POWERFUL SOCIAL STUDIES LESSON PLAN OUTLINE

JMU Elementary Education Program: ELED 434 ALL SECTIONS

The following information should be included in the header of the lesson plan:
 Ally Blanchetti
 Mrs. Sorrells- Stuarts Draft Elementary School
 2nd Grade
 10/19/16 (Exact time TBD but after 12:45 pm)
 10/12/16- date submitted to CT
(Plan must be initialed and dated by the teacher when it is reviewed—at least one week in advance.)

A. Title: “Made-up” Map Madness!!!

B. CONTEXT OF LESSON

As a pre-assessment, the teacher will read The Once Upon a Time Map Book with the students. Depending on time allotted for the lesson and
Cooperating Teacher’s preference, the instructor may choose only one map from the book to introduce the concepts of map titles, legends, and compass roses.
The students are very energetic and imaginative so this book will serve as an attention grabber as well as a focusing tool for more distracted students. Many
students in the class are low level readers and writers and will benefit from the inclusion of interactive, fun literature in this Social Studies lesson. The lesson
will fit with the curriculum sequence because the instructor and CT worked together to choose a topic that made sequential sense for the classroom curriculum
and will build on the students’ preexisting knowledge of the seven continents, bodies of water, and their geographical relationship to their school, city, country,
continental region, and planet.
Through this lesson, students will have a chance to explore several of the multiple intelligences theorized by Howard Gardner. Linguistic students will
be intrigued by the storybook used at the beginning of the lesson. Visual/Spatial students will have the chance to not only see examples of maps in the book,
but also to create on themselves. Logical students will enjoy organizing their symbols into the legend and working patterns into their maps. Finally, naturalistic
students will illustrate various land forms on their maps and have the chance to share their nature knowledge with the class.
 C. RATIONALE:

Any student seeking a rich understanding of the concept of social studies must include exposure to geography or the physical

features of the planet Earth, its atmosphere, and the relationships between the physical features of the Earth and its inhabitants. Studying

geography offers opportunities to compare the physical similarities and differences between diverse continents, countries, cities, or even

counties using maps and other physical models or representations of the Earth. Effective geography instruction forces students to consider

how these similarities and differences may affect the economic, fiscal, social, and even cultural relationships between peoples of various

regions. It is crucial for students to understand how geography impacts each civilization differently in order to fully grasp the implications

of the civilization on global culture and individually mature into global citizens. Students should use maps, legends, the compass rose, and

other location tools to expand their understanding of physical reality and of existing cultures and communities beyond their own

hometown. Geography helps connect the various territories discussed in class and should engage the students in inquiry by questioning the

effects of living in different regions, the types of relationships that exist between the regions, such as trading relationships, civic

relationships, allied relationships, religious relationships, and so on. Every concept in social studies, whether it is economic, civil, or

historical, can be linked to geography and these connections should be used to enrich the learning experience of the students to develop a

deeper understanding, not only of the concepts, but of the interconnectedness of the different branches of social studies. In addition to

developing a deeper understanding of the world outside of the classroom, geography is necessary for students to understand their own

community. Teachers can use historical examples of geography and current environmental issues to engage students in critical thinking of

their school, their hometown, and their city and how they can make a difference as students and as global citizens.
 D. RELATED VIRGINIA STANDARDS OF LEARNING (and related NATIONAL STANDARDS)

Standard 2.6: The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.

Essential Question: What is included when making a map?

C3 Framework:

D2. Geo.2.6-8. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions,
and changes in their environmental characteristics.

D2. Geo.3.K-2. Use maps, globes, and other simple geo- graphic models to identify cultural and environmental characteristics of places.

E. LEARNING OBJECTIVES
Understand – what are the broad
generalizations the students should begin to
develop? (These can be difficult to assess in
one lesson.)
Know – what are the facts, rules, specific Do – what are the specific thinking
data the students will gain through this behaviors students will be able to do or
lesson? (These “knows” must be assessed practice as a result of this lesson? (These
in your lesson.) will also be assessed in your lesson.)

 Students will understand what a map is
and how it is useful
 Students will understand basic concepts
about maps and their key features
 Students will use maps to broaden their
physical understanding of geography
Students will be able to describe and identify I will be assessing the students’ ability to:
the following:
 Draw a map
 Title: The name or kind of map
 Use and create a map legend correctly
 Map legend: A list of shapes and symbols
used on a map and an explanation of what
each represents  Make and use simple map symbols

 Students will think of maps as a tool to  Compass rose: A symbol that shows  Use a compass rose to label directions
understand how physical proximity and direction (north, east, south, and west) on a
geographic features can affect cultures map
and communities across the globe
 F. ASSESSING LEARNING:

Name

Understand

Know

Do

Task:
The students will construct their own map of an imaginary land they invent. The map will be drawn on a sheet of large white paper and the students will use
different craft supplies to symbolize different landmarks and geographical features such as forests, bodies of water, human dwellings, etc. They will create a legend
using the corresponding craft supplies used on the map to demonstrate understanding of how the legend symbols allow cartographers to explain what each symbol
signifies. The students will use at least 4 different symbols to create their legend. They must also draw a compass rose with correct directions labeled on the compass
somewhere on their map. Each student must title their map and may use the name of their invented land as a title.

Diagnostic features:
The instructor will be able to look at each student’s work and find a title, legend, and compass rose on the map. If the student includes each of these items on
his/her work and uses 4 different symbols on the legend and correctly labels the directions on the compass rose, he/she has met the requirements of the lesson. If the
students are unable to explain why each of these map features are important, the instructor may need to clarify their importance in order to remove any misconceptions.

Support:
The students will have a compass rose drawn on the whiteboard to copy onto their own paper since the students will be learning this concept for the first time,
but the class will discuss the meaning of each direction and the importance of the compass rose before creating their own compass for their map. The students will glue
physical craft supplies (pipe cleaners, googly eyes, tissue paper, etc.) to create their map in order to associate the symbols with the land feature that the symbols
represent in a kinesthetic manner. In order to simplify the idea of titling a map, the students will simply title their maps as the name of their imaginary land in order to
understand how titles are descriptive of what the map is illustrating.
 G. MATERIALS NEEDED

 The Once Upon a Time Map Book

 (Hennessy, B. G. (2004). The Once Upon a Time Map Book. Cambridge, MA: Candlewick Press.)
 20 sheets of large white paper- preferably sturdy enough to hold glued on craft supplies
 Pom-poms
 Googly eyes
 Pipe cleaners
 Stickers
 Tissue paper
 Macaroni noodles
 Glue
 Markers
 Colored Pencils

***All materials except for writing utensils (supplied by students) will be provided by the instructor

H. PROCEDURE
Activity Element Procedures and management
& Time (in minutes) Step-by step procedures including
questions and main points – visualize
what you are going to say to the
students. It might be helpful to script out
what you are going to say, although
during the lesson you do not need to use
this language verbatim.
Introduction  Students are instructed to clean
up any work from the previous
subject’s lesson and join me on the
reading carpet to read The Once
Upon a Time Map Book
 I will ask the students what they
remember about maps (what is a
Students
Describe what the students will be doing
as a result of your instructions
 Students will gather around my
chair on the carpet and quiet down to
prepare to listen and discuss
together.
 Students will discuss with a
partner what they think will be on a
map and a few students will be asked
Academic, physical, social &
linguistic differentiation,
resources, and support
How will you support ALL
students by differentiating
aspects of your lesson based
on readiness and interest, and
according to content, process,
and product? It isn’t always
necessary to include
differentiation in logistical
aspects of the lesson such as
transitions.
 map, what is a
continent/country/state/city)
 Then I will ask students what they
think will be on a map (correct
answers: title, legend, compass rose)
Event 1: Book  Depending on the CT’s
preference and the time allotted for
the lesson, I will either read the
entire book and spend a small
amount of time on each character’s
map or select one map to use with
the students
 If I read the whole book, I will ask
the students to compare and contrast
what they found on each map but if I
read one map, I will briefly compare
each of the other maps after we have
explored the singular selected map
 I will read the introductory pages
to the students and ask them
questions corresponding to the
pages’ content **will be edited when
I receive the book**
 I will ask the students to identify
the compass rose and the title of
each/the map
 I will allow students to explore
the book hands-on and practice using
the legend to identify different
landmarks
Transition: Instructions  After reading the book and
for individual maps exploring the map, I will ask the
students to suggest other types of
maps that could have been included
in the book
 I will then explain that each
to share their hypotheses
 Students will answer my  All students will be
questions and explore the book for given the opportunity
themselves to explore the map for
themselves
 All students will
understand the
meaning and location
of the title, compass
rose, and the legend
after reading the book
 Students who have a
more difficult time
understanding class
concepts will be called
on to explain the
different aspects of the
map in order to ensure
comprehension
 Partner and group
discussion will be used
to engage the students
socially
 Students will critically think about  I will ensure that every
what is required to make a map by student, especially ELL
suggesting different types of maps and learning disabled
 Students will understand that students clearly
their creativity is encouraged with understand the
this project but will use their instructions
 student will create his or her own knowledge of maps to demonstrate
map of an imaginary land using a their understanding through the
piece of paper and craft supplies creation of their own map
 I will ask the students to guess
what each supply could be used to
represent and help them make the
connection that anything can be used
as a map symbol for the legend
 I will tell the students that they
must use at least 4 different supplies
as symbols and as landmarks on their
maps
 I will tell the students they must
also design a compass but I will draw
a prototype on the board since the
students have not yet gone over the
direction words “north, south, east,
west”
 Students will and return to their
seats once I am sure they understand
the directions
Event 2: Create the Map  I will instruct students to come  Students will first come up with a  Students who have
for themselves up with an idea for an imaginary land title trouble coming up
 Then I will instruct students to  Students will then design a with a concept can
write a title for their land on the top compass rose discuss with me or a
of their paper  Students will select 4 different partner what kinds
 Then I will instruct students to craft materials to represent 4
of maps could be fun
design a compass rose somewhere on different landmarks which will double
for them to create
their paper that is decorated as symbols for their map legend
according to their theme  Students who have a
 Then I will instruct students to hard time staying
draw their imaginary land focused will be
 As the students’ maps begin to instructed to work on
develop, I will instruct students to one landmark at a
add a landmark and pick out a supply time but will be
to symbolize it on their legend closely monitored to
 Repeat at least 3 more times ensure timely
 Then I will instruct students to completion of the
 draw a legend an include a craft project
supply sample for each of their
landmarks-encourage them to be
creative
 I will give a 5 min warning before
they must be done with their maps
Transition: Clean up  I will instruct students to throw  Students will clean up their area
away any trash and replace any
unused supplies on the craft table
Conclusion: Present map  I will ask the students to stand up  Students will demonstrate  If a student is too shy
to the class and share their maps with the class understanding of the lesson’s to show his/her
from their seat or at the front of the objectives through their maps (I will work, they may show
class fill out my assessment chart as they me in private
present and mark down if they met
 If we run out of time,
the day’s objectives)
I will ask the
students to leave
their maps for me to
examine after they
leave the school

I. DIFFERENTIATION:

All of the students in this class are English proficient. Three students are considered ELL learners, however, the only special accommodations
they need are occasional clarification of words or instructions by the teacher and will be provided on request. The students are all hard workers and
capable of understanding English both verbally and in written form and are all willing to ask for clarification if needed. All students in the class are able
bodied and do not need special physical accommodations.
Several of the students in the class suffer from learning disabilities including ADHD and hyperactivity. The instructor will organize the activity
with specific steps designed to keep the easily distracted students on track by focusing on each part of the activity individually. The craft supplies will
be located around the room, allowing the students opportunities to leave their seats momentarily rather than stay at their seats for the full hour.
However, the students will be required to stay seated with cooperative students retrieving materials if the class cannot remain disciplined. The choice to
allow students to design a map of their imagination is designed to allow gifted students a chance to go beyond the objectives as well as give flexibility
 to students who struggle with the objectives to experience the concept in a new way. Visual and kinesthetic learners will also benefit from this lesson,
as well as linguistically inclined students with the inclusion of the map book at the beginning of the lesson.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

1. Group Work: If the students are struggling to create their own imaginary place on their own, they make work with a partner. In the past, this group has
struggled to stay on task when doing group work, however, if they appear to be collaborating naturally, it may be beneficial to allow them to work in
pairs or groups of threes.

2. Whole Class: If it appears that the objectives are too difficult or too numerous, the instructor may choose to have the class work together step-by-step.
This strategy may also come in handy if the students are struggling to stay on task individually. The instructor will first instruct the students to think of
a title, then draw a compass rose, then select a craft supply to represent the forest, then a body of water (ocean, lake, river, etc.), civilizations, dwellings,
etc. and the students will have an allotted time to draw and glue each one. The class will create their legends together, however, the students may select
different supplies to represent the symbols if they are staying on task. In the event that the class is not cooperating, the students will choose where they
wish to place the objects, but will all use the same craft for different landmarks.

3. Scheduling: If the CT does not leave enough time to read the entire book, the instructor may have one map selected from the book for the students to
explore and study together before creating their own maps. The book will be available for reference if the students wish to use it to inspire their own
creation.

4. Craft Supplies: If craft supplies are too difficult to obtain or the CT wishes to eliminate the opportunity for mess, the instructor may allow students to
use different colored stickers to represent different landmarks and symbols for the map legend.

5. Lack of Focus: If the students are unable to maturely and diligently collect any necessary materials without getting off task or becoming disruptive, the
instructor and CT will bring the supplies to the students or assign cooperative students the responsibility of retrieving necessary materials for their
classmates.
 Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in
your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.

The night before I taught this lesson, I realized that in my previously conduced science lesson, the students would have benefitted from a more
visual “real life connection” to my more abstract lesson, so I began by showing the class a printed but blank map of the seven continents. As a class, we
talked about how the map was incomplete because it was missing three things: a title, a map legend, and a compass rose. I was discouraged at first
when the students informed me that they had already learned this information last year in first grade, however, they later proved to have benefited from
the review. After adding these three key parts of the map, reviewing the SOL objectives they would need to demonstrate to me to prove comprehension,
I pulled out the map book. I had also decided the night before when arranging my materials that it would be helpful for the students to label every title,
legend, and compass on each of the 6 maps so I wrote out the 3 terms on skinny sticky notes, which provided 18 opportunities for student interaction,
which is conveniently the exact number of students in the class. The students loved the book and being able to have their very own turn, however,
because I only had access to one book and the students were very competitive about receiving their turn, which caused some behavior problems. I had
originally planned to go through one entire map but because the students were misbehaving and refusing to listen, I simply let each child have his or her
turn then moved on to the next phase of the lesson, especially because they had clearly mastered the material in the introduction. Next, I had the
students return to their seats and I explained how to create their own maps using their coloring utensils and the special materials I brought to class.
They were very excited and I allowed students to come up and choose materials when they had a “description” (title) of what their map would depict. I
had also decided the night before to put sticky notes with numbers next to each material that told the students how many of each they could take for
their map. I decided to do this because my students needed the structure and I was more than willing to let them use more than the restrictions allowed,
however, it forced them to choose their map design carefully and prevented unnecessary waste of paper space and supplies. Most of the students truly
mastered the material and produced adorable maps that included the three major elements. Other students were confused how to use the special supplies
and were hung up on creating things with the materials in the allotted time rather than completing the legend or even gluing down items with the
intention of making a legend. Although every student has grasped the concept, many left off the compass or legend altogether, either out of laziness or
lack of abstract creativity.
II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned?
What did they learn? What evidence can you offer that your conclusions are valid?

My CT mentioned to me that some of the students told her that “Ms. Blanchetti is the best. She always plans the ‘funnest’ lessons” which made me
feel proud that my students enjoy the activities I plan. Although I worked with my CT to choose this specific SOL, I was not prepared for the students
to have worked with the material, despite their clear need for review, which I only learned after examining their work. 5 students completed the
assignment flawlessly, 9 completed the assignment with the except of 1 component (compass or legend, all had titles), and 3 students verbally proved
understanding but did not show it in their work. (1 student was absent due to suspension. The disruption may have also caused some misbehavior.) I
graded the work based on the presence of the 3 main elements and if the symbols on the legend clearly matched with the landmarks drawn on the map.
Overall, I do believe that the students benefitted from the review and many may have begun to think about maps much more abstractly and creatively.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to
teach this lesson again.

Observing the students interacting with the book also helped me gain a sense that the students were able to interpret the map but simply struggled
to abstractly apply their knowledge by creating something new. The classroom is not structured in a way that allows the students to think abstractly or
reach higher levels of thinking, which perhaps contributed to some of the students’ difficulty with the activity. Although the students loved the activity,
I think that if I were to teach this class this lesson again, I would only allow students to use markers, crayons, or colored pencils. The fun supplies
confused many of the students and I worry that they were too distracting since the students were unfamiliar with this type of activity and forcing them
to spend more time drawing more realistic representations of their maps’ landmarks. One of the students said “I just don’t understand what the tissue
paper represents,” clearly not understanding, even after I explained to him, that it could be anything he wanted it to be. They would most definitely
benefit more from the activity and it would have been much more developmentally appropriate. I would also have found more copies of the books and
asked the students to work in groups to label each of the 3 elements on the maps on their own. This would have made the introduction assignment much
more fun, personally engaging, less stressful, and would have required much less redirection. Finally, I would ask the students to label each of the three
elements. This class is particularly low scoring in literacy and would have benefitted from the extra writing practice as well as made even more
concrete connections between the material and the activity.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?

If I were the teacher in this classroom, I would pull each of the students who did not prove their knowledge with this assignment aside during
independent work and ask them to identify the 3 elements on the map individually to gauge if more review was necessary. If so, I would work with the
students using more realistic maps, maps of the U.S., maps of Virginia, etc., to work with them and help them understand what a title does, how a
compass rose is helpful, and what purpose a map legend serves. If they did not need any more review and simply did not understand the activity, I
would move on to getting the students to think about the environment; how different land masses affect regions of a country, how climate plays a role in
the land or water features, and how climate and regions affect human culture and civilizations. I would also do a formative pre-test of sorts to measure
their previous knowledge and plan a lesson based on their existing understanding and future needs.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?

This lesson reinforced my belief that young students learn best when they are engaged and excited about the learning. Students who
had previously zoned out during social studies were the most enthusiastic and talkative about the map project. They clearly saw the activity
as a fun art project with a few requirements more than a formative assessment of their map knowledge. I also believe that offering multiple
ways to teach and assess information is beneficial, especially in a class with diverse needs. Many of the students are low level literacy
students, some are gifted, and others are low level with behavioral or mental problems, therefore creating a need for many small activities,
each geared toward a different type of learner. The students were also more motivated to listen and work when I allowed them to engage
with the material rather than forcing them to sit quietly and listen. As I stated in section III, if I were to redo this lesson, I would rework the
map book activity so that the students would be able to work with the book hands on and to spend more time thinking about the elements
rather than waiting for their turn or pushing forward to see better.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

This lesson taught me that preparedness pays off, even when you do not need all of the precautions set for yourself and your
students. I came into this lesson worried that my hyper class would be too immature to handle the materials respectfully, and although they
were mostly responsible with the supplies, the supplies proved to be more of a distraction than a learning agent. This lesson reassured me
 that explaining all expectations clearly, defining the topics in multiple ways, and planning a lesson that was engaging and memorable, gave
the students all of the tools necessary to behave properly and enjoy the best learning environment possible. While I could have done a
better job explaining how to use the materials to create the map, a handful of the students in the class are simply lazy and unmotivated and
I want to work harder to help them understand why working hard in school is not only important but worth their time. Although this is not
a reflection of my teaching, it reinforces my understanding that in order to teach meaningfully and powerfully, you have to show your
students that learning is meaningful and powerful. This begins with structuring a classroom the right way from the start.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

This lesson proved to be one of the more difficult and frustrating lessons I have taught in this practicum experience. Despite its
challenges, I emerged from this lesson feeling more confident about my ability to be flexible, to problem solve, to rework lessons to suit
the needs of the students, to remain positive when feeling discouraged, to remain calm when faced with a chaotic classroom, and to plan
lessons that engage students in the learning. I believe that the practicum experience teaches us that much of successful and meaningful
teaching is a result of reflection and reflection application to continually improve the quality of lessons and to ensure that they are not only
fulfilling the objectives and standards, but also suit student, classroom, and school community needs.

***see below for photo samples of student work***