UDL Lesson Plan: Social Studies

Title: Map it Out!

Author: Haley Siegel
Subject: Social Studies
Grade Level: 2nd Grade
Duration: 60 min
Unit Description: The following lesson will be part of a larger mapping unit. In this lesson
students will just understand basic map orientation and later on will understand more complex
ideas about map orientation.
Lesson Goal:
Students will be able to create a map of the playground and include a map title, map key
(with symbols), and scale
Students will be able to share two ways that maps can be useful in the world with a
partner
GLECS/ C3 Frame Work (No CCSS for Social Studies):
GLEC: 2-G1.0.2- Use maps to describe the special organization of the local community
by applying concepts of the local community by applying concepts including relative
location and using distance, direction, and scale
G2.0.2 Describe the unifying characteristics and/or boundaries of different school regions
(e.g., playground, reading corner, library, restroom).
D2. Geo. 2. 1.K-2. Construct maps, graphs, and other representations of familiar places.
D2.Geo.2.K-2. Use maps, graphs, photographs, and other representations to describe
places and the relationships and interactions that shape them.

Big Ideas: Maps represent actual places. There are elements on maps such as symbols that help
us decode what the map is telling us and how to properly utilize the map.
Barriers: Barriers in this lesson could be vocabulary of map elements and ability to conceptualize
the idea of a map. Another barrier could be the drawing of the map certain children can have
issues with this if they have issued with their fine motor skills. In addition, for the kids who are
a bit shyer communicating with their partner can prove to be a challenge.

Method

Anticipatory Set:
In order to activate students prior knowledge on map orientation I will begin by opening up
some dialogue with student sense making questions so I know where to begin.
I will have all my students conjugate on the carpet.
Start with asking if students have ever used a map before? Then I will ask them if they
know the elements that should be included on a map? After a few minutes of discussion
and me as the teacher gaining an understanding of where my students knowledge is at.
I will than pull up a map of the students classroom that I have drawn on big chart
paper(this is a good way to activate background knowledge because a GLEC for first
grade was for students to create a map of their classroom [Checkpoint 3.1 Activate or
supply background knowledge]) with all the map elements on it (title, legend, symbols,
compass, scale) and I will ask the students to point out all of the elements on the map. (510) I am going to allow just minimal class discussion and guide this discussion carefully.
After we spend time on this I will start to explain what we are going to do today in class.
As a class we are going to write out our objectives out on the smart board and do checkins.
I will tell them that today we are going to do a lot of different activities and they need to
be on their best behavior, be respectful of their other classmates, and make sure they all
remain on the green (something my MT has set up in his classroom)
I will than state: Okay, so by the end of our lesson you are going to be able create a map
all on your own of the playground and you will also be able to share two ways maps can
be useful in the world! (Checkpoint 6.1 Guide appropriate goal-setting)
We will get to these goals by working with partners and listening very closely to all the
activities
Introduce and Model New Knowledge
I will provide my students with the knowledge of the elements on the map since we went
over that in the anticipatory set
To introduce this concept I will begin by having a text to speech of the book Me On the
Map. I will also have the book projected on the smart board and follow along with a
pointer so the students can see and hear the words adhering to the different needs within
my room. (Checkpoint 1.2 Offer alternatives for auditory information )I will have set
questions that I will ask the students and I will pause the audio to do so. This will help
students understand some of the new knowledge we are about to get to.
While we read this book and we develop the key terms that we need to be able to make
our own map we will begin to construct a list of important terms on chart paper as well as
in a word document that can be posted on the smart board and later posted to the class
website. (Checkpoint 5.2 Use multiple tools for construction and composition;
Checkpoint 2.1 Clarify vocabulary and symbols)
Once the read aloud is completed and the class and I have constructed a adequate list of
all the key terms I will then call on a few students (using the popsicle stick method at
random) to tell me what the words mean in their own terms
I will then do a larger group check-in and have the students put their thumbs up, middle,
or down on their understanding of what needs to be included on a map! (Checkpoint 6.4
Enhance capacity for monitoring progress)

Guided Practice:
I am then going to have the students return to their desks to enhance the learning
environment. This enhances their learning environment because sitting at their desk gives
them more space to work in and mentally puts them in the work zone
I will then pull up Google maps on the smart board and type in their elementary school. I
will than tell then start a discussion of things that the students notice on Google Maps.
(Checkpoint 2.5 Illustrate through multiple media)We will than add this to our chart of
important terms both electronically and on the paper. If students name the elements of the
map incorrectly I can quickly adjust the misconceptions.
I aide the conversation by pointing over the symbols and asking Can any one tell me
what element of the map this is? Does this map have the features we talked about in
the book? Can someone name another one for me? Is this map missing any of our
important map elements etc.
After we have completed this (we do it together) I will move into another activity for
collaborative practice.
I will then tell the students that we are going to construct a map of the playground
together! It is expected that the students will be very excited to do this.
I will tell them that they are first going to make this map with their partner that my MT
has already set up. They will have 7 minutes (which I will put up on the timer on the
smart board and on the personal timers of the students whom need that) to construct the
map with all the elements we talked about. (Checkpoint 8.3 Foster collaboration and
communication)
I will tell them that it is important that they make sure they have all the elements on the
map because we are going to be than talking as a class and every student needs to
understand the main elements of the map so they become closer to meeting our
objectives! I will tell them that I know they can all do this since they have the help of ther
smart brain and their partners smart brain! (Checkpoint 8.1 Heighten salience of goals
and objectives; Checkpoint 9.1 Promote expectations and beliefs that optimize
motivation)
After the allotted time the students will all come together and construct the map as a class
making sure everyone got all the elements on their map! We will use the smart board
using the smart board pens to draw the map and having students take turns coming up to
the board and adding features. If a student has a hard time writing for the symbol portion
they can simply type it on my computer or we can implement the speech to text feature in
word.( Checkpoint 6.2 Support planning and strategy developmentfor all bullet points
under guided practice)
I will tell the students I am not going to tell them if what their friend write on our map
is correct or incorrect so they will have to raise their hand and say in friendly terms that
they think that that their friend is wrong ____I think that that was a good try but I think
it is ____. (Checkpoint 8.3 Foster collaboration and communication)
I will be standing at the front of the classroom monitoring this and if I see there is a
misconception I will use it as a teachable moment and step in and clear up the confusion.
Independent Practice:
I will then tell the students it is time to make a map of their own of their bedroom.

(Checkpoint 7.1 Optimize individual choice and autonomy)

I will tell them that they must include all of the map elements that we have been talking
about.
I will tell them this is an independent assignment so there should be very little noise but
they can ask their partner a question or raise their hand and ask me.
I will be walking around the classroom peering over the students work to make sure all
of the students are meeting my learning objectives.
I will know if my students are leaning by looking to see if they have included all the map
elements.
For students who writing with pen and paper is hard I will set them up on one of the 5
computer IPads and have them draw their map on this device. There is a great map
making application that I will set them up with. (Checkpoint 4.1 Vary the methods for
response and navigation)

Assessment:
In order to make sure my students are progressing towards my identifies objectives I will
purpose a series of clicker questions. (Question List at the end of the document)
The questions will appear on my smart board and the students will answer on their
respected clickers. After all the students responses are in it will tell me the number of
students whom got the question correct and the number of students who got the question
incorrect.
The students will than see the correct answer and will know if they are correct or
incorrect. (Checkpoint 9.3 Develop self-assessment and reflection)
I will also take a look at all of their maps of their bedroom by walking around the
classroom.
Wrap Up
In order to wrap up the lesson we will go over what we have learned that day.
We will go back to our objective and I will have a students read it aloud and state
whether they think that we accomplished our objective
I will ask 2 more students the same question
I will then tell the students that next time they are driving with someone who does not
know where to go they can pull up Google Maps and show them all they know about
maps and they can show them the streets and places they are by! (Checkpoint
7.2 Optimize relevance, value, and authenticity)
Materials:
Smart board
Computer
Me on the Map
Chart paper
Computer
Text to speech and speech to text programs and speakers

Clicker Questions
1. What is a compass?
a. a group of people who belong to a community
b. shows you how to read a map
c. gives directions on a map
2. What is a map key?
a. A key that opens a map
b. Something that shows you direction
c. Something that has the symbols of the map and meaning t
3. All of the following are map elements besides
a. Title
b. Map key
c. Compass
d. Measurement
4. Why is a map scale needed?
a. To give a realistic impression
b. To measure
c. To make sure the map is only 12 inches
5. What do symbols represent
a. Actual places or things on a map
b. Nothing
c. Things related to the title