One Computer/One Projector Lesson Title: Finding Our Way with Maps Lesson Objectives: 1.

By the end of this lesson, students will understand the relationship between specific places on two different maps that are relevant to their lives. 2. By the end of this lesson, students will be able to create a map that includes important locations that are relevant to their lives. Grade Level Content Expectations (GLCEs): 1. Recognize that maps and globes represent places. (Michigan Grade Level Content Expectations, K-G1.0.1) 2. Identify and describe places in the immediate environment (e.g., classroom, home, playground). (Michigan Grade Level Content Expectations, K-G2.0.1) NETS-T Standards: 1. Facilitate and Inspire Student Learning and Creativity 3. Model Digital Age Work and Learning Materials Needed: Materials for whole class:

Materials for groups:

Map of Michigan Map of East Lansing

Papers with grid representing the map

Materials to accommodate individual student needs: (be sure to indicate how you are going to provide resources needed for any students with special needs ESL, gifted, autistic, etc.) Individual print-offs of maps (for those

Computer with Internet access Projector

Pre-cut pictures representing different locations in the school Crayons Glue sticks

students who want extra practice labeling or locating places) Large, clear maps with distinct symbols (for students with vision impairments) Academic, social & linguistic adaptations, resources, and support I will make sure that every student is sitting at their assigned seat at their group area, and that they are sitting up straight with their hands to themselves. This will make for the most productive learning environment for all students. I will speak clearly at a moderate pace, so that all students can hear and understand what I say.

Activity Element & Time (in minutes) Introduction (5 minutes)

Procedures and management

Boys and girls, I am very excited about our lesson today. Today we are going to be learning about maps! Before we begin, I want to make sure that everyone is showing me that they can be a good learner; I need everyone to give me 5- sit criss-cross applesauce, with your eyes on me and your mouths closed. Can everyone show me 5? Great job everyone! Now, like I said before, today we are going to be learning about maps. Raise your hand if you have ever used a map before. (Allow students time to raise their hand). Why might someone want to use a map? (Call on 2-3 students that are sitting quietly with their hands raised to answer). Those are some great answers! Maps are very important because they help us to get around, but they also help us to see how close or how far away we are from different places. Maps are also important when we travel to a place that we have never been before, because they keep us from getting lost. The first map that we are going to look at today is a map of

Activity 1: Map of

If any students do not

Michigan (5 minutes)

the state that we live in: Michigan! (Place a picture of a map of Michigan under the projector, so it is displayed at the front of the classroom). What does Michigan look like to you? Raise your hand if you think you know what it looks like. (Call on 1 student with their hand raised to answer- the hope is that they will say that it looks like a mitten). I will have drawn a circle around East Lansing prior to teaching my lesson. I will point to East Lansing and explain that that is where we are right now. I explain to the students that on this map, there are different cities, major roads, and other important landmarks. If someone was flying an airplane over Michigan, this is what they would see from the sky. Maps are a very small version of what things really look like. This is important to remember, because even though some things on this map look like they are close together, they arent that close in real life. The farther away two things are from each other on this map, they are even farther away in real life. I will then use a marker and circle another city that is very close to East Lansing, such as Lansing. I will remind the students that Lansing is our state capital. I will ask the students to look closely at how close the two cities are together. If your friend asked you how to get from East Lansing to Lansing, and you were looking at this map, would you tell them that Lansing was very far away, or very close? Raise your hand if you know what you would tell your friend. (Call on 1 student with their hand raised to answer). I will then use a marker and circle a city that is very far from East Lansing, like Traverse City. I will remind the students that many of them may have been to Traverse City, and explain that it is where the Sleeping Bear Sand Dunes are located. I will ask the students to look closely at how close the

understand the concepts or ideas that were discussed, I will do my best to re-explain them in a more general way.

two cities are together. Now, if your friend asked you how to get from East Lansing to Traverse City, and you were looking at this map, would you tell them that Okemos was very far away, or very close? Raise your hand if you know what you would tell your friend. (Call on 1 student with their hand raised to answer). Before we move on to our next map, I want everyone to take just one minute, and turn to someone next to you and do a pair-and-share. I want you to tell your partner one thing that you have learned about maps during our lesson so far. Is everyone ready? Okay, go ahead and find a partner! Did everyone get a chance to share? Now, we are going to move onto our next map, which is a map of East Lansing. (Pull up a map of East Lansing on Google Earth). Boys and girls, on our map of Michigan, we were able to see where East Lansing was. Now, we are zooming in on that map, and we are taking away everything except East Lansing. If our airplane that was flying over Michigan got lower to the ground, this is what they would see when they were flying over East Lansing. Students will gather around the computer for this portion of the lesson. I will then draw and imaginary circle (using the computer mouse) where the students school, Davis Elementary School* (*name has been changed) is on the map, and I will also draw an imaginary circle around where I go to school, Michigan State University. If I wanted to come visit you all while you were at school, but I was all the way at my school, how would I get to you? I will then take a pointer and start in the middle of MSUs

Transition

Activity 2

I will make sure that all students have a partner to do their pair-andshare. If there is an odd number of students, I will ask the student who does not have a partner to make a group of three with two other students. If any students do not understand the concepts or ideas that were discussed, I will do my best to re-explain them in a more general way. I might ask them to come up to the projector and practice tracing over the path that I made on the map.

Transition

Activity 3

campus, at Spartan Stadium. I will have the students help direct me to their school, following the roads on the map. I will trace over the roads that the students want to take. I will ask them to use simple words such as up and down in order to show me where I should travel in order to get to their school. I will trace over the path in marker. You all did a great job of helping me to get from my school to yours. It is very important to understand how to travel from one place to another using a map, like we just did! By using a map, you can find the fastest ways to get to the places that you want to go, and what roads you want to take to get there. Does anyone have any questions about our map of East Lansing? Before we move onto our activity, I am going to call on three people to tell me where they might want to travel that they would have to look at a map for. Pretend you are starting at Davis Elementary. Where might you want to travel? The grocery store? Your friends house? Raise your hand if you know where you would want to travel. (Call on 3 students who have their hands raised to share). Now, when I say go, I need all of you to go take your seats at your table, and then we can begin our activity. Okay, go! Each student will receive a sheet of paper with a grid on it, as well as a bag with 5 pre-cut pictures inside. Boys and girls, for this part of our lesson, you are going to get creative. You are each going to make our own map! You are going to make a map of a pretend school, by gluing the pictures into the grid that I provided. The best part is that the map can look any way that you want, and you dont have to use all of the pictures if you dont want to. It just has to be clear so that if someone else wanted to get around our school, they would be able to do it just from looking at our map. I will show you an example of a map that I made, if you would like some ideas as

When choosing students to call on, I will pay close attention to any students who have not had a chance to share, or those that might not usually have their hand raised. I want to give as many students as I can the opportunity to share. I will make sure that everyone is sitting in their seats, so that all students can see the board with my example. Any children that grow uncomfortable sitting at their seat will be allowed to work quietly at their spot in the group area.

to where to put your pictures. (I will then project the sample map that I created onto the projector. This is also where I will point to each picture and explain what room in the school it is supposed to represent). The students will work individually to create their own map of a school. If they are having trouble deciding where to put any of the pictures, they may talk with the people at their table in order to share ideas. Thank you all so much for learning about maps with me! I really like the map of our school that we made together. Before we are all finished, does anyone have any final questions or comments that they would like to share about maps? (Call on any students that have their hands raised). If any students were confused about any part of the lesson, I would go back and re-explain any concepts, terms, or big ideas that we covered.

Conclusion: