UNIT PLAN TEMPLATE EDPR 3200, EDPR 4100, EDPR 4200

Unit Title:

Geography: Mapping Extravaganza

Name:

Rachel Wright

Number of Lessons: 4
Subject(s):

Social Studies

Time: (in weeks)

Grade(s):

1 week
2

Rationale: This unit is designed to familiarize and activate students prior knowledge of maps as well as practice skills and concepts that will help
them to better understand their design and purpose.
Overview: Students will be taken through a series of activities which will not only refresh their prior knowledge of maps but also introduce and
reinforces skills and concepts which will help them to develop their understandings of their design and purpose while interpreting and creating
simple maps.
Prescribed Learning Outcomes from IRPs:
A1 interpret simple maps using cardinal directions, symbols, and simple legends
A2 create simple maps representing familiar locations
Prerequisite Concepts and Skills:
Students should have a very basic knowledge about maps and their purpose. They should also be familiar with the use of KWL charts, checklists,
and be comfortable working in pairs or groups.
Teacher Preparation Required:
Teacher will need to prepare and print off all the various worksheets (KWL charts, probing questions etc.). The teacher will also need to prepare the
construction paper sheets with legends, signs with cardinal directions and signs with locations (if not being done by students). He/she will also need
to gather the other materials required such as white paper, crayons, markers etc. and access links to maps and videos. Testing out the technology will
also be helpful beforehand.
Cross-Curricular Connections:
This unit plan contains elements of language arts and visual art and can be extended further to incorporate other subjects such as drama, art and
physical education. Suggestions for following up activities include a visual arts lesson in which the students make origami pirate hats out
of newspaper, or eye patches. In drama the students could act out part of the pirate story that was read to them at the beginning of the lesson using
the treasure map, eye patch and pirate hat in their skits. Furthermore, for an extra fun PE activity, the teacher, could create a treasure hunt for the
students. You could hide clues outside on the school grounds. In small groups, the students would be required to run from clue to clue until they
find the buried treasure (pencils or erasers for the class). To meet physical education curriculum expectations have the clues require the students to
move to the location of their next clue using various forms of movement (e.g. skip, hop). Math could be incorporated into the scavenger hunt as Ive
listed down below.

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Extensions to Unit:
You could take students orienteering around the school or at another location; if possible you could be taught how to geocache. Students might
make a birds eye view map of their own classroom or bedroom at home. Students could create a pirate treasure map which includes scavenger hunt
3D Shape clues for their classmates (Im doing a unit on 3D shapes in Math which includes creating clues about 3D shapes).
Differentiated Instruction (Universal Design for Learning UDL):
Enrichment- If a student is constantly finishing early they may be asked if they would like to help a peer who is struggling to finish. They may also
be asked to help the teacher with preparation for the next lesson. If nothing else, the student can choose another activity they would like to do that is
appropriate such as silent reading or finishing off a project in another subject.
Remedial- If a student is struggling to finish within the appropriate time, I may give them an extension or have them work with a peer to help. If
they continually struggle with time, I will provide the student with a clock and chunk up their task so it appears more manageable. If students
struggle with vocabulary I will provide a vocabulary sheet for them to have at all times as well as a sample map. These students may need to
conference with the teacher in order to better assess their struggles.
ELL- these students may struggle with vocabulary so I will provide a sheet which includes visuals outlining the definitions of important words.
They may also be paired with a non- ELL who can help them in certain activities such as labeling maps with correct words although their definition
sheet should help them. These students may be given physical task cards so that they understand exactly what they are meant to be doing if they do
not understand oral instructions. The teacher may have conferences with these students to make sure they understand.
Resources:
Adapted from these sources:
Lesson #1 & 2 http://www.nps.gov/cham/forteachers/lower-elementary-curriculum-materials.htm
Lesson #3 http://education.nationalgeographic.com/archive/xpeditions/lessons/02/gk2/lost.html?ar_a=1
Lesson #4 Elementary Social Studies: A Practical Approach to Teaching and Learning, pg 141-2. Contributed activity by N. Curtis
Overview of Lessons:
Lesson #
and Title
(time in
minutes)
#1 KWL
(25 mins)

PLOs
in
lesson
A1

(a)
(b)

Instructional Objectives
Teaching Strategies

a) SWBAT
Observe, describe, compare
and contrast various simple
maps to activate prior
knowledge.
b) Graphic Organizer, Direct
Teaching, Brainstorm,
Discussion, Cooperative

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Lesson Activities

Hook: Probing Questions

Show an example of a map on the
smartboard. Explore what students know
about maps (keep a list of probing
questions on hand to ask).
Activity: KWL
Hand out and review a KWL chart to
students.

Assessment
Strategies
What? Students
basic knowledge of
maps.
How? L column
of KWL chart is
looked over to
determine students
preparedness for

Materials
(Specific to This
Lesson)
Class set of KWL
charts.
Various maps.
Smartboard.
BrainPopJr. Video.
List of probing
questions.
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Learning. Questioning, KWL.

#2 As the
Roadrunner
Runs
(45 mins)

A2

a) SWBAT
Create simple maps that
include familiar symbols.
b) Read aloud, Art, Individual
Work.

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Divide students into groups and distribute

a variety of maps to each group to observe
and describe. Rotate maps so students can
view as many types of possible.
Have students describe similarities and
differences between various types of
maps.
Allow time for students to record some of
these observations in the KWL chart.
Closure: BrainPopJr.
Show BrainPopJr. Reading Maps video.
Ask students to hand in KWL charts
making sure that they have filled in at
least two things for the L column.

following lessons.

Hook: Predictions
Show book to class and ask them to make
predictions based on the title and picture.
Activity: As the Roadrunner Runs
Read 1st section and stop at the Lizards
Map to discuss map structure. Point out
symbols used in map drawing and then
continue to next perspectives to conclude
with the Big Map.
Have students describe similarities and
difference between the various types of
maps. Ask students how the Big Map
view uses all the small maps to create a
greater image. What words could they use
to help someone travel from one end of
the map to the other? How do map
makers use pictures to help us understand
the physical characteristics of the places
we want to visit?
Introduce the use of symbols and legends.
Using the Roadrunner and Crow book as a
model, ask students to think of another
animal that might live in this desert
environment and create a map for their

What? Use of
symbols.
How? Teacher
marks whether the
student includes 5
symbols in their
map.

As the Roadrunner
Runs and As the
Crow Flies(for
examples) by Gail
Hartman
Class set of white
paper
Crayons or colored
pencils

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#3 Cardinal
Directions
(30 mins)

A1

a) SWBAT
Physically and visually
demonstrate knowledge of
cardinal directions.
b) Direct Teaching, Questioning,
Skill Development, Whole
Class Work.

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travels just like the author. Inform

students that their maps must have at least
5 locations which are labeled using
symbols.
Ask students to write two or three
sentences to describe their animals
travels on the back of their maps. Where
does it start? Where does it end?
Closure: Pair Share
Students pair up and share their maps and
story with one other classmate before
handing in.
Hook: Map of Canada
Show students a map of the world and ask
them if they know which way is north. If
any students know, have them show the
rest of the class. Continue with east, west,
and south. Have a student also point out
the location of their city as well.
Activity: Cardinal Directions
Ask students if they know which way is
north in the classroom, and, if they don't,
point it out to them. Have the class point
north, south, east, and west in the
classroom until you are comfortable that
everyone knows the directions.
Post signs with directions on each of the
classroom walls. Ask questions such as
Which direction is the main office from
here? Which classroom is directly south
of us?
Ask each student to point to and name a
position on the map, such as South
America or Pacific Ocean, and have
remaining students get up and move to the
direction in the classroom that they would
need to travel to reach that place. Do this
for each student so that students begin to
see the relationship between the directions

What? Knowledge
of cardinal
directions.
How? During class
activities, keep
anecdotal notes on
students who really
seem to struggle
with the concepts
north, south, east,
and west. Follow up
with student
interviews for those
who struggled.

Map of the world.

Smartboard.
Cardinal direction
signs for classroom.
Signs with names of
places to north,
south, east, and west
of the school.
OR
Pieces of paper
Crayons

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#4 Arr you a
Pirate?
(45 mins)

A2

a) SWBAT
Apply their knowledge of
directions, symbols and
legends to create a simple map
using familiar features.
Create and visually appealing
map which uses colour.
b) Read Aloud, Art, Review, Peer
Editing, Role Playing, Direct
Teaching.

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represented by the map and the real

directions they can move to in the
classroom.
Closure:
Give students (or have them make) signs
with the names of places to the north,
south, east, and west of their school.
These places can be local, such as a
shopping mall, or international, such as
South America.
Give each student or pair of students one
sign, and ask them to figure out (using the
map or their knowledge of the town)
which classroom wall their sign belongs
on. One by one, have students tape their
signs onto the appropriate walls.
Hook: Pirate Story
Take on the role of a pirate and read aloud
a story about pirates to the class. (The
story should include the use of a pirate
map)
Activity: Create a Map
Orally explain to the class that pirate
maps are just like the simple maps that
you have been using thus far in the unit.
Review the important elements of a map
by having students brainstorm things that
could be included on a map. List these
items on the chalkboard as the student
think of them. Items you might want to
have on a map include: river, lakes,
railroad, park, forest, trees, houses,
school, church, mountains, etc.
Review the important elements of a map
(i.e. Legend, pictures, symbols, cardinal
directions) by having student help you fill
in the empty map you have drawn ahead
of time on the chalkboard. Initiate this
step by adding the first element of a road

What? Knowledge
of directions,
symbols, and
legends applied to a
visually appealing
map.
How? A marking
checklist that has
been explained to
students in the
lesson which covers,
legend, symbols,
directions, and
colour etc.

Storybook about
pirates (e.g. Mathew
and the Midnight
Pirates by Allen
Morgan,
Grandma and the
Pirates by Phoebe
Gilman, or Tom,
David and the
Pirates, by Betty
Clarkson.).
Chalk, markers,
smartboard pens.
Board.
Black marker.
30 pieces
construction paper
with pre-drawn
legend boxes.
Pencil crayons and
crayons.
Marking checklist
sample.
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using a dotted yellow line to both the

legend and the map. Be sure to
emphasize the fact that the symbols on the
map must be represented in the legend.
(This step is very important as it functions
as both a further review and as a model
for the students of the steps to follow).
Have the students help you fill in the rest
of the map. Be sure that when you are
drawing on the map that you are using
different colours for each symbol as a way
of differentiating between the different
symbols in the legend.
Explain to the class that today they are
going to pretend that they are pirates and
create their own pirate map.
Clearly inform students of the marking
criteria. Explain to them that you are
looking to see that they have included a
legend, that the legend and the map
correspond, that the map is colour coded,
that there is a correctly labeled compass
rose.
Hand out construction paper that has a
legend box provided and markers.
Students begin working.
Closure: Checklist
Put up the checklist for students to view
which outlines criteria for the map. Ask
students to switch maps with a partner and
double check that they have included
everything.
Have students hand in maps.
Reflections/Revisions (if necessary, continue on separate sheet):

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Unit Plan Template

The unit plan template is designed as a guide for students to use when planning units. The plan may be
adapted to specific subject areas and modified as students gain experience in each practicum. The attached
sample template should be used as a basic outline. The space required for each heading in the template will
vary and should be adjusted as needed. The template is available on the TRU-Bachelor of Education
Practica website in electronic form at http://www.tru.ca/hse/programs/bed/practica/plans.html It is important
that all areas required in the format are completed and that t he unit plan be sufficiently clear and detailed so
that another teacher could use the plan to teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts,
skills and/or understandings.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should
learn in each curricular subject by describing what students should be able to do. These statements are the
prescribed learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed
learning outcomes to be taught and assessed in the unit and on which the objectives in the specific lessons
are based. Assign each learning outcome a number to be used in the Overview of Lessons.
Prerequisite Concepts and Skills: Are there concepts to be covered and skills to be taught before the unit
can begin?
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit.
Do you need to involve other people in the planning, such as the librarian? Are there materials to be
gathered and websites to check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed
learning outcomes from other subjects are specifically assessed, include these outcomes in this part of your
unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend
and/or enrich student understanding? Do you have more than one method available as a Plan B?
Differentiated Instruction (Universal Design for Learning UDL): Considering the diversity of your
classroom, what changes could you make to the unit? Consider cultural and academic diversity.
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list
the technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a
detailed lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are
lessons and expand the size of the boxes as needed. First record the lesson number, title and length of the
lesson in minutes, then list, by number, the Prescribed Learning Outcomes that are specifically addressed in
the lesson. Briefly outline the major Instructional Objectives (SWBAT), Teaching Strategies (a few
words), Lesson Activities (sufficient detail to enable another teacher to teach the unit), Assessment Strategies
(include the strategy - the How and the What you will be assessing), and Materials needed for the
lesson.

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Reflections and Revisions: As you teach and work through the unit with the students, record any changes
you make as work progresses. At the end of the unit reflect and record successes and any modifications you
might make when you teach the unit again.

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