Classroom Map Name: Allison Weingarden Time Allotted: 2-30 minute sessions Grade Level: 1 Subject: Social Studies

Materials Required: Authentic maps of the school building (one per student) Large, white piece of construction paper Construction paper cutouts to represent the following: o Teachers desk o Listening center o Horseshoe table o Round table o Bookshelves o Computer table o Student tables Scotch tape Several different colors of markers Colored pencils Crayons Bedroom map sheet (one per student) Michigan Content Expectation: 1 G1.0.1 Construct simple maps of the classroom to demonstrate aerial perspective Student Objectives (visible to students): 1. I can create a map of my classroom. 2. I can create a map of my bedroom. Teacher Objectives (for teacher use): 1. The students will create a map of the classroom by labeling the map with symbols and a map key (legend) in order to score at least a three (75%) on the objective 1 assessment rubric. (Synthesis) 2. The students will create maps of their bedrooms by drawing and labeling the map with symbols and a map key (legend) in order to score at least a three (75%) on all parts of the objective 2 assessment rubric. (Synthesis)

Assessment: Objective 1 assessment (formal formative): Objective 1 will be assessed according to the following rubric. Students not achieving at least a three (75%) on the rubric will be retaught the concept and guided to place their desk symbol (or write their name on) the correct spot on the classroom map. In this way, this assessment is formative, in that the teacher is able to see who is grasping the concept and who needs further instruction.

4 Student places (or writes) his or her desk (or name) in the correct spot on the classroom map. TOTAL SCORE: _____/4

3 Student places (or writes) his or her desk (or name) within the correct quadrant on the classroom map.

2 Student places (or writes) his or her desk (or name) within the correct half of the classroom map.

1 Student places (or writes) his or her desk (or name) on the classroom map, but not within the correct half of the map.

0 Student does not place (or write) his or her desk (or name) on the map at all.

Objective 2 assessment (formal summative): Objective 2 will be assessed according to the following rubric. This assessment can be both formative and summative. Students not achieving at least a three (75%) on all parts of the rubric will be retaught the concept and provided with further instruction, however; this will be the end of any whole group instruction on the concept. Therefore, it is a summative assessment, as well. 4 Map includes at least four different parts of the students bedroom. Map key includes at least four different parts of the students bedroom. All four (or more) symbols on the map key match those used in the map. TOTAL SCORE: _____/12 3 Map includes three different parts of the students bedroom. Map key includes three different parts of the students bedroom. Three symbols on the map key match those used in the map. 2 Map includes two different parts of the students bedroom. 0 Map is blank or does not include any parts of the students bedroom. Map key includes Map key includes Map is blank or two different parts one part of the does not include of the students students any parts of the bedroom. bedroom. students bedroom. Two symbols on One symbol on No symbols on the map key match the map key the map key those used in the matches those match those used map. used in the map. in the map. 1 Map includes one part of the students bedroom.

Instructional Procedure: 1. Anticipatory Set: a. Who here has ever seen a map before? What is a map? What do we use it for? b. Review what students learned in previous lessons about maps and map keys. Allow students to tell what they remember.

c. Tell students that today we will be creating our own maps. d. Remind students to raise their hands in order to speak, to be respectful, and to be good listeners. 2. State Purpose and Objective of Lesson: a. Today we will be creating a map of the classroom together, and then you will each create your own maps of your bedrooms. b. This is important because when we know how to create and read maps, we can learn a lot about the places around us. 3. Instructional Input: a. Pass out the maps of the school building. Tell the students to find and point to our classroom on the map. Circulate around the room to check that all students have located the classroom. b. Ask students to locate other parts of the school in this manner, such as: music room, cafeteria, gymnasium, office, etc. c. Ask students to locate the map key. Circulate to check that students have found the map key. d. Give the students two more minutes to explore the maps on their own and see what they can find before collecting the maps. Strategy #29: Scavenger Hunt Real World Connections e. Display the large, white piece of construction paper on the board. Tell the students that this represents the classroom. Ask them what else they see in the classroom that should be put onto the classroom map. f. As students come up with ideas, pull out the cutouts representing those items and allow the student who suggested them to put them onto the map with scotch tape. g. If students suggest items that there are not cutouts for, allow the student to draw those onto the map with a marker. h. Student desk cutouts will be pre-labeled with each students name. Each student will place his or her own desk onto the map. Students not sitting in a desk (from the other class) will write their names on the tables where they sit in the spots where they are sitting that day of class. i. Draw a rectangle in one corner of the map. Explain that this will be the map key, and ask students what a map key is (they should know this from previous lessons). Using the same color marker that each cutout item is, draw that shape and color it in on the map key (or have student volunteers come up and draw them, time depending). Make sure that the symbols used in the map key match those used in the actual map. j. Show students the bedroom map sheet. Point out the line at the top of the paper where it says, _____s Bedroom. Ask them what would make sense to put there (name). Remind them that this is the first thing they should do when they get their paper. Sing the Name on Your Paper song. (To the tune of Shave and a Haircut: Name on your paper, first thing!). k. Tell students they are going to be creating their own maps of their bedrooms. Tell students to picture their bedrooms in their minds. What are some things they might see in

l.

m.

n. o.

p.

their bedrooms that they might want to include in their maps? Allow students to generate ideas, and put a list of ideas on the board (i.e. bed, dresser, toy box, desk, siblings bed, closet, pet cage or fish tank, nightstand, bookshelf, laundry hamper, etc.). Tell students that they must include in their maps at least four things they have in their bedrooms. Point to the map key. Ask students what they think should go there (map key, symbols). Remind the students that the symbols they use in their map keys need to match those used in their maps (this includes colors). Tell students that when they finish their maps, they need to raise their hands to get them checked. A teacher must put a star on their map before they can turn it in (show the students where to turn in their maps). Dismiss students to go to their seats. Have the two paper passers of the day pass out the bedroom map sheets. While students are working, rotate around the room to monitor their progress. As students finish, double-check that their maps contain all components of the rubric (at least four items from their bedrooms, map key includes at least four items from their bedrooms, symbols used in map key matches those used in the map). Only give the students a star if they meet these requirements. Once students have a star, they need to do a think, pair, share with another student who is finished. They need to share what they included in their maps and why. Students can also give each other feedback about each others maps. Strategy #2: Think, Pair, Share

Cooperative Learning 4. Differentiation Consideration: Students who finish early may add more details to their bedroom maps or draw a map of another area (another room of the house, another classroom, their daycare center, the park or playground, etc.) on the back. They may also choose to get out their social studies textbooks and reread the chapter on maps (read in the previous lesson as a class). Students who need more time to finish may do so during other times of the school day or as homework. There is no need to rush students to finish in this class period if they need more time. Students who struggle to think of ideas to include in their maps may look at the list generated on the board or add something to their maps that is not really in their bedrooms but that they would like to have in their bedrooms. 5. Closure: a. Invite student volunteers (three to four, time depending) to share their bedroom maps with the class. Ask the students to explain what symbols they used in their map keys and ask the class if those symbols match those used in the maps (the answer should be yes, because in order to turn in their maps, they should have been checked by a teacher). b. Ask students if they could understand where everything is in each volunteers bedroom by looking at the map. How else could they use those (or similar) maps? What else could they, as second graders, create maps of? c. Tell students we will display their bedroom maps in the classroom for everyone to see.