Lesson Plan: Social Studies

Kindergarten
Schools: Samuel Powel Elementary School & Penn Alexander School
Teachers: Betty Liu & Sherlly Pierre
Number of Students: 5/group
Date: December 2, 2015
Time: Morning
Goals:

What helps you to read and understand a map?

Essential Questions:
How do we use maps to read the world around us?
Standards (and Assessment Anchor):
CCSS
CC.1.3.K.I Determine or clarify the meaning of unknown or multiple meaning
words and phrases based upon grade-level reading and content.
CC.1.2.K.J Use words and phrases acquired through conversations, reading, and
being read to, and responding to texts.
NCSS
Curriculum Standards for Social Studies
People, Places & Environment
Performance Expectations
construct and use mental maps of
local regions and the world that demonstrate relative location,
direction, size and shape (a)
interpret use and distinguish various
representation of the earth such as maps, globes and
photographs (b)
Describe how people create places
that reflect ideas like personality, cultures, wants and needs as
they design homes, playgrounds, classrooms and the like (g)
Examine the interaction of human
beings and their physical environments, the use of land, the
building of cities and ecosystem changes in selected locales and
regions (h)
Materials & Preparation:
Examples of maps: Road map, school map, world map, map of
US/Pennsylvania/Philadelphia, classroom map, physical feature maps, theme park
maps, museum maps, globe, product maps, historical, proportion, types of communities
(urban, rural suburban)
Theres A Map on My Lap!: All About Maps by Tish Rabe & Me on the Map by
Joan Sweeney

Heads Up materials/printouts

Classroom Arrangement & Management Issues:

Library/Cutout Space
Fewer distractions from other students with the added bonus of
acculturating students to library norms
A quiet environment for students to focus and think deep about the
numbers
Plan:

The hook
Imagine that our classmates are meeting us in the library. What
can we make to help them find us in the library? Can change this to a map
from our classroom to the cutout/library space for PAS
Chart students thinking on anchor chart
Create, with students assistance a
map to assist our classmates using map features that may be
necessary (e.g., labels, icons, agreed upon scales and shapes for
objects, etc.)
(I) All About Maps: Definition of a map? Map as tool (purposes of
maps)? Who makes maps (and why?)? What other kinds of maps are there?
Interactive anchor chart (images pre-made and
ready to be affixed to chart; sentence strips for the definitions)
Mostly in conversation
The body
(We) Read Aloud:
Theres A Map on My Lap!: All About Maps by Tish
Rabe
Use as mentor text, instead:
p.7-9
p.10-15
p.18-19
p.23
Wrap-up: 40-41
Discussion Questions
How do I get
information from the story?
Why is it important to
know who will be using your map?
How is the orange
helping students to make sense of the globe?
Can you ever have a
map as big as the places that they are showing? (Scaffold:
Think about when you see people on TV, are in photos, are
they the same size when you see them in person/real life?
Why or why not?)

What type of story is

this? Are there ways that the author is teaching us? How
do you know?
For more questions:
http://w
ww.softschools.com/quizzes/geography/map/quiz1
060.html
Incorporate at least two turn and
talks at critical points (Second question and last question,
specifically, but others will be quick check-in questions)
Model how to create a map using mentor text, Me
on a Map, and selected sections
Students will help teacher to create
a map of the library room we are in using features discussed in
Me on a Map and Theres a Map on My Lap
Will scaffold in
expectations of features that they will have to include in
their own maps of their bedrooms
(You)
Me on a Map: Bedrooms (Illustration
with/without text)
Students incorporate
features discussed in lesson into their maps
Literacy components:
Labels, Student created resource words (room, map, bed,
etc.), utilizing stretching/sounding out techniques,
snapwords
Closure
Spin on Ellens Heads Up Game: Maps Edition
Teacher guesses types of maps based on clues
that students give, first round. Second round, time allowing, teacher and
students switch
Teacher models, first, with the
assistance of a student rules of the game
Can have a word and picture match-up game, instead, as
review with the wrap-up read from Me on a Map

Assessment of the Goals/Objectives:

A clear understanding/recall of map features
Context for the use of various maps
A working knowledge of the presence of maps in students own lives
Anticipating Students Responses and Your Possible Responses:
Management issues:
Remind students of our space, the library, and the
norms/expectations that come with that space
Silent signals and redirections

Response to content of the lesson

Accommodations:
Students may choose to illustrate or illustrate and write for the bedroom

maps, access to skills allowing

For students who are unable to write teacher can check-in
for verbal verification to ensure that features are included