Katie

Gipe, Section 3, Page 12

2nd KUD:

GLCE (coding and
wording); Verb(s)
underlined; type of
learning:
Knowledge, Skill,
Reasoning, Product
Knowledge (K)

2 G1.01 - Construct maps of the local community that contains symbols, labels,
and legends denoting human and natural characteristics of place.

Product Learning (construct)
Knowledge Learning (denote)
Understand (U)

DO:
Demonstration of
Learning (DOL)

Vocabulary

I Can

A map is a
representation of the
real world. Maps use
symbols to represent
real objects.
Symbols are pictures
of different shapes
and colors that
represent real objects
or places. In order to
make sure people
know what each
symbol represents,
every map needs a
legend. A legend will
have the symbol as
well as a label next to
it saying what the
symbol represents.
Human
characteristics of
place are objects
made by people, like
a playground.
Natural
characteristics of
place are objects
found in nature, like a
tree.

Students will
understand that
maps contain
information
about a place.

Students will
individually
construct a map of
the community. On
the map students
will include
symbols, labels, a
legend, natural
characteristics, and
human
characteristics in
the community.

Map
Symbols
Labels
Legends
Human
characteristics
Natural
characteristics

I can make a map

of my
community. I
can tell the
difference
between an
object found in
nature and an
object made by
humans.

Lesson: Construct a Map of your Community

Anticipatory Set: The teacher will pull up a map of the
community on Google maps and project it onto the board for
the class to see. The teacher will start the map on the school
and then based on suggestions from the class the teacher can
click around on the map to show familiar sites in the
community.

Resources needed:

Resources needed:
Google Maps (computer
and projector access)
Chart paper, markers
Paper for Maps for
students
Markers, pencils, rulers

Modeling: After looking at Google maps and jogging

students memory of all the different places in the
community, the teacher will get a big piece of chart paper out
and draw a t-chart on it. The T-chart will be a way to
brainstorm natural and human characteristics in the
community; however, the teacher wont tell the students
those are what the two columns are for yet. The teacher will
write down an example of a human characteristic in the
community in one column and a natural characteristic in the
other column. Without telling the students the two
categories yet she will ask them for characteristics or places
they remember being in the community.

Guided Practice: The students will help offer up ideas of
other places/characteristics in the community. An example
of the chart without the headings is attached (Refer to
Attachment E). Then once the chart is full, the teacher will ask
the students if they notice a pattern about the objects in
either column. Students will hopefully guess that one column
is all man-made objects or places, and the other is all things
from nature; hence human and natural characteristics of our
community.

Modeling: Once all the characteristics of the community are
listed, both human and natural, students are ready to make
their maps. The teacher will show an example of one she
made (Refer to Attachment F). She will go over the
importance of including a key with symbols and labels.
Especially if students cant draw very well, symbols allow
them to use a shape they can draw to represent a real place.
The important part is that the students remember to label
what the picture means in the key so that we know what the
symbol stands for. Its also important that students include a
compass rose on their map so their readers know what
direction all the symbols are in. The teacher will go over all
these important features of the map while referencing to the
features on her own map. The teacher will then explain to
students that they will get to create their own map of the
community using their own symbols.

Independent practice: Each student will receive a piece of
paper with a big grid printed on it. There will be a pre made
box for the Key already on the page where students can put
their symbols and labels. Students will also be given a rubric
of what they need to include on their map (Refer to
Attachment G). They can use the list of natural and human
characteristics to give them ideas of what they might want to
add.

Checking for Understanding: While students are creating
their maps I will be going around asking questions about
what theyre including in their maps and having them tell me

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Katie Gipe, Section 3, Page 14

whether its a human or natural characteristic.

Assessment ideas: a. How will you know theyve learned it?
When finished students will have created a map of their own community that includes
symbols, labels, a key, and human and natural characteristics of place.

b. How will you grade it?

I will grade it according to the checklist rubric I gave them. If they had all the requirements
they will receive full credit (5pts), if theyre missing one or two of the requirements theyll
get partial credit (3-4 pts), and if theyre missing more than three of the requirements they
could range from receiving 0-2pts and I will likely ask them to redo it.

Resource Attachments:

Attachment E: Tree chart of natural and human characteristics.
















Attachment F: An example of the map students will map of their community.

Katie Gipe, Section 3, Page 15

Attachment G: The rubric for the students maps.

_____________ Student includes a compass rose (1 pt)
_____________ Student includes a key (1 pt)
_____________ Students key has at least 5 symbols that are labeled(1 pt)
_____________ Student includes at least 3 human characteristics on the map (1 pt)
_____________ Student includes at least 2 natural characteristics on the map (1 pt)

__________ Total points (out of 5)

Vocabulary Lesson:
Vocabulary Lesson:

Lesson:
Marzanos Six Steps for Intentional
Instruction in Vocabulary - Lesson
focus is on the words: rural, urban,
suburban
Content words based off of 2 G4.01.

Step 1
Each word will be introduced by
looking at a community that is
classified as that word. The students
will look at a map of the community via
Google maps while also hearing a short
story about what its like living in that
type of community. After looking at
the map and hearing the story, the
teacher will go over what types of
things were in each community and
present the words definition which are
as follows.
Rural: A rural community is a
community with lots of farms or open
country and few people.
Urban: An urban community is a city
or town that has many buildings and
many people.
Suburban: A suburban community is a
community outside of a city or town,
with a medium amount of houses and
people.
Script is attached for introduction.
Refer to Attachment G.

The words will be added to the Word
Wall as well.

Resources needed:

Resources needed:

Banks, J. A., Boehm, R. G., Colleary, K. P., Contreras, G.,
Goodwin, A. L., McFarland, M. A. & Parker, W. C. (2003).
Our communities. New York, NY: Macmillan McGraw-Hill.

Beck, Isabel (2002) Bringing Words to Life, Chapter 2,
Introducing Vocabulary and Chapter 6, Making the
Most of Natural Contexts.

Google. (2016). Google Maps. Retrieved from
https://www.google.com/maps/@42.9623205,85.8882059,281m/data=!3m1!1e3

Marzano, R. and Pickering, D. (2005), Building Academic
Vocabulary: Teachers Manual, Chapter 3, Teaching the
Selected Terms

Board and expo markers


Step 2 & 3
Have students create their own
matchbook foldables about each
community type. These match books
will allow students to represent the
words linguistically in their own
definition as well as non linguistically
as they have to draw a picture for
each word. They will then glue the
foldables into a manila folder to keep
them all in one easy-to-access place.

Teacher will clear up any
misconceptions at this point in order
to clarify and correct students
understanding.

Step 4 & 5
Students will develop their own
analogies between the different
community types with Bridge Maps.
Before creating these bridge maps
they will be given the opportunity to
collaborate with peers to discuss
potential comparisons they could
make and develop a better
understand of aspects of each
community. After talking with their
peers, students will then go back to
their seats and create their own
individual analogies. An example is
below and the template is attached
(refer to attachment M).

Little Towns /as\ Rural
Communities
Cities /as\ Urban
Communities
Suburbs /as\ Suburban
Communities

Relating Factor: Size of community
Step 6
Students will play a game similar to I
Have, Who Has except it will be
turned into I Live, Who Lives.
Students will get into groups of three.
Each student will then come up with
their own who lives questions for
each community. These who lives
questions will formatted as such:
Who lives in a community that

Katie Gipe, Section 3, Page 16

Banks, J. A., Boehm, R. G., Colleary, K. P., Contreras, G.,

Goodwin, A. L., McFarland, M. A. & Parker, W. C. (2003).
Our communities. New York, NY: Macmillan McGraw-Hill.

Zike, Dinah (2000) Foldables. New York, NY:
Macmillan/McGraw-Hill

Matchbook foldables
Manilla folders
Pencils, markers, coloring utensils

Bridge Map Worksheets

Pencils

Paper and pencil

Katie Gipe, Section 3, Page 17

_______? Students can then fill in the

blank with an aspect that they
remember that was unique to that
community. Once each student has
three who lives questions, one for
each type of community, the students
will go around and read their
questions. When someone knows
what type of community the
students who lives question is
addressing they need to call out I
live in a(n) _____ community, filling in
the blank with the correct type of
community. If that student is correct,
they get to read one of their
questions next for someone else to
answer. They will go around until all
the questions are answered.

Resource Attachments:

Attachment H:
SCRIPT:
Class, today we are going to be talking about land use in the community. One way in which we use
land is by living on it. We have to set aside land for people to build apartments and houses on so that
we have somewhere to live. The type of community that we live in depends on what else is on the land
around where we live. Today we are going to talk about the three different communities that people
could live in. Does anyone know what they might be called? Dont worry if you dont know because
were about to find out together!
Rural: Im going to read a story about a girl who lives in the first type of community we will be
discussing. Before I read the story of what its like to live there Im going to put the name of the town
she lives in into Google Maps and project a picture of the town for you all to look at while I read.
(Refer to Attachment I to see still picture of map). (Teacher reads p. 21 in Lesson 2 of Chapter 1 Life
in Communities in the book Our Communities)
*After finishes reading*
Class, what kinds of things did you hear about how the land is used in the town of Beatrice? What did
they have a lot of? (crops and farms) What didnt they have a lot of? (people) What did you notice
from the map? (lots of fields, not a lot of houses)
Very good, so this type of community is called a rural community. Have any of you heard that word
before? A rural community like we just talked about and saw is a community with lots of farms or
open country and few people. (Teacher will write Rural on the board, while saying definition will
create a bulleted list of each part of the definition) Now that we have the basic definition on the board,
would anyone like to add in.
Urban: Now lets look at the next type of community class. This community is going to take us over
to San Francsiso, California.
See what you notice on the map (Refer to Attachment J to see still picture of map) and listen closely
for how the land is used as I read the story. (Teacher reads p. 22 in Lesson 2 of Chapter 1 Life in
Communities in the book Our Communities)
*After finishes reading*

Katie Gipe, Section 3, Page 18

Class, what kinds of things did you hear about how the land is used in San Francisco? What did they
have a lot of? (big buildings, people) What didnt they have a lot of? (no open spaces) What did you
notice from the map? (no fields, just houses)
Very good, so this type of community is called a urban community. Have any of you heard that word
before? An urban community like we just talked about and saw is a city or town that has many
buildings and many people. (Teacher will write Urban on the board, while saying definition will
create a bulleted list of each part of the definition) Now that we have the basic definition on the board,
would anyone like to add in.
Suburban: And last but not least, this next community type will take us to Alexandria, Virginia. See
what you notice on the map (Refer to Attachment K to see still picture of map) and listen closely for
how the land is used as I read the story. (Teacher reads p. 23 in Lesson 2 of Chapter 1 Life in
Communities in the book Our Communities)
*After finishes reading*
Class, what kinds of things did you hear about how the land is used in Alexandria? What were they
smaller than? (a city) What did you notice from the map? (some open space, mostly houses)
Very good, so this type of community is called a suburban community. Have any of you heard that
word before? A suburban community like we just talked about and saw is a community outside of a
city or town, with a medium amount of houses and people. (Teacher will write Suburban on the
board, while saying definition will create a bulleted list of each part of the definition) Now that we
have the basic definition on the board, would anyone like to add in.


Attachment I: Map for Rural Community

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Attachment J: Map for Urban Community

Attachment K: Map for Suburban Community

Attachment L: Vocabulary Foldable

Attachment M: Bridge Map Template for Vocabulary

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