Temple Inquiry Lesson Plan

HEADING:
Students Name: Annissa Boussaada
Subject Area(s): Arts Based Social Studies
Concept/Topic: Mapping Our Community

Date: 04/18/2016
Level: First Grade
Time: 45 minutes

DESIRED RESULTS:
Big ideas/Essential Questions:
What makes up a community/region?
How do we show what makes up a community/region?
Objectives:
Students will be able to
Identify key components and features of maps in order to read maps
Use landmarks and map elements to create a map
Curriculum Standards:
Standard - 7.2.1.A
Identify physical characteristics in the community and region.
Standard - 7.1.1.A
Identify geographic tools.
Standard - 7.1.1.B
Describe places in geographic reference in physical features.
CONTEXT:
The lesson was designed for a diverse population of first graders. Opportunities for
differentiation are provided through out the lesson. This lesson was designed with
the arts integrated throughout. This lesson is an arts based social studies lesson
with a focus on surveying, identifying components of a community, identifying
landmarks, and creating maps.
This lesson is a component of a thematic unit on maps. It fits in to lessons ranging
from basic map skills, map reading, and map creating. The students are going to be
learning about all different types of maps. First they will learn about map symbols,
and the purpose of maps. Then they will then learn map reading and have
opportunities explore different types of maps. The thematic unit then leads to
creating maps and mapping your neighborhood. The unit concludes with mapping
the world (starting with self, school, community, state, country, and finally global).
EVIDENCE:
I plan on informally assessing during my lesson. I am going to observe students,
during the map making process. This will allow me to gauge which students
understand the essential questions and are meeting objectives, as well as to see

which students might need extra support. I plan on using a checklist during my
observation to collect assessment data. I also plan on collecting the students final
products. I can review the final product maps, and use a rubric, to decide if my
objectives were met. I can also reflect on my lesson and plan for future lessons.
LEARNING PLAN:
Pre-requisites: Student will need general map skills. They will need the basic
knowledge of what maps are and how they are made. The will need to know the
basic parts and components of a map. This lesson is part of a thematic unit so
students will have previous experiences with maps prior to this lesson and will meet
pre-requisites.
Materials and Technology:
Clip boards
Pencils
Lined paper
Graph paper
Markers
Google Earth
Projector or Smartboard
Rationale:
This lesson was developed to give students a hands on experience of the map
making process. This lesson is part of a map skills unit. In previous lessons students
have already learned about, viewed, and created various maps with in the
classroom. For this lesson students are going to be actively surveying right outside
of their school and creating their own maps. Students will be applying knowledge
and actively practicing their new map skills. This was the rationale behind this
lesson.
Differentiation:
I can provided outlines of the main points of this lesson with key vocabulary
highlighted, to students who need extra support
I will be grouping students of various ability levels together during the
surveying portion of this lesson. This allows students to support and teach
each other
I will be observing during this lesson and providing assistance and scaffolding
when needed
I can model surveying, during that portion of the lesson
Students, in need of extra support, can be given a map checklist to remind
them of what exactly they need to include in their maps
Advanced/gifted students can be challenged to create a map of a dream
school neighborhood, if they finish early.
Step-By-Step Procedures:
1. Engage:

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2.

I am going to open my lesson by reviewing previous knowledge. I will

tell students that we have learned how to read maps, and quickly
review map reading and map components

I will also tell students that we have practiced creating a classroom

map together yesterday, and that today we are going to focus on
mapping our school community outside of the classroom

I will tell students that we will be exploring and surveying our

community right outside of school, and then mapping it

Explore:

I will ask students how they think maps are made. I will ask them how
they think map makers know what to put on maps

I will give students the opportunity to explore this question and come
up with answers

I can write down the ideas and answers on the board, on a brain
storming web

3. Explain:

I will introduce the vocabulary word surveyor and explain what map
surveyors do
I will tell students that today we are going to be surveyors
I can also go over surveyor skills and use a visual aid
o Be observant
o Go slow
o Focus
o Find and jot down important landmarks
o Make small sketches as you go
I will explain that today we are going to practice being surveyors and
that we are going to be making a map of our school community

4. Elaborate:

I will give group students

I will give students clipboards and other materials

I will take students on walk around the school

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During our walk we will be taking notes and jotting down landmarks
and locations

We will be observing and writing and sketching

I can help students by pointing out landmarks and by modeling

surveying

I am going to limit the walk to right around the school

It will be about a fifteen minute walk.

Students will be observing and sketching landmarks. This will help

them in making a map of their school community.

We will then return to the classroom

I will instruct the students to use the information that they collected in
order to make a map

Students will still be working in groups. They will use their information,
drawings, and landmarks to create a community map

I can help guide students by drawing the school and some major land
marks on the board

I can also walk around to help groups out and observe and assess via
checklist

5. Evaluate:

After the maps are created I plan on pulling up Google Maps and
showing students what the school map looks like on the smartboard
They can compare and contrast their group maps to the actual map
I can use street view on Google Maps to show students a picture of
what the school looks like outside and the surrounding landmarks
We can check for accuracy
I will make a list with students of what makes up our school community
I plan on collecting the map to further assess if students met my lesson
objectives and to gauge what to teach next

TEMPLE TEACHING STANDARDS (TTS):

Deep Content Understanding- Students are required to deeply understand

maps in order to survey and create their own map. They are applying
knowledge in this lesson. They have to know the components and purpose of
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maps in order to create an accurate map. Also, students will gain a deeper
understanding of what makes up their school community through learning
this lesson and completing this assignment.
Coherence & Continuity- This lesson is a part of a thematic unit on map
skills. There are map lessons preceding this lesson, as well as following-up on
this lesson.
Real World Connections- Students are mapping their actual school
community in this lesson. This lesson make mapping relatable and allows
students to connect with mapping, through mapping their own school
community, and creating their own maps.
Active Learning- Students have the opportunity to actively survey their
school community. They will then be creating hands-on maps with in their
groups
Critical & Creative Thinking- Students are creating their own map. They
are using their own artwork- sketching and drawing- for this lesson. Students
will be encouraged to be creative with their maps. They will be provided with
various material and art supplies.
Teacher Reflective Thinking- This lesson provides ample opportunity for
assessment and teacher reflection through out. Teacher reflection will be
complete once this lesson is taught.

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