Social Studies: Maps and Globes Unit Grade 1 Lesson Plan 1 Essential Questions What is the purpose of a map?

How does our location affect how we live? What is a map key? What are the cardinal directions? How can maps make our lives easier? Where is the United States located on a world map? NCSS THEME People, Places and Environment- relationship between humans and their environment. Virginia SOLs Geography 1.4 The student will develop map skills by a) Recognizing basic map symbols, including references to land, water, cities, and roads; b) Using cardinal directions on maps; c) Identifying the shapes of the United States and Virginia on maps and globes; d) Locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. The student will construct a simple map of a familiar area, using basic map symbols in the map legend.

1.5

Language Arts 1.1 The student will continue to demonstrate growth in the use of oral language. e) Express ideas orally in complete sentences. Fine Arts 1.4 The student will create works of art inspired by stories or poems, ideas and themes. Objectives The student will be able to create a simple map of their bedroom or their house. The student will be able to orally explain the map of their bedroom/hosue to a peer. The student will be able to create a map of their bedroom inspired by a read-aloud.

Materials Teacher Me on a Map by Joan Sweeney, paper, blocks, markers. Students Paper, crayons, markers Procedures Introduction (Engage 5 minutes) Ask students Have you ever been lost? How did you find your way? If I wanted to go to our school how would I know how to get there? If I wanted to get to our classroom, how would I know where it is? How would I know where your desk is? Today we will begin our unit on maps. Maps are drawings that are used to show the location of objects, the relationship of objects or the appearance of objects. Instructional strategies (35 minutes) 1. Read Me on the Map by Joan Sweeney. Discuss how a map is a birds eye view and how they show basic features but not everything. 2. Brainstorm together how you could make a map of the classroom. Use some paper and some blocks, ask the students what pieces of furniture would be important to place on a map. Place blocks on the paper to represent items in the room. 3. Discuss why you would or would not put some things on the map (windows, people, small items, etc.). 4. After all the main items are represented use a marker and trace around the blocks. 5. Remove all of the blocks so that only the outline are visible and discuss how these are symbols of each item. 6. Explain to the students that they will now create a map of their bedroom or of their house. 7. Show and discuss with the students the bedroom map page in Me On a Map give them more ideas for their own maps (focus on the symbols only) 8. Ask students Is your room big or small? Does it have windows? How many doors? Does it have a rug? How much room does the bed take up? 9. When students have completed their maps have then share their map with a peer. 10. Have students think and discuss what is similar and different about their bedrooms. Summary (5 minutes)

1. Have students hand in the maps of their bedrooms/house. 2. Explain that tomorrow we will continue talking about maps and add on some other features to the classroom map that would help a substitute find their way around. 3. Explain that the students should ask their parents how, why and what they use maps for.

Assessment Teacher will formatively assess student maps for understanding of the use of symbols to represent larger items in their room or house. Teacher will formatively assess student maps for detail and representation of at least 6 items. Teacher will observe student discussion of their maps with a peer. Are they noticing what is similar? What is different? Teacher will observe student maps and discussions for similarities between the readaloud and their own maps. Differentiation 1. ELL students will be purposely placed into a group with a native English speaker. 2. Students will special needs are supported visually through the use of a read-aloud. 3. Breakdown procedures into steps in order to help student with special needs. Provide student with a visual reminder using graphics to remind the student how the lesson with take place. 4. Visual learners are supported through the use of a read-aloud. 5. Kinesthetic learners are supported through the use of a hands on activity in which the students create a map of their bedrooms. 6. Based on readiness: more advanced writers will be encouraged to label their maps.