Birds Eye Mapping Lesson Plan

A. Informational Components
Lesson Title: Birds Eye Maps
Grade Level: 1st grade
State Standards Connection:
Disciplinary Core Idea: Social Studies
Standard 3: Students will use geographic tools to demonstrate how symbols and models are
used to represent features of the school, the neighborhood, and the real world.
Objective 2: Recognize and use a map or a globe
Indicator a: Create a map showing important sites or landmarks on a school or
community (i.e., firehouse, city hall, churches)
Objective 1: Recognize and use a map or a globe
Indicator c: Identify Utah on a variety of maps and on a globe

Specific Lesson Objective: Students will be able to draw a map of the classroom, including
where NESW are located in location to spots in the classroom. They will identify Utah / the
United States on a globe and map (introductory)

Vocabulary Focus: Cardinal Rose, North, South, East, West, Birds Eye

Materials: 1) Globe
2) Map Skills Book
3) Paper for drawing the classroom map

Anticipated Time Frame: 30-35 minutes

B. Instructional Procedures

Engage – (5 minutes)
Start with students on the carpet. Show them the globe again and ask them what they
remember from yesterday. Ask if they remember what a cardinal rose is and all of the directions.
Then show a paper airplane or “bird” fly above the globe. Has anyone ever been in a plane?
What do you think people in planes or birds see from above?

Teacher Role: Ask questions, pose problems, assess prior knowledge, provide
information needed for explore phase
Student Role: Has interest, recalls prior knowledge, develops a need to know

Explore – (8-10 minutes)

Kids will remain on the carpet. I will then show them the Map Skills book first page with
words such as bird’s-eye view, compass rose, directions, legend, map, and symbols. I’ll ask them
if they know where we are on the map on page 10. I will show them Utah on the map. I will then
show them about where Salt Lake is. Then we will go to page 4 in the book with the bird’s-eye
view. Then explain the map of the classroom. (ask what they notice)
.
 Teacher Role: Provide new vocabulary, question students, provide feedback, assess
processes and understandings
Student Role: Clarify understandings discovered

Explain – (5 minutes)
Ask students what they notice is in the north/east/south/west parts of the classroom. I will
draw on the smartboard as they give me clues. Explain that a bird’s eye view is only from above,
so we don’t necessarily need to draw the legs or anything. Tell them they are going to draw their
own map of the classroom from a bird’s-eye point of view. They can draw whatever they notice
is in the classroom, but make sure to include at least the door windows and the tables in the
center. How many tables are there?

Teacher Role: Enhance or clarify student explanations, evaluate student explanations

Student Role: Explores resources and materials

Extend – (10 -15 minutes)

Activity - Students will get go back to their seats and have paper to draw the classroom
from a bird’s-eye view. I will go around the room and help them orient themselves if they need
assistance. Once they draw it all in pencil, they will then be able to use crayons to color it in.

Teacher Role: Provide feedback, Ask questions, Enhance or clarify explanations,

Evaluate explanations

Student Role: Apply knowledge by performing related task, Ask questions, plan and
carry out project.

Evaluate – Throughout lesson

I will evaluate the students’ understanding by asking questions throughout each “E”. I
will also circulate the room and listen to them while they are trying to draw the classroom.

Teacher Role: Observe and assess students as they apply new concepts and skills. Ask
open-ended questions. Allow students to assess their own learning and skills.

Student Role: Demonstrate an understanding of a skill or concept. Evaluate his or her

own progress and knowledge. Answer open-ended questions by using observations, evidence,
and previously accepted explanations.

Adaptations for ELLs, SPED, and GT students (early finishers):

Have ELLs or SPED students be in a group with at least 1 student who understands the task and
can help with the directions. Each group is already divided by table with students of different
levels.
GT- Have them look at the globe and discuss different parts of the world and which direction
they are in relation to Utah. Help them find Utah / the U.S. on the globe. They could also draw
another picture of their bedroom from a bird’s-eye view.