Social Studies Lesson Plan: Unit 2 Lesson Map Skills

3-day lesson adapted from Maxim (2009)

Teacher: Richelle Colucci-Nunn
I.

Grade Level: First

Content and Standards:

7.1.3.A Identify geography tools and their uses.

CC SMP4 Model with mathematics.

II. Prerequisites:

Read-aloud story: Me on the Map by Joan Sweeney

Students will have made simple models of their desks at the Arts & Crafts Center in the ICE
(Imagination, Creativity & Exploration) Room.

Students will have been asked to look down on the toy cars on the map rug in the ICE
room before playing with the cars in that center to help them develop a sense of
perspective.

Students will be able to work in collaborative groups.

III. Instructional Objective:

Essential Questions:
o

How do I use maps to find my way to or around a location?

What elements make a map helpful?

Students will understand

o

that the boxes represent real objects in the classroom (desks, tables, shelves,
etc.).

relative location.

relative size and scale.

Students will know:

o

Vocabulary terms related to maps (map, model, symbol, key, legend)

SWBAT
o

construct a map using basic map symbols, given a room to use as reference.

create a simple map to identify the location of places in the classroom, given a
three-dimensional model of the classroom.

o locate places of significance, given a simple map.

IV. Instructional Procedures:
Before (10 minutes)
1. Introduce new vocabulary words: map, model.
2. Activate prior knowledge.
a. Ask students to recall Me on the Map story. Point out the difference between the
picture of the girl in in her room, and the map of her room.
b. Ask students if they or their parents have ever used a map to find their way around a
park, zoo, or museum. Students Think-Pair-Share about a time they have used a map.
3. Provoke sense of inquiry into topic.
a. Share map of Epcot Center and explain that this is a map of a location. Help students
understand that other maps help you find your way to a location, and we will be
exploring those kinds of maps on another day.
4. Set purpose for learning.
a. Share the unit and lesson Essential Questions with the students.
b. Explain that a good way to learn how to use maps is to create maps, so we will be
working together to first create a model of our classroom, using the desk models we
created in the ICE room. Then we will use the model to help us create a flat map that
we will hang in the hall.

During
DAY 1 (50 minutes)
1. Introduce large sheet of cardboard as a model of the classroom floor. Orient students to
location of door, windows, and front and back of room. (5 min.)
2. Explain that the first step to build our 3-dimensional model is to place the models of desks that
we made in the ICE room on the cardboard. (10 min.)

Ask a volunteer to locate her desk in the classroom and then place her juice box desk
on the appropriate place on the cardboard model. Select a child with a corner desk to
anchor the map; use Think-aloud to draw parallel to completing a puzzle using the

3
corners and filling in from the edges.

Invite a child who sits next to the volunteer to place his desk, and continue the process
until all desks have been placed.

Model using terms such as in front of, next to, in back of as the first few placements are
made, and then have children describe their own placement.

3. Explain that the next step is to add the other objects in the room. (15 min.)

Display a list of objects/features that we will be modeling. (If extended time available
for this lesson, may have students identify objects.)

Introduce a selection of boxes that will be used as models for the rest of classroom
objects. (These will not be decorated like the desks.)

Explain that students will be responsible for selecting boxes of appropriate size and
shape to represent other classroom features/objects.

Model selection of appropriate box based on size relative to the desks.

Allow students to work in partners, groups of 3, or alone, and assign students to an

object. Add student assignment to list of classroom objects.

4. Students select their boxes, test their selection against the model desks and other students
models, and label their boxes. Circulate among students to provide guidance as needed. (10
min.)
5. Gather students back to cardboard model. Have students place the new models on the
cardboard and label their boxes (15 min.)

Invite all students to provide feedback on placement.

6. When all boxes are placed, guide students exploration of map skills by asking students to
respond to various questions/prompts: (5 min.)

Point to the box that shows the guided reading tablethe poetry easel the computer
desk

Put your finger on the poetry easel. Now trace the path you would take to open the
door to pick up a Social studies text book

Whose desk is closest to

Trace the shortest path from the computer table to the door.

Which is closer to the door, my table or the guided reading table?

Pick up the box that represents the projector stand the big book stand

What does that box (pointing to it) stand for?

Which is larger, the computer desk or the guided reading table? The poetry easel or

4
the teachers desk?

Point to the smallest feature/object in the classroom the largest.

7. Provide time for Think-Pair-Share reflections on this lesson. (5 min.)

8. Preview next lesson (making flat map from 3D model).

DAY 2 (40 minutes)

1. Group discussion (10 min.)
a. Learning from prior lesson
b. What problems they see with using a 3D model to find their way to or around a place.
(If necessary, prompt for portability, size, and awkwardness of handling.) Ask students
how we could solve that problem for our classroom.
2. Introduce large sheet of paper the same size as cardboard and explain that this will become
our map. (5 min.)
a. Model the process of tracing an empty desk model on construction paper, cutting it out,
labeling it, and gluing the construction paper cut-out on the large piece of paper in the
same position as on the cardboard.
b. Explain the partner-work that will be occurring as students take turns tracing their desk
models: Students will explore a map together, and ask each other questions about the
map. Model some questions they could ask: How do you get from the monkey cage to
the snake house? Which is the shortest way from the entrance to the lions den?
3. Students create flat map from 3D model (20 min.)
a. Call a few children at a time to trace their desk models. As they work, invite them to
compare the construction paper model to the 3D models. Guide them to notice how a
flat symbol can represent an object when looking from the top.
b. Have children glue their construction paper symbols on the paper map, using the same
prompts as with the 3D model.
c.

Follow same process with other classroom features.

4. Display classroom map and provide time for Think-Pair-Share reflections on this lesson. (5
min.)

DAY 3 (40 minutes)

1. Group discussion (5 min.)
a. Learning from prior lesson.

5
b. Display classroom map and elicit discussion about what else our map needs to be
helpful. If necessary, prompt for how others will know what the construction paper
cutouts represent when looking at our map. Introduce second essential question:
What elements make a map helpful?
2. Vocabulary
a. Introduce vocabulary word: symbol. (10 min.)

Write desk on the board and ask students to briefly describe the physical
characteristics of the desks.

Point out that the written word desk stands for their real desk in the same way
as the spoken word and a map symbol do.

Invite children to decide on a symbol for desk in the special language of maps.

b. Create connection between feature/photo/picture > symbol > word label

c.

Place a model desk on a stool in front of the room, drawing the agreed-upon
symbol on an index card, writing the word on another card, and placing all 3
items together.

Have partners/group/individuals decide on a symbol for their assigned feature.

Introduce vocabulary word: legend/key

Show a legend on a pictorial map of the local zoo. Help children understand
that maps would be worthless unless people understood the meaning of
symbols.

3. As a group, create a legend for the classroom map. (20 min.)

After (5 min.)
1. As a whole group, ask students to reflect on their learning and answer the essential questions.

The next morning, have students discuss with a partner their process for drawing their
bedroom map at home or reflect on this activity in their blue content journal (student
choice).

Display classroom map in hall and create classroom book out of student bedroom maps to
share with their families.

V. Materials and Equipment:

Large piece of cardboard for 3D model

Matching sheet of craft paper for flat map

Juice/milk boxes and assorted size boxes for 3D model

Construction paper to decorate student desk models and to create symbols for 3D map

Glue stick for flat map creation

Pictorial maps for partner work exploration.

VI. Assessment/Evaluation:
Formative:

Observation of student partner and group interactions during model and map-making

Thumbs up/down/sideways or verbal responses to teacher prompts/questions

Completion of worksheet 2, Symbols, and 3, Symbols on a Map

Summative:

Map of bedroom created by students

Completion of worksheet 5, Key to the Map (at end of map skills unit)

VII. Accommodations or Modifications needed for students with disabilities or ESOL:

Students will be assigned a partner or simple object to model as appropriate.

Students will have a choice between reflecting through a written journal entry or discussion
with a partner.

As an extension activity, gifted and talented students may create a map of their home.
VIII.Technology:

Not applicable

IX. Self-Assessment

Were students engaged in the lesson?

Were students able to answer the essential questions?