Caroline Henderson

2nd Grade
Geography: Maps
Social Studies
Brief Overview/Background Information: (Include a clear description of the content of the
lesson as well as how it will be situated within your unit. How will you convey the relevance and
significance of the lesson to students?)
My unit on geography will take place at the beginning of the year. It is the foundation for
essential map skills and knowledge that the students need to know for the rest of the geography
units. This lesson will be my first lesson of my unit. Its purpose is to expose the students to
various types of maps and to have students understand that maps represent places and that people
use them to locate these places. I picked maps of familiar places so that students can connect
with the maps and to emphasize their importance and uses in every day life. I also emphasize this
point in the introduction of the lesson so that the students understand the objective of this lesson.
Relevant VSOLs/CCSSs: (Identify standards by number and include the full text of standards
this lesson will address)
VA Social Studies 2.6: The students will demonstrate map skills by constructing simple maps,
using title, map legend, and compass rose

Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)

Why are maps important?

What are maps used for?

Primary Content Objectives: (For this lesson)

Students will understand: (big ideas, broad, powerful, transferable)

Maps help people locate places

Maps represent places

Students will know: (facts, information, vocabulary)

Different types of maps serve different purposes

Students will be able to do: (skills and behaviors)

Articulate the type of map

Articulate different uses of maps
Articulate the audience of a particular map

Assessment: (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?)
Pre-Assessment: I will assess my students prior knowledge of maps by asking them to think of a
time they have used a map or seen one being used. I will informally observe their responses. This
will not only allow connections to be made to their previous experiences with maps, but will
serve as a pre assessment for the teacher.
Formative Assessment: While the students are working in their groups, I will be walking around
and informally observe the groups and their discussion. I will look for any students or groups
who are particularly struggling with the activity. If needed, I will scaffold the activity by
prompting them with questions such as, Where could we look to find what this map is of? If this
were your map, where would you use it? What for? I will also be using this observation as
formative feedback on whether I need to reteach any of the concepts.
Formative Assessment: After each group has reported on their map to the class, the students will
participate in a think-pair-share activity. I will ask the students to think about any similarities and
differences they noticed between all of the maps. After giving the students time to think, they
will share their thoughts with a student that is seated near them. While the students are
discussing, I will listen in to various conversations to informally observe the students thoughts. I
will then have them share the activity and document their thoughts on a T-chart on the
smartboard. This think-pair-share activity will be a formative assessment to see whether the

students understand that maps represent places and people use maps to locate places. This
formative assessment will allow me to know where my students are at in relation to the
objectives. I will continue to emphasize this understanding throughout my entire unit.
Materials and Resources: (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.)
All materials will be listed in order of the Appendix, which can be found at the end of the lesson.
-

Students groups
Jigsaw Worksheet: Map Detective
The 5 maps:
o Map of Virginia
o Globe
o Local Park Map (McIntire Park)
o Map of Charlottesville
o Charlottesville Area Transit (bus map)

Key Vocabulary and Definitions:

Maps: representations of places

Lesson Procedures: (Should include scripting)

1. Introduction and goal orientation /
2. Connecting to prior knowledge and experiences: (Questions or activities that help
students make links)
- At the appropriate time, I will gather the students to the front rug. I will say to the
students, Today we are going to begin our geography unit by learning about maps. We
are going to look at several different types of maps and talk about how a person might
use that type of map. I want everyone to take a minute and think about a time they have
used a map or have seen someone use a map. Wait about 30 seconds and then ask
students to turn and talk with a partner. After students have had a chance to talk with each
other, I will call on students to share the types of maps they or their partner have used or
seen.
o Student responses: Maps in car rides; globes
- I will ask students to raise their hands if they have ever gone to the zoo or amusement
park. I will ask them to raise their hands again if their parents used a map to help them
locate the animals or certain rides.

I will say, As a class, we were able to think of a lot of times when a map was useful to us
and our families. I know I use a map every time I have to drive somewhere new or to see
how far away I am from a location.

3. Tasks and activities: (What challenging tasks and activities will students engage in as
they construct knowledge, learn new skills or behaviors and develop understandings?)
- I will say, Today, we are going to look more closely at different types of maps. I
will split you up into 5 groups. Each group is responsible for being the detectives
of their map. You are trying to find out what the map is of, who would use this
map, and what they would use it for. These questions will be on a worksheet that
each person is required to fill out. It is important that you are a good detective
because you will be teaching the other groups about your map at the end.
- Before splitting the class up into groups, I will ask, Who can remind me of the
expectations of working in groups? What should it look like and sound like?
o Student Responses: Everyone is participating; inside voices; we listen
when another student is talking
- I will say, As I call your name, come up, take a worksheet, and head to your
groups table. The maps are already located at the tables. I will call each group
one at a time. I have pre-selected the groups to evenly disperse the students based
on academic achievement. (See Appendix A)
- As the students are working, I will walk around monitoring and informally
observing. If I notice any students are not participating in their group, I will
approach the group and ask them if they are following all of the expectations for
working in a group, and how they could improve. I will also observe to see if any
groups are struggling to answer the questions about their map. I will scaffold them
as needed using prompts such as, Where could we look to find what this map is
of? If this were your map, where would you use it? What for?.
- After 15 minutes, I will ring the chime to get the students attention. I will say,
You have one minute to finish up your thoughts and come sit on the carpet. You
will need to bring your worksheet with you. I will come around to collect the
maps.
- When all the students are seated on the carpet, I will say, Now that you were a
detective of your map, we want to learn about the other maps. One person from
each group is going to come up to the front and teach us about their map.
Remember, we want to know three things: what the map is of, who would use this
map, and what they would use it for.
- I will first model this to the students using a map that I was the detective of. I will
use a map of the school. I will show the students the map and say, This is a map
of our school. It shows the layout of all the rooms, including the restrooms and
exits. A new teacher or parent would use this map to help them locate certain
classrooms. I used the map when I first came to the school to help me find this
classroom and to show me what direction to walk in.

I will draw sticks from our class cup to decide which student will share.

4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include
some form of assessment or exit slip)
- After all groups have gone, I will draw a T-chart on the smartboard. I will say,
We are now going to think and talk about how all of our maps were similar and
how they were different in a think-pair-share. Take a moment to think about any
similarities or differences you noticed in our maps. I will give the students 30-45
seconds to think. Turn and talk with your neighbor for 2 minutes, then we are
going to chart our thinking. As students are talking with their partner I will listen
in to various conversations to informally observe their answers.
- I will ask the students to share what they talked about with their partner and chart
their answers on the smartboard.
o Student Responses: They are all maps of places; they are maps of different
places; they look different; people use them to get to places; they are
different sizes
- I will conclude the lesson by asking, What can we conclude about what we wrote
in our chart? Are all maps the same? What made all of these maps important?
Through these questions I will reinforce the understanding that maps represent
places and they are used to help people locate places.
o Student responses: Not all maps are the same; they all represented places;
they all help people locate places

Accommodations for individual differences: (How will the lesson be differentiated to support
diverse learners based on content, process, product, and/or learning environment? Describe
additional supports that can be used for re-teaching if needed, and a challenging extension for
students for demonstrate mastery quickly or show evidence of a lot of prior knowledge.)
The main way this lesson is accommodated for individual differences is through my preselected
groups. I arranged the groups so that the students were evenly balanced based on reading ability.
For students that struggle with reading, there are at least two above or on grade level readers who
will assist their group in reading the map. I spread out ELL students, but ensured that two ELL
students were in the same group with the hope they would be comfortable working and helping
each other. I also spread out students who are very talkative or have ADD.
If students are struggling and I need to reteach the material, I can use the maps for a whole class
activity instead of individual groups or pull up different maps on the smartboard and discuss
them with the students. For students who demonstrate mastery, I will ask them to use the maps to
find specific locations on the map.

If the students who are ELL students or struggling readers, instead of writing out their responses,
they can draw images to reflect the answers.

Appendix
Appendix A: Student Groups
Appendix B: Jigsaw Worksheet: Map Detective
Appendix C: Map of Virginia
Appendix D: Globe
Appendix E: Local Park Map McIntire Park
Appendix F: Map of Charlottesville
Appendix G: Charlottesville Area Transit Map (local bus map)

Appendix A: Student Groups

Group 1:
-

Sarah
Christine
Alejandro
Patrick
Dana

Group 2:
-

McKayla
Michael
Genevieve
Jasmine
Jim

Group 3:
-

Katherine
Tom
Song
Kwan
Derrick

Group 4:
-

Diana
Brooke
Zachery
Nicole
Adeline

Group 5:
-

Dan
Erin
Keith
Whistler
Jim

Appendix B: Jigsaw Worksheet Map Detectives

Name:__________________
1) What is this map of?

2) Who would use this map?

3) What would someone use this map for?

Appendix C: Map of Virginia

Appendix D: Globe

Appendix E: Local Park Map McIntire Park

Appendix F: Map of Charlottesville

Appendix G: Charlottesville Area Transit Bus Map

(Pictures of the brochure the students will be given)