LessonPlan:SocialStudies

Kindergarten
Schools:SamuelPowelElementarySchool&PennAlexanderSchool
Teachers:BettyLiu&SherllyPierre
NumberofStudents:5/group
Date:December2,2015
Time:Morning

Goals:
Whathelpsyoutoreadandunderstandamap?

EssentialQuestions:
Howdoweusemapstoreadtheworldaroundus?

Standards(andAssessmentAnchor):
CCSS
CC.1.3.K.IDetermineorclarifythemeaningofunknownormultiplemeaningwordsand
phrasesbasedupongradelevelreadingandcontent.
CC.1.2.K.JUsewordsandphrasesacquiredthroughconversations,reading,andbeing
readto,andrespondingtotexts.
NCSS
CurriculumStandardsforSocialStudies
People,Places&Environment
PerformanceExpectations
constructandusementalmapsoflocalregionsandtheworldthat
demonstraterelativelocation,direction,sizeandshape(a)
interpretuseanddistinguishvariousrepresentationoftheearth
suchasmaps,globesandphotographs(b)
Describehowpeoplecreateplacesthatreflectideaslike
personality,cultures,wantsandneedsastheydesignhomes,
playgrounds,classroomsandthelike(g)
Examinetheinteractionofhumanbeingsandtheirphysical
environments,theuseofland,thebuildingofcitiesandecosystem
changesinselectedlocalesandregions(h)

Materials&Preparation:
Examplesofmaps:Roadmap,schoolmap,worldmap,mapof
US/Pennsylvania/Philadelphia,classroommap,physicalfeaturemaps,themepark
maps,museummaps,globe,productmaps,historical,proportion,typesofcommunities
(urban,ruralsuburban)
TheresAMaponMyLap!:AllAboutMaps
byTishRabe&
MeontheMap
byJoan
Sweeney
HeadsUpmaterials/printouts


ClassroomArrangement&ManagementIssues:
Library/CutoutSpace
Fewerdistractionsfromotherstudentswiththeaddedbonusofacculturating
studentstolibrarynorms
Aquietenvironmentforstudentstofocusandthinkdeepaboutthenumbers

Plan:
Thehook
Imaginethatourclassmatesaremeetingusinthelibrary.Whatcanwemaketo
helpthemfindusinthelibrary?
Canchangethistoamapfromour
classroomtothecutout/libraryspaceforPAS
Chartstudentsthinkingonanchorchart
Create,withstudentsassistanceamaptoassistourclassmates
usingmapfeaturesthatmaybenecessary(e.g.,labels,icons,
agreeduponscalesandshapesforobjects,etc.)
(I)AllAboutMaps:Definitionofamap?Mapastool(purposesofmaps)?Who
makesmaps(andwhy?)?Whatotherkindsofmapsarethere?
Interactiveanchorchart(imagespremadeandreadytobeaffixedto
chartsentencestripsforthedefinitions)
Mostlyinconversation
Thebody
(We)ReadAloud:
TheresAMaponMyLap!:AllAboutMaps
byTishRabe
Useasmentortext,instead:
p.79
p.1015
p.1819
p.23
Wrapup:4041
DiscussionQuestions
HowdoIgetinformationfromthestory?
Whyisitimportanttoknowwhowillbeusingyourmap?
Howistheorangehelpingstudentstomakesenseofthe
globe?
Canyoueverhaveamapasbigastheplacesthatthey
areshowing?(Scaffold:Thinkaboutwhenyouseepeople
onTV,areinphotos,aretheythesamesizewhenyousee
theminperson/reallife?Whyorwhynot?)
Whattypeofstoryisthis?Aretherewaysthattheauthor
isteachingus?Howdoyouknow?
Formorequestions:

http://www.softschools.com/quizzes/geography/ma
p/quiz1060.html
Incorporateatleasttwoturnandtalksatcriticalpoints(Second
questionandlastquestion,specifically,butotherswillbequick
checkinquestions)
Modelhowtocreateamapusingmentortext,
MeonaMap,
andselected
sections
Studentswillhelpteachertocreateamapofthelibraryroomwe
areinusingfeaturesdiscussedinMeonaMapandTheresa
MaponMyLap
Willscaffoldinexpectationsoffeaturesthattheywillhave
toincludeintheirownmapsoftheirbedrooms
(You)
MeonaMap:Bedrooms(Illustrationwith/withouttext)
Studentsincorporatefeaturesdiscussedinlessonintotheir
maps
Literacycomponents:Labels,Studentcreatedresource
words(room,map,bed,etc.),utilizingstretching/sounding
outtechniques,snapwords

Closure
SpinonEllensHeadsUpGame:MapsEdition
Teacherguessestypesofmapsbasedoncluesthatstudentsgive,first
round.Secondround,timeallowing,teacherandstudentsswitch
Teachermodels,first,withtheassistanceofastudentrulesofthe
game
Canhaveawordandpicturematchupgame,instead,asreviewwiththe
wrapupreadfrom
MeonaMap

AssessmentoftheGoals/Objectives:
Aclearunderstanding/recallofmapfeatures
Contextfortheuseofvariousmaps
Aworkingknowledgeofthepresenceofmapsinstudentsownlives

AnticipatingStudentsResponsesandYourPossibleResponses:
Managementissues:
Remindstudentsofourspace,thelibrary,andthenorms/expectationsthatcome
withthatspace
Silentsignalsandredirections
Responsetocontentofthelesson

Accommodations:

Studentsmaychoosetoillustrateorillustrateandwriteforthebedroommaps,
accesstoskillsallowing
Forstudentswhoareunabletowriteteachercancheckinforverbal
verificationtoensurethatfeaturesareincluded