the following questions:
What do you see in this picture? (Expect responses such as a car, children, cat in the hat, etc)
Why do you think they are in the car? (Expect responses such as going somewhere, etc)
Where do you think they are going? (Expect responses such as home, beach, etc.)
Is there anything in this picture that can help them to get them to where they want to go? (Guide
them to the map in the picture)
What do you know about a map? (Expect responses such as get you somewhere, tells you where
a place is, etc)
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2. The teacher will then tell the students that they will be learning about maps and globes, but first they
will be reading this story.
Teacher will ask students questions after certain pages are read:
Pg 6-7 Think back to your answer to the cover; where are they going?
Pg 8-9 What are maps?
Pg 10-11 What is a globe? What shape is a globe? How is it different to a map?
Pg 12-13 Is a map or globe the actual size of the earth? Do you think they are smaller or bigger?
Why?
Pg 14-15 Does a map only have to be of the earth? What are some other examples of places you can
draw maps of?
Pg 16-17 What is a direction? (teacher will inform students they are also called cardinal points) What
are the different directions that you know of?
Pg 18-19 What do maps show? Can you give me some other examples?
Pg 22-23 What types of maps are there?
Pg 28-29 Who uses maps?
At the end of the book, teacher will ask students to summarize the book by each student giving one
detail they remember about maps, while she writes them on the board for the students to view.

3. Next, the teacher will have the students stand up and get into rows of 3. She will ask them to stretch
for 10 seconds. When time is up, she will tell them they are going to follow her, and dance the steps in
the video she is about to play. Teacher will then play the Cha Cha Slide cardinal points video for the
students and have them dance to it. When they are done, she will ask them to go back to their seats and
sit quietly while she explains the next activity.

4. The teacher will tell the students they are going to do a scavenger hunt, to look for treasure, using a
map of the classroom that will be displayed on the projector. The map will display a layout of the
classroom (See Appendix I for sample map of a classroom) and have the cardinal points on it. In
addition, each student will get their own individual map to use during the activity. In the middle of the
classroom will be a big X in which the students will stand on at the beginning of their scavenger hunt.
On the walls of the classroom, will be signs displaying the corresponding direction (See Appendix II) so
the students can easily follow the signs and find the objects. The teacher will then tell the students to get
together on the X, facing North, and listen carefully to her instructions as she begins the scavenger hunt.
The teacher is not telling the students what the objects are. When the students follow the instructions,
they will then tell her their findings. Examples of instruction include:
Take 3 steps North to find your first object (for example the board)
Take 5 steps South to find the second object (for example the bookshelf)
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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
Resources/Materials
Lesson Plan Template
Take 3 steps West and one step North to find the third object (for example silent reading
corner)
Each object will be a clue to finding the big treasure (the last object, for example, the teachers desk)
(could be a reward, such as candy, or other items that will motivate the students.)
**Directions and objects will vary depending on the layout of the classroom
5. When the scavenger hunt is over, the teacher will ask the students to go back to their seats. She will
then hand out a blank sheet of paper to each student, and place coloring pencils and crayons in the
middle of the table. She will then ask them to draw a map of their favorite place, including the cardinal
points. She will show them an example of a map that she created of her own favorite place to model
what the students will need to do.
Daily Lesson Plan Assessment:
Students will be assessed in the following ways:
Observations of the students responses to the guided questions during the reading of the text, as
well as their participation levels during the scavenger hunt activity will be conducted throughout
the lesson.
The teacher will make anecdotal records in her notebook while she walks around the classroom,
assessing the students understanding of the concepts, while they draw a map of their favorite
place.
***Materials that will be used for assessment and examples of tasks and projects must be included with
the lesson plan.
ALL resources including but not limited to; internet sites, professional resources - books, journals (titles
and authors), childrens literature, etc. should be noted here. Citations should be in APA format.
Books/Digital Resources:
Rabe, T. (2002). Theres a map on my lap!. New York, NY. Random House Books for Young
Readers.
[Shaina Soderstrom]. (2015, March 19). Compass cha-cha to the cupid shuffle by Cupid [video
file] Retrieved from https://www.youtube.com/watch?v=MvGD-KlYjXg
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Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented
students, Learning/Reading
disabilities, etc.
These accommodations and/or
modifications should be listed
within the procedures section
of the lesson plan as well as in
this section of the document.
Lesson Plan Template
Materials:
Maps of classroom
Signs of Directions (North, South, East, West)
X Sign
Blank Paper
Crayons
Coloured Pencils
Treasure
Objects to find around the classroom
Instructions
Projector
ESOL: SLIDE (Show, Look, Investigate, Demonstrate, Experience) & TREAD (Tell, Read, Explain,
Ask/Answer, Discuss)
Show - Arrows for North (up arrow), South (down arrow), East (right arrow), West (left arrow)
Show Pictures of maps and globes
Demonstrate (model) - steps in video, model the behavior for the scavenger hunt, and show the
example of the map of the favorite place
Experience participate in dance, and in scavenger hunt
Read Read the book to the students, providing a word vocabulary so they can follow along
Explain Explain the instructions to the students about the dance, the scavenger hunt, and the
drawing
Ask/Answer Use simplified, leveled questions in order to get desired responses from students.
Beginner level yes/no questions, intermediate level restricted tense questions, advanced level
complex tense and mood questions
Increase wait time in between responses
Students with Learning Differences:
Show - Arrows for North (up arrow), South (down arrow), East (right arrow), West (left arrow)
Show Pictures of maps and globes
Demonstrate (model) - steps in video, model the behavior for the scavenger hunt, and show the
example of the map of the favorite place
Increase wait time in between responses
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 Lesson Plan Template
Gifted/Talented:
Provide more opportunities for them to learn:
Provide them with a puzzle in which they are required to build a map of the World/United States
Provide them with another book that is related to maps and have them read it

Lesson Extensions Students will be required to go home and design a map of their house and use it to find their favorite
objects in the house.

Tomorrow, we will further the discussion of maps and globes, by learning how to differentiate between
land and water features on simple maps and globes.

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Appendices

Appendix I

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 Lesson Plan Template

Appendix II

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