UDL UNIT PLAN

Christina Caroulis

Studying the World Around Us

Geographic Tools

Lesson 1 Essential Question​:

● What tools do geographers use to study the world?

Focus Standards:
● 7.1.3.A: Identify how basic geographic tools are used to organize and interpret information about
people, places, and environments.

ELTs:
● I can use maps, globes, and satellite images to study places throughout the world.

Recommended Pacing: ​ 4 Days

Key Vocabulary​:

map globe atlas

gazetteer scale grid

Birdseye view Ground level view Directly Above

Resources Needed (in order):

● Nystrom materials (map, globe, atlas)
● There’s a Map on My Lap, ​by Tish Rabe (2002)
● Battleship Board Game​ (Map Grid Extension)

UDL RESOURCES/MATERIALS

● Student iPads (1:1 or 2:1 access)

Possible Lesson Assessments​:

● Students will ​CREATE ​a presentation showing the three different views of a place and why those views
would help people study that place.
● Students will ​RESPOND ​to a discussion post in Schoology: Why might geographers use different types
of map views and map scales to study the world?
● Perform​ ​Assessment - Students can play ​Battleship ​ to explore how to use map grids.
● Students will ​CREATE ​a map of their school, classroom, or playground using symbols and a scale
(math integration opportunity).
 ● EXTENSION: Students will ​CREATE ​a “tour” of a place (state, country, or region) and include some
key points of interest for the people who are on the tour to visit.

Lesson Procedures​:

● Day 1​: ​Maps and Globes

Set the stage!! Prior to launching this unit, you are encouraged to “set the stage” for your ​optional
thematic unit that could combine SS and Science (water). Please refer to the thematic web in your
binder ​or in Schoology.

Explain to the students that as we begin to study the world, we need to first make sure we can use the
tools of the trade. Have the students brainstorm some tools they think geographers might use to study
the world. Be sure to lead students to some of the key vocabulary terms for this unit and lesson. Keep
this list visible in your class or capture it digitally to continue to add to it throughout the next few
lessons.

POTENTIAL BARRIERS

● Representation: Students are only exposed to the vocabulary terms as they are written on an
anchor chart, without visuals.
● Action & Expression: Students are encouraged to share their voice with the class by speaking
to a partner and sharing their brainstorm.

UDL ADAPTATION/INCORPORATION

● Use ​Adobe Spark​, ​Canva​, or ​Board Maker​ to provide visuals for each vocabulary term. Print
and place on a word wall, or share with students via Schoology/Airdrop.
● Use ​Padlet​ to allow each student’s voice to be heard. When brainstorming ideas and sharing
them with the class, instead of each student writing a list and only hearing from a handful of
students, UDL can consider the needs of each type of learner. With Padlet, students can
share their voices by recording audio, drawing, capturing video, writing a note, snapping a
photo, searching the internet for links, and much more.

Take time to introduce students to the ​Gazetteer i​ n their textbook on pages R27-R32. Have a student
read the passage on top of R27 that describes what a Gazetteer is. With their elbow partner, have
students identify one place from the Gazetteer, go to the pages in the textbook, and read about that
place. Call on a few students to share what place they learned about.

POTENTIAL BARRIERS

● Engagement
● Representation: Content is delivered in text only
● Action & Expression: Students are only given the opportunity to share their voices by raising
their hand and speaking to the group.

UDL ADAPTATION/INCORPORATION

● Use ​Apple Clips​, ​ChatterPix​, or ​Flipgrid ​to allow students to quickly snap a photo of the
location in the textbook, and make it come to life.
 ○ Using Apple Clips, students can record their voice over the image in the textbook and
share what they learned, adding stickers and effects.
○ Share all student voices, by posting videos to a discussion board or Padlet.

Drawing from the list created during the brainstorm session, explain that the rest of the SS time today
will be used to review how to use the atlas, globe, and map to explore places throughout the world.
Watch the BrainPop video, ​Map Skills ​(2:59) to reactive some of their prior knowledge. Using the
Nystrom materials, ​Getting Started, Lesson 2: Activities A & B​ (pg. 7-12) as a guide to review the atlas
with the students.

Have students complete the Nystrom worksheet, “Working Together” to ensure that they can
adequately use the maps, globe, and atlas.

POTENTIAL BARRIERS

● Representation: The BrainPop video provides information only audio/visual

UDL ADAPTATION/INCORPORATION

● BrainPop Video: Ensure that live titles/closed captioning function is turned on.

Textbook reference: I11 (Looking at Earth), I12 (Reading Maps), 82 (geographic tools)

● Day 2: Map Views

As a class, read ​There’s a Map on My Lap, ​by Tish Rabe. Use this book to review words learned the
previous day, highlighting and adding words to the anchor chart made from the student brainstorm.

POTENTIAL BARRIERS

● Representation: Students are only able to listen to the teacher read the book, ​There’s a Map
on My Lap​.

UDL ADAPTATION/INCORPORATION

● Scan copy of the book and Airdop to students so they can read along with teacher.
● Option: Open Apple Clips, begin new project, tap Live Titles. Connect iPad to projector. While
reading the story to the students, speak into Apple Clips for closed captioning to appear on
large screen for students to read along.
● Option: Pre-record the read aloud with Live Titles. Airdrop video to students to pre-listen/view
the book.

Using the Nystrom materials, ​Unit 1, Lesson 3: Map Views​ (pg. 27-29) as a guide, review the different
map views. Go to Google Maps and enter the address for your school. Look at the different views
 available (traditional map, satellite view, street view). Discuss why different views might be used by
people.

UDL ADAPTATION/INCORPORATION

● Allow students to explore ​AirPano​ to experience a bird’s eye view.

Create ​assessment​: In pairs or triads, have students create a presentation using any approved
WCASD app to illustrate the different views of a place (their house, school, hospital, mall, neighborhood
park, etc). Each presentation should include a bird's eye view, a ground level view, and a view from
directly above. For each view, the students should identify when that view could be used to help people
study that place.

Textbook reference: I12 (Reading Maps), 84 (An Aerial View)

● DAY 3 & 4: Map Scale

Using Google Maps in satellite or traditional view, zoom out from your school address to see all (most)
of PA. Pause and discuss how this is the same as zooming in and out when they take a picture on a
phone or an iPad. Scale-out even more to show all of the US. Discuss the level of details between the
three times you paused - at your school, at PA, and now looking at the US. ​What is happening to the
amount of detail that we can see? ​Zoom out again to see the Western ​Hemisphere​.

Using the Nystrom materials, ​Unit 1, Lesson 5: Distance and Location ​(pgs. 41-48), as a guide, have
students use a map to measure the distance between places.

POTENTIAL BARRIERS

● Action & Expression

○ Students are only able to use a paper map to manipulate locations and measure
distances.

UDL ADAPTATION/INCORPORATION

● Use Google Maps

○ Utilize the ​ruler feature​, which allows students to measure distances and areas.

Textbook reference: I12 (Reading Maps), 48-49 (Use a Map Grid)

Workbook: pg. 12-13 (Skills: Use a Map Grid)

Respond ​Assessment​: Why might geographers use different types of map views and map scales to
study the world?
NOTE: This is posted as a ​Schoology Discussion Thread​.
 POTENTIAL BARRIERS

● Engagement
● Representation
● Action & Expression
○ Students are only able to contribute their voice through written expression.

UDL ADAPTATION/INCORPORATION

● Give students the option to record audio or upload a video in response to this question.
● Anchor​, Flipgrid

Perform​ Assessment ​- Students can play ​Battleship ​ to explore how to use map grids.

● Day 5: Map Symbols

Using the Nystrom materials, ​Unit 1, Lesson 4: Map Keys & Symbols​ (pg. 33-39), as a guide, explore
how we read maps.

POTENTIAL BARRIERS

● Engagement
● Representation
○ Students are only able to be introduced to different map symbols and vocabulary
terms by reading the textbook

UDL ADAPTATION/INCORPORATION

● View the ​Flocabulary:​ Map Skills to introduce map keys and symbols

● Students will ​CREATE ​a map of their school, classroom, or playground using symbols and a scale
(math integration opportunity).

POTENTIAL BARRIERS

● Action & Expression: Students are only able to use a non-digital version of map creation.
Students with physical or occupational limitations may not benefit from using writing tools,
scissors, glue, etc.

UDL ADAPTATION/INCORPORATION

● Use Google Maps

● Use ​Google Tour Creator
● Google ReadWrite
● Google Speech to Text
 Textbook reference: I12 (Reading Maps), 398-399 (Read a Land Use & Products Map)

Extension Resources:
● Brains On! Podcast: ​How Does GPS Know Where You Are?​ (24:31 min)

POTENTIAL BARRIERS

● Representation: This podcast is only offered in English. This is a potential limitation for
English Language Learners.

UDL ADAPTATION/INCORPORATION

● Use ​Google Translate​ to translate the podcast as it plays. Turn on voice input and record the
podcast on Google Translate as it plays.