Exemplar Lessssssson

Situating the lesson:
The students will have been introduced to all of the States in the United States. This lesson will be done near the beginning of the unit. The students have shown excitement in memorizing the states and being able to point them out on a map. Students have also been taught about the different regions and what a region is. After this lesson they will be able to create an accurate map and read it along with its keys and symbolic representations.

Instructional Goals:
Students will be able to create an accurate map along with it’s map key. They will also understand the importance of a map, its legends/keys and be able to point out symbolic representations on the map as well as showing the teacher what they are representing. Students will also be able to draw accurate maps, keys and symbolic representations of their classroom.

Standards:
DCPS standards 2.1
Broad Concept: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map or globe’s legend, scale, and symbolic representations.

Materials:
Blank classroom outline worksheets, different colored tissue paper, markers, colored pencils, glue, worksheets that show different “landforms” in classroom and pictures of symbolic representations.

Set Induction:
There will be a “Do Now” question on the board. This question will be “What is a map used for? What can a map show you?”

Lesson Content:
After going over the Do Now question and writing down some of the answers on the white board for the children to reflect on, we will move on to the map activity. They will each get a blank map of the outline of the classroom.

-They will begin their maps by sectioning off the classroom into the library, teacher’s desk, concentration stations, computer stations etc.

-Next they will draw each table group in the area of the map that it is found, they will come up with abbreviations for each table group to put on their maps. Students are told that each table group is going to stand as a different kind of landform and so need to be covered with the corresponding tissue paper.

-Before tissue paper is placed on the map, the class discusses the significance of a map key. Then students and teacher collaborate to make a map key for the landforms of the table groups so that everyone knows which color should be placed on each table group. As students are choosing colors to use for this they are copying it down on their map key worksheet that provides lines and columns for organizational purposes.

-After tissue paper is glued down, students move onto symbolic representations. The class discusses the importance of these on a map and talk about examples of some symbolic representations. The teacher shows the students a map of the US that has a map key and symbolic representations.
-Students and teacher collaborate to come up with good symbolic representations for items on their map such as trash cans, library, computers, coats/backpacks, sink, concentration stations and whatever else the students feel are important to represent.
-As students are choosing symbols to use for this they are copying it down on their symbolic representation worksheet that provides lines and columns for organizational purposes.
-As the activity wraps up a few students will come to the front and explain their maps and the parts that come along with it. Students who are listening are allowed to ask any questions at the end and ask for more explanation from the student if they want clarification on something.

Assessment
For this lesson I will be informally assessing the whole time. I will be watching the students while they are constructing their maps and seeing if they can complete it in a logical way. It does not have to be perfect and the same as everyone else’s but if they can verbally explain to me the logic behind their models than that is fine.

Reflection
To come…