Finding My Way in the

World
A 2nd Grade Social
Studies Unit
By
Jerri Lynn Chennault
Fall, 201 !!" #$
Uni%ersity Su&er%isor' Mrs( )li%er
Purpose and Significance
The purpose of this unit is to introduce students to map skills as well as develop
their ability to use maps, globes, and map technology. The students will also be
exposed to the meaning and images of states, continents, oceans, and the equator.
At the end of the unit, students will learn how to locate a point on a grid in order to
prepare them for future lessons about maps based on longitude and latitude lines.
This unit is fit for second grade in both level of difficulty and purpose. The
purpose of teaching these skills at this grade level is to broaden their knowledge
about the world. As the student reaches second grade, their ability to grasp the
concept of a larger world grows. aps help students understand the scope of that
world and how to navigate it. The map skills covered in this unit are basic and
necessary to navigate any map. Since maps are used in all areas of our lives,
whether it is a map in a mall or a map in an airport, it is crucial that students learn
these all too important basics. The goals of this unit are to introduce students to
maps skills and teach them how to effectively use maps. !rom how to identify a
map to how to find a point on a grid, this unit was designed to meet the
requirements of "ollege and "areer #eady Standards of Alabama. This unit is well
integrated in not only social studies but reading, math, science, and music as well.
Student learning modalities have been covered in this ten lesson unit and allow the
unit to fit in completely with the curriculum for second grade.
Unit Outcomes and Related Standards
Social Studies:
""#S SS $.%& 'dentify states, continents, oceans, and the equator using maps,
globes, and technology.
( 'dentifying map elements, including title, legend, compass rose, and scale
( 'dentifying the intermediate directions of northeast, southeast, northwest,
and southwest
( #ecogni)ing technological resources such as a virtual globe, satellite
images, and radar
( *ocating points on a grid
ELA:
""#S +*A $.,-& Produce complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.

""#S +*A $../& Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Math:
""#S ath $.$0& Partition a rectangle into rows and columns of same1si)e
squares, and count to find the total number of them.
Science:
""#S Science $.2& 'dentify geological features as mountains, valleys, plains,
deserts, lakes, rivers, and oceans.
Music:
""#S usic $..& Sing on pitch using good posture.
Technology:
""#S Technology $.$& 'dentify applications and operations of various technology
systems.
Instructional Aids and Resources
.3 magnetic pictures
Addresses on their desk name tag
Alabama ap
"hart
"ompass rose worksheet
"onstruction paper
"ontinent 4ook
"ontinent hand out
"oordinate worksheet
"rayons
5ry erase marker
+quator foldable
!oldable
!rolicking !rogs worksheet
6lobes
6lue
'ntermediate 5irections worksheet
iPads
ap
ap +xplorer ap
ap +xplorer 7orksheet
8cean foldable
8cean 7orksheet
8ceans video
Paper
Passport
Pencils
Pipe cleaners 9$ colors:
PowerPoint
#ecording sheet
#eview 4ooklet
#ubric
Scissors
Semantic ap
State 6ame Pieces
Sticky notes
Student !olders
Teacher created test
Top ;at 6raphic organi)er
<ideo
7hite board
=es>no cards
EED Lesson Plan
LEARNIN !"!LE #ORMAT

?ame& *ynn "hennault
6rade *evel& $nd Sub@ect& Social Science
5ate& 8ctober ,., $/.-
Aey 'dea "oncepts>Skills of *esson& aps and 6lobes
*esson 6oals& 'dentifying maps and globes and their uses
Prerequisite Skills and>or "oncepts& Students will need to have prior knowledge of attention
routinesB 8xford, Alabama as their hometownB and some familiarity with maps.
Accommodations& SP+51The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
6'!T+51Students will be allowed to research maps online once they have completed each
activity. +**1 ' have no +** students.
Alabama "ourse of Study #eference& ""#S& SS $.%& 'dentify states, continents, oceans, and the
equator using maps, globes and technology.
""#S +*A $.,-& Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
?ational Standards #eference& '''. People, Places, and +nvironment
"T Signature&

E$%loration: 9"ontains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.:
8b@ective& The
students will
brainstorm and
work with the class
to create a
semantic map.

aterials&
..7hite board
$.dry erase marker
,. Semantic ap
Procedures&
.. The teacher will call the classC
attention to her by saying, D"lass,
class, classEF to which the students
will respond D=es, yes, yesEF The
teacher will demonstrate the lesson is
ready to begin by saying, D' am
ready to teach.F The students will
respond, D' am ready to learnEF
$. The teacher will ask the students
to think about a time they have been
lost. The teacher will say, D*etCs
think about something that may have
helped you get back home or where
ever you were trying to go. Turn to
your shoulder partner and tell them
what you think may have helped. F
The teacher will drop in and listen as
the students discuss.
,. The teacher will regain the classC
attention by saying, D4ack to me in ,
clap clap, $ clap clap, and . clap
Assessment& The teacher
will assess the studentsC
prior knowledge of maps
and globes by observing the
semantic map the class
makes.
clap.F The teacher will ask the
students to show her a thumbs up if
they thought a map would help them.
-. The teacher will say, D*etCs make
a semantic map to help us remember
what we know about maps. ' will
start it on the board by writing
GmapsC in the middle. ' also want to
know what you remember about
globes so ' am going to write
GglobesC on the other side of the
board. *etCs start with maps.F
0. The teacher will write down all the
things the students remember about
maps.
%. The teacher will then direct the
studentsC attention to globes. The
teacher will write all the things the
students know about globes.
The teacher will then say, DToday we
are going to learn about maps, and
globes. 7e will watch a short video
and make a foldable about how each
of these is used. 7e will also circle
8xford on a map of Alabama, and
use a globe to find Alabama.
In&ention: 9"ontains student activities that are a%%ro%riate and meaning'ul. These provide
explanation, provide examples, and provide closure.
8b@ective& The
students will create
a map foldable to
organi)e the
information about
maps in order to
better identify
them.

aterials&
.. PowerPoint
$. <ideo
,. Pencil
-. !oldable
0. Top ;at 6raphic
organi)er
Procedures&
.. The teacher will begin the aps
and 6lobes PowerPoint. The teacher
will say, D*etCs begin by watching a
video about maps and globesB and
how they are used in everyday life.F
The teacher will begin the video and
allow the students to watch the
video.
$. The teacher will then move
through the PowerPoint discussing
each item and their everyday uses.
The teacher will say, D4efore we
begin ' am going to hand out this
map foldable and we will write
important things on it as we go, so
pay close attention.F
,. The teacher will display several
Assessment& The teacher
will assess the foldable to
determine if the students
can identify maps and
information presented about
maps.
maps stopping to ask the students if
they believe the pictures represent
maps. The teacher will explain by
saying, DA map is a picture or chart
that shows a particular place or area.
't may have rivers, mountains and
landforms or it may have streets,
buildings, and parks on it. aps can
have both city areas and country
areas. 't can be a map of a small area
or a map of the whole world or
anywhere in between. aps can be
found everywhere in our daily lives.
"an you name some places you have
seen or used a mapH Table talk and
then pick someone from your table to
share with the class.F The teacher
will allow the students to discuss,
and then regain the studentsC
attention. The teacher will continue
by saying, Daps have been around
for thousands of years and have
many important uses. 'n the .0//Cs
new maps of the world help
explorers and settlers find the new
world. ' would like for you to turn
and talk to your shoulder partner
about a way you could use a map
today.F
-. The teacher will drop in and listen
as the students share. The teacher
will then regain the studentsC
attention. The teacher will continue
by saying, DToday maps may help us
find our way to a doctorCs office or
to 5isney 7orld. aps can also
help us find our way around a large
school like 8xford +lementary.F
0. The teacher will continue by
saying, D?ow that we know more
about maps, letCs look at our
foldable. The first flap has the
question D;ow have maps been used
in the pastH 8pen the flap and write,
Gaps helped people find the way to
the new world.CF The teacher will
The students will
create a top hat
organi)er to
compare and
contrast maps and
globes.
give the students $ minutes to write
the sentence. She will then say,
D?ow look at the flap that says,
D;ow do maps help us todayHF
Inder that flap write Gaps help us
find places we have never been.C The
teacher will give the students $
minutes to write the sentence. The
teacher will then say, DThe next flap
says, D7hat do they look likeHC
5raw a picture of a map under that
flap. The teacher will allow students
to draw a map. The teacher will say,
DThe last flap has Daps make it
easy to findJF on it. Inder that flap
write, Ddetails about specific places.F
%. The teacher will have the students
place their map foldable on their
desk and will hand out the top hat
graphic organi)er.
2. The teacher will place a globe on
each table and give the students a
few minutes to explore the globe.
The teacher will regain the studentsC
attention. The teacher will ask the
students to think of ways the globe
and the map are alike and how they
are different. The teacher will say,
D7e have used a top hat organi)er
many times. *etCs use it today to help
us learn more about globes and
maps. !irst letCs think about this
question and then share our thoughts.
7hatCs the relationship between
maps and globesH =ou have seen
both maps and globes, so take a
minute to share with your shoulder
partner about the relationship
between maps and globes.F The
teacher will allow the students to
share as she drops in to listen to their
discussions. The teacher will regain
the classC attention and then say,
D*etCs look back at our top hat
organi)er. *etCs start with the globe.
;ow is the globe different from the
The teacher will assess the
studentCs top hat organi)er
to determine the studentCs
ability to compare and
contrast maps and globes.
The student will
write two complete
sentences
comparing and
contrasting maps
and globes
maps we looked at earlierHF The
students will hopefully respond that
the globe is round and the map is
flat. The teacher will record the
studentCs responses about their
differences. The teacher will then
move down to how they are alike.
The teacher will record their
responses and guide the students to
desired response such as, DThey can
both be used to show us how to get
somewhere.F 8r DThey both have
rivers and oceans on them.F 8r
DThey both show places.F
3. 8nce the students have finished
with the top hat graphic organi)er,
The teacher will instruct the students
to write two complete sentences
about maps and globes on the back
of their paper. 8ne sentence will
compare the two, and one sentence
will contrast them. The teacher will
stress the importance of the students
using complete sentences. The
teacher will instruct the students to
trade papers with their partner and
use the rubric to assess their partners
sentences. The teacher will give the
students time to complete the
sentences, and then ask, D?ow that
we know about maps and globes, '
want you to think about this
question, 7hich would you use if
you needed help finding your way
from the school to 5isney worldH
Tell your partner and then tell them
why or defend your answer. The
teacher will allow the students time
to share. The teacher will call on
several students to share their
thoughts by pulling sticks from a
can. The teacher will then redirect
their attention to the semantic map
from the beginning of the lesson.
!losure& The teacher will say, D*etCs
look back at our semantic map. Are
The teacher will assess the
studentsC sentences to
determine the studentsC
ability to write complete
sentences.
there things we could add to the
mapH Are there things we can take
offH *etCs start with the things we
can add.F The teacher will accept
answers from the students and add
any new information. The teacher
will then ask students what
information can be removed, and
remove that information.
E$%ansion: 9"ontains student activities that provide practice, provide application, and evaluate
student understanding and learning.:
8b@ective& The
students will locate
8xford Alabama
on a map of
Alabama using
new knowledge of
maps.


aterials&
..Alabama ap
$. Sticker
,. 6lobe
The student will
locate the state of
Alabama on the
globe and indicate
its location to the
teacher.
Procedures&
.. The teacher will say, D?ow that
we know about maps and globes,
letCs use our new knowledge to find
8xford on a map of Alabama, and
Alabama on the globe.F
$. The teacher will hand out a map of
Alabama with ma@or cities including
8xford. The teacher will say, DTake a
close look at the map and find
8xford. 8nce you have found it,
circle 8xford. 8nce you have done
that, raise your hand and ' will come
around to check your work.F
,. 8nce the students have circled
8xford, the teacher will instruct
them to find Alabama on the globe.
The teacher will also have the
students raise their hand when they
have found Alabama on the globe.
0. 8nce a student has done both
activities, the teacher will ask the
students to gather their foldables and
maps. +ach student will be asked to
place their materials on the back
table. The students will then be
asked to pack up in order to be
released for the day.
Assessment& The teacher
will assess the students
through observation as they
locate and circle 8xford
Alabama on a map.
The teacher will assess
through observation as the
student indicates the
location of Alabama on the
globe.

Lesson Plan Re'erences:
Po(er Point) Student *andouts) Ru+rics: 'nclude copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.
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EED Lesson Plan
LEARNIN !"!LE #ORMAT

?ame& *ynn "hennault
6rade *evel& $nd Sub@ect& Social Science
5ate& ?ovember ,, $/.-
Aey 'dea "oncepts>Skills of *esson& ap +lements
*esson 6oals& 'dentifying map elements such as title, legend, scale, and compass rose and their
uses
Prerequisite Skills and>or "oncepts& Students will need prior knowledge of maps, things found
on a map, geological features, and rubrics.
Accommodations& SP+51The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
6'!T+51Students will be allowed to create a map of the school using all the map elements once
they have completed each activity. +**1 ' have no +** students.
Alabama "ourse of Study #eference& ""#S&SS $.%& 'dentify map elements, including title,
legend, compass rose, and scale.
""#S Science $.2& 'dentify geological features as mountains, valleys, plains, deserts, lakes,
rivers, and oceans.
?ational Standards #eference& '''. People, Places, and +nvironment
"T Signature&

E$%loration: 9"ontains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.:
8b@ective& The
students will use
prior knowledge to
determine if they
agree or disagree
with a number of
statements about
map elements.

aterials&
..PowerPoint
$.yes>no cards
Procedures&
.. The teacher will call the classC
attention to her by saying, D"lass,
class, classEF to which the students
will respond D=es, yes, yesEF The
teacher will demonstrate the lesson
is ready to begin by saying, D' am
ready to teach.F The students will
respond, D' am ready to learnEF
$. The teacher will ask the students
to think about maps and the things
we find on a map. The teacher will
begin the PowerPoint on day $ and
hand out yes>no cards for each
student. The teacher will say, D*etCs
look at our anticipatory set and hold
up the D=esF sign if you agree with
what we read, and the D?oF sign if
you do not agree.
*etCs get startedJF the teacher will
lead the students through each
Assessment& The teacher
will assess the studentsC
prior knowledge of map
elements by observing the
total group response of the
class.
statement as they appear one at a
time on the PowerPoint
presentation. The teacher will read
each of these statements allowing
the students to hold up their card to
agree or disagree. The teacher will
read,
DA map legend is a story about
how the map was made.
A map legend lists the
symbols on the map, and
tells you what each one
means.
A map title tells you what
the map represents.
A map title tells you how
many people live there.
A map scale is a hard piece
of skin on the map.
A map scale tells you about
distance on a map.
A compass rose on a map is
a pretty flower.
A compass rose on a map
tells you about direction.F
,. The teacher will then say, DToday
we are going to learn about map
elements like the title, legend,
compass rose and scale. 7e will
learn about how they are used, and
become map explorers. 7e will use
a rubric and make our very own
maps.F
In&ention: 9"ontains student activities that are a%%ro%riate and meaning'ul. These provide
explanation, provide examples, and provide closure.
8b@ective& The
students will locate
map elements
including title,
legend, compass
rose, and scale
found on a map,
and answer
questions by using
the map elements.
Procedures&
.. The teacher will begin by
advancing to the next slide of the
presentation, the teacher will ask,
D7hat is the title of a mapH The title
of a map tells us many things. They
can tell us everything from which
specific place the map represents to
what information the map
represents. The next thing we need
to know about titles is where to find
Assessment& The teacher
will assess the map explorer
worksheet to determine if
the students can locate map
elementsB and answer
questions by using the map
elements.
aterials&
.. PowerPoint
$. Pencil
,. ap +xplorer
ap
-. ap +xplorer
7orksheet
them on the map. Titles can be
located anywhere on the map. They
are usually larger than the other
words. They can be found on the
top of maps like this one or the
bottom of maps like this one.
9Pointing out the maps on the
PowerPoint presentation: "an you
find the title on this map9motioning
to the map on the next slide of the
PowerPoint presentation.:H Turn
and tell your partner what you
believe the name of this map is.F
$. The teacher will then regain the
studentsC attention by saying, D4ack
to me in , clap clap, $ clap clap,
and . clap clap.F The teacher will
continue by asking, D7hat was the
title of this mapHF The students will
respond by saying, DThe Inited
States.F The teacher will praise the
studentsC correct answer and then
say, D*etCs move on to our next
elementJthe compass rose.F
,. The teacher will display the next
slide and ask the students, D7hat is
a compass roseH A compass rose
tells us about directions. 't shows
us where ?orth, South, +ast and
7est are on the map.
They can be fancyJor simple. "an
you find the compass rose on this
mapH Point to the compass rose.F
The teacher will demonstrate where
to find the compass rose.
-. The teacher will display the next
slide and say, DThe next map
element we need to learn about is
the map legend. The map legend is
important to understanding the map.
A legend or key shows you what the
symbols on the map mean. 8n this
map legend we see that this
campfire symbol means
campground. This 6 with a circle
around it means gas station. 7hen
we look at a map with a key and we
see the 6 with a circle around it, we
know where to find the gas station.
8n this other legend, we see that
small green triangles mean trees,
and that a smiley face means
playground. The legend makes it
easy to find the things we are
looking for on the map.F The
teacher will advance the slide and
ask the students to point to the
legend on the map. The teacher will
ask the students, D7hat symbol is
used for the national capitalHF
0. The teacher will continue by
saying, D8ur last map element is the
scale. The scale on a map tells about
distance on a map.
This is what a scale looks likeJ
9pointing to the scale on the
presentation: this scale tells us that
. inch on the map stands for . mile
on the +arth. 'f we use this scale on
a map we could see how far it was
from 8xford to ?ew =ork "ity.
"an you find the scale on this mapH
Point to the scale.F
%. The teacher will say, D?ow that
we know all the elements of a map,
letCs become ap +xplorers.F The
teacher will hand out the map and
map explorer worksheet. The
teacher will say, D7ork with your
partner to fill out this worksheet.
Ise the map to answer the
questions. =our partnerCs name is
written on the back of your map.
!ind a place to work. ' will give
you ten minutes to finish. 8nce you
have finished, return to your desk.
2. The teacher will allow the
students to work on the worksheet
dropping in and listening to
discussions.
The teacher will regain the studentsC
attention by saying, D"lass, class,
classEF to which the students will
respond D=es, yes, yesEF The
teacher will ask the students to think
about each of these elements and
share with their table what their
functions are. The teacher will ask
the following questions and give the
students time to respond. +ach
table will respond to one question
and share with the class.
7hat is the function of a
map titleH
7hat is the function of a
scaleH
7hat is the function of a
map legendH
7hat is the function of a
compass roseH
The teacher will allow the students
to share and then redirect their
attention.
!losure& The teacher will say,
D*etCs look back at our statements
from the beginning of the lesson.
Ise your cards to show DyesF if you
agree and DnoF if you disagree.F
The teacher will reread the
statements and allow the students to
respond.
E$%ansion: 9"ontains student activities that provide practice, provide application, and evaluate
student understanding and learning.:
8b@ective& The
students will create
a map of their own
including a lake,
river, or ocean. The
students will use a
rubric to evaluate
their partnersC map
and map elements.


aterials&
.. paper
$. pencil
,. rubric
Procedures&
.. The teacher will say, D?ow that
we know about map elements, letCs
use our new knowledge to make our
own map.F
$. The teacher will hand out a blank
sheet of paper and a rubric. The
teacher will then direct the studentsC
attention to the presentation where
the rubric is displayed.
,. The teacher will say, D'tCs your
turn to make a map and use all the
elements we have talked about.
Ise your rubric to make sure you
have all the parts of a map. ' also
Assessment& The teacher
will assess the studentsC
maps and rubrics to
determine the studentsC
ability to identify and create
map elements including
title, legend, compass rose,
and scale, as well as their
ability to identify a lake,
river, or ocean.
-. PowerPoint want you to include a lake, river or
ocean on your map.
*etCs go over the rubric.
*etCs start with all the things that
need to be on the map. !irst is the
title. =ou will make sure your map
has a title. ?ext is a compass rose.
=ou may draw a very simple
compass rose. ?ext is a legend or
key. =ou must have $ symbols and
what they mean. =ou may draw a
circle for a lake or a triangle for a
tree. The last thing is the scale.
=ou may draw a very simple scale
as well. 8nce you have drawn all
of these, you will pass your paper to
your shoulder partner who will use
the rubric to assess your work.
*etCs take a closer look at what you
will do with the rubric. =ou will
look at each row. The first row has
title written. 'f your partner gave
their map a title and it is written
neatly, you will give them a smiley
face where it says score. 'f your
partner gave their map a title and it
is not written neatly, you will give
them a straight face where it says
score. 'f your partner did not give
their map a title, you will give them
a sad face where it says score. ?ow
letCs look at the compass rose row.
'f your partner gave their map a
compass rose and it is drawn neatly,
you will give them a smiley face
where it says score. 'f your partner
gave their map a compass rose and
it is not drawn neatly, you will give
them a straight face where it says
score. 'f your partner did not give
their map a compass rose, you will
give them a sad face where it says
score. ?ow letCs look at the
legend>key row. 'f your partner
gave their map a legend and it is
written neatly, you will give them a
smiley face where it says score. 'f
your partner gave their map a
legend and it is not written neatly,
you will give them a straight face
where it says score. 'f your partner
did not give their map a legend, you
will give them a sad face where it
says score. *astly, letCs look at the
Scale row. 'f your partner gave their
map a scale and it is drawn neatly,
you will give them a smiley face
where it says score. 'f your partner
gave their map a scale and it is not
drawn neatly, you will give them a
straight face where it says score. 'f
your partner did not give their map
a scale, you will give them a sad
face where it says score. 7hen you
have finished, you will bring your
map and your rubric to me. =ou
have done a wonderful @ob today, '
am very proud of youEF The teacher
will give the students time to draw
their maps and grade their partner
on the rubric.

Lesson Plan Re'erences:
Po(er Point) Student *andouts) Ru+rics: 'nclude copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.
Yes
No
Big ) 2o+n -ar3
Legend
2rees
-ond
-layground
Beach
Scale
1 inch4 2 /iles
5irections& 7ork with your partner to
answer all
of these questions about maps.
.. !ind the Legend or ,ey on a map. 5raw a symbol from the map and tell what it means.
This symbol means KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK.
$. !ind the !om%ass Rose on the map. 5raw it here.
,. !ind the Scale on the map. 5raw it here.
This means that . inch equals KKKKKKKKKKKKKKKKKKKKKKK miles
Map Explorers
-. !ind the Title on the map. 7rite it here.
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
0. 7hy would we use this mapH
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Ma& Ma3ing 5u*ric
"irections' Loo3 at this ru*ric to /a3e sure you ha%e all the &arts
on your /a&, and that you /a& loo3s nice( Use the ru*ric to
chec3 your &artners +or3(
Scor
e
2itle 2he /a&
has a
title and
is +ritten
neatly(
2he /a&
has a
title and
is not
+ritten
neatly(
2he /a&
does not
ha%e a
title(
Co/&ass
5ose
2he /a&
has a
co/&ass
rose and
is dra+n
neatly(
2he /a&
has a
co/&ass
rose and
is not
dra+n
neatly(
2he /a&
does not
ha%e a
co/&ass
rose(
Legend67e
y
2he /a&
has a
legend
and is
+ritten
neatly(
2he /a&
has a
legend
and is
not
+ritten
neatly(
2he /a&
does not
ha%e a
legend(
Scale 2he /a&
has a
scale and
2he /a&
has a
scale and
2he /a&
does not
ha%e a
is +ritten
neatly
is not
+ritten
neatly(
scale(
EED Lesson Plan
LEARNIN !"!LE #ORMAT

?ame& *ynn "hennault
6rade *evel& $nd Sub@ect& Social Science
5ate& ?ovember -, $/.-
Aey 'dea "oncepts>Skills of *esson& 'ntermediate 5irections
*esson 6oals& 'dentifying intermediate directions and use them to locate items on a map
Prerequisite Skills and>or "oncepts& The students will need prior knowledge of the compass rose
and cardinal directions, following directions, scissor skills, glue skills, and question asking.
Accommodations& SP+51The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
6'!T+51Students will be given more challenging maps and more items to locate as well as
asked to give directions using the intermediate directions. +**1 ' have no +** students.
Alabama "ourse of Study #eference& ""#S&SS $.%& 'dentify the intermediate directions of
northeast, southeast, northwest, and southwest.
""#S +*A $../& Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
?ational Standards #eference& '''. People, Places, and +nvironment
"T Signature&

E$%loration: 9"ontains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.:
8b@ective& The students will
share their prior knowledge
of intermediate directions
through turn and talk.
aterials&
..7hite board
$.dry erase marker
,. Semantic ap
Procedures&
.. The teacher will call the
classC attention to her by
saying, D"lass, class, classEF
to which the students will
respond D=es, yes, yesEF
The teacher will
demonstrate the lesson is
ready to begin by saying, D'
am ready to teach.F The
students will respond, D' am
Assessment& The teacher
will assess the studentsC
prior knowledge of
intermediate directions
through observation of their
turn and talk.
ready to learnEF
$. The teacher will ask the
students to think about our
lesson from yesterday. The
teacher will say, D=esterday
we learned about map
elements. *etCs take a
minute and remember those
parts. 7e had a title, legend,
scale and a compass rose.
'Cd like for you to think
about the compass rose for
a moment, and then we will
turn and talk to our partner
about the things we
remember about the
compass rose.F
,. The teacher will give the
students time to turn and
talk. The teacher will drop
in and listen to the studentsC
conversations.
-. The teacher will regain
the classC attention by
saying, D4ack to me in ,
clap clap, $ clap clap, and .
clap clap.F The teacher will
review some of the things
the students shared with
their partner.
0. The teacher will say,
DToday we are going to
learn more about compass
roses and their directions.
7e will also learn how to
use those directions to find
things on a map. 7e will
make a compass rose out of
pipe cleaners. 7e will place
directions on a compass
rose as well.F
In&ention: 9"ontains student activities that are a%%ro%riate and meaning'ul. These provide
explanation, provide examples, and provide closure.
8b@ective& The students will
identify intermediate
directions and use them.
Procedures&
.. The teacher will begin
the PowerPoint. The teacher
Assessment& The teacher
will assess the pipe cleaner
compass rose as well as the

aterials&
.. PowerPoint
$. Pipe cleaners 9$ colors:
,. Pencil
-. construction paper
0. compass rose worksheet
%. scissors
2. glue
will say, D*etCs begin by
looking at two compass
roses. The first one is a
simple compass rose like
we used yesterday. 't has
four directions. *etCs name
them together, G?orth,
South, 7est, and +ast.C
ThatCs great. ?ow letCs look
at the next slide. ;ere we
have a slightly more
complex compass rose. 't
still has north, south, east
and west on it, but it also
has more spikes to put more
directions on it. Take a
minute and tell your partner
what you believe might be
on those other points of the
compass rose.F
$. The teacher will allow
the students to turn and talk
as she drops in to listen to
their conversation. The
teacher will then regain the
studentsC attention by
saying, D4ack to me in ,
clap clap, $ clap clap, and .
clap clap.F
,. The teacher will say, D'
heard some great ideas
about what might be placed
on those points. *etCs look
closely at this compass rose.
?orth, south, east and west
are what we call cardinal
directions. They are the
main directions we use on a
map and on a compass. The
points in between those
directions are called
intermediate directions.
They are northeast,
northwest, southeast and
southwest. This is where
each of these directions
large compass rose to
determine the studentsC
ability to identify the
intermediate directions.
belongs on a map.
?ortheast is located
between north and east.
?orthwest belongs between
north and west. Southeast
belongs between south and
east. Southwest is located
between south and west. 'Cd
like us to think for a
moment about this question,
5o the names of the
intermediate directions help
us locate where they
belongH 'f so, howH 'Cd like
us to table talk about those
questions. 7e will share
what our table thinks about
the names of these
intermediate directions, so
pick a person to talk for
your table. All heads in.F
-. The teacher will drop in
and listen as the students
share. The teacher will then
regain the studentsC
attention by saying, D4ack
to me in , clap clap, $ clap
clap, and . clap clap.F The
teacher will continue by
saying, D'Cd like to share
what you thought about the
intermediate directions and
their names.F The teacher
will go around the room and
listen as each table
representative shares their
tableCs conclusions.
0. The teacher will continue
by saying, D?ow that we
know more about
intermediate directions, letCs
look at our first activity. '
am handing out your
supplies. 7e will need pipe
cleaners, glue, construction
paper, and a pencil. 7e are
going to use these to make
our own compass rose. 7e
will do this together using
the +*8. 7e will move
step by step until we all
have our compass rose. 5o
a good @ob because we will
be displaying them in the
hall.F
%. The teacher will continue
by saying, D8ur first step is
to write our name at the
bottom of the construction
paper. +veryone write your
name at the bottom. ?ow
letCs take and separate our
two colors of pipe cleaners.
Put all the red pipe cleaners
together and all the yellow
pipe cleaners together.
*etCs use the red pipe
cleaner for our cardinal
directions. That is north,
south, east and west. So we
will have a red pipe cleaner
going straight up like this,
straight down like this, to
the left like this, and to the
right like this. 8nce you
have your pipe cleaners in
place, raise your hand so '
can see them. ' will tell you
when to glue them down.F
The teacher will move
around the room to check
the correct position of the
red pipe cleaners. She will
also instruct the students to
glue the pipe cleaners to the
construction paper if they
are in the correct place.
2. The teacher will return to
the +*8 and will regain
the studentsC attention by
saying, D"lass, class, classEF
to which the students will
respond D=es, yes, yesEF
The teacher will say, D?ow
that we have the cardinal
directions on our compass
rose, 7e need to write the
directions above the
compass. *etCs start with
this direction 9pointing to
north:. 7hat should we
write hereH 9students
respond with north: "orrect.
This is north. So we will
write G?orthC here.F The
teacher will say, 9pointing
to south: 7hat should we
write hereH 9students
respond with south:
"orrect. This is south. So
we will write GSouthC here.F
The teacher will say,
9pointing to east: 7hat
should we write hereH
9students respond with east:
"orrect. This is east. So we
will write G+astC here. The
teacher will say, 9pointing
to west: 7hat should we
write hereH 9students
respond with west: "orrect.
This is west. So we will
write G7estC here.F
3. The teacher will say,
D?ow that we have written
all the directions on the
compass rose, we will place
the intermediate directions
on the compass using the
yellow pipe cleaners. 8ur
intermediate directions are
northeast, northwest,
southeast, and southwest.
*etCs begin with northeast.
7here should we place
northeastHF The students
will respond with between
north and east. The teacher
will place the pipe cleaner
between north and east to
model where the pipe
cleaner should be placed.
The teacher will say, D*etCs
move on to northwest.
7here should we place
northwestHF The students
will respond with between
north and west. The teacher
will place the pipe cleaner
between north and west to
model where the pipe
cleaner should be placed.
The teacher will continue
by saying, D?ow letCs go to
Southeast. 7here should
we place southeastHF The
students will respond with
between south and east. The
teacher will place the pipe
cleaner between south and
east to model where the
pipe cleaner should be
placed. The teacher will say,
D8ur last direction is
southwest. 7here should
we place southwestHF The
students will respond with
between south and west.
The teacher will place the
pipe cleaner between south
and west to model where
the pipe cleaner should be
placed.
3. The teacher will say,
D8nce you have your pipe
cleaners in place, raise your
hand so ' can see them. '
will tell you when to glue
them down.F The teacher
will move around the room
to check the correct position
of the yellow pipe cleaners.
She will also instruct the
students to glue the pipe
cleaners to the construction
paper if they are in the
correct place.
L. The teacher will return to
the +*8 and will regain
the studentsC attention by
saying, D"lass, class, classEF
to which the students will
respond D=es, yes, yesEF
The teacher will say, D?ow
that we have the
intermediate directions on
our compass rose, we need
to write the directions above
the compass. *etCs start
with this direction 9pointing
to northeast:. 7hat should
we write hereH 9students
respond with northeast:
"orrect. This is northeast.
So we will write G?ortheastC
here.F The teacher will say,
9pointing to ?orthwest:
7hat should we write hereH
9 students respond with
northwest: "orrect. This is
northwest. So we will write
G?orthwestC here.F The
teacher will say, 9pointing
to southeast: D7hat should
we write hereH 9 students
respond with southeast:
"orrect. This is east. So we
will write GSoutheastC here.
The teacher will say,
9pointing to southwest:
D7hat should we write
hereH 9students respond
with southwest: "orrect.
This is southwest. So we
will write GsouthwestC here.F
./. The teacher will say,
DPlease set your compass
rose aside so it can dry. D
... The teacher will hand
out a compass rose
The student will use
questions to create a riddle
demonstrating their
understanding of
intermediate directions.
worksheet. The teacher will
continue by say, D?ow '
want you to work on your
own to fill in this compass
rose. =ou will use your
glue and scissors to cut out
the directions and place
them on the compass rose.
' will give you ./ minutes
to finish this. 8nce you
have finished, ' would like
for you to write a riddle for
your partner using questions
and intermediate directions.
;ere is an example on the
board. G7hat am 'H ' am
northwest of rs.
"hennaultCs Table. ' am
Southwest of rs.
PilkingtonCs desk. =ou can
go in and out of me. 7hat
can ' beHC =ou may use my
riddle as a guide but you
may not copy it. 4egin on
your work now.F
!losure& The teacher will
regain the classC attention
by clapping a rhythm that
the students will repeat. The
teacher will say, D*etCs
think back about what we
discussed at the beginning
of the lesson. Are there
things we know about a
compass rose that we didnCt
know beforeH *etCs turn
and talk about the new
things we learned today.F
The teacher will allow the
students to share for a
minute as she drops in to
listen, and then regain their
attention for the expansion
part of the lesson by saying,
D"lass, class, class.F
The teacher will assess the
studentsC riddles to
determine the studentsC
ability to create a riddle
demonstrating their
understanding of
intermediate directions.
E$%ansion: 9"ontains student activities that provide practice, provide application, and evaluate
student understanding and learning.:
8b@ective& The students will
identify intermediate
directions and use them.

aterials&
.. 'ntermediate 5irections
worksheet
$. Pencil
Procedures&
.. The teacher will say,
D?ow that we know about
intermediate directions, letCs
use our new knowledge to
find items on a map.F
$. The teacher will hand out
a map. The teacher will say,
DTake a close look at the
map and find the compass
rose. Put your finger on the
compass rose.F
,. 8nce the students have
placed their finger on the
compass rose, the teacher
will instruct the students to
use the compass rose to find
the items on the worksheet.
The teacher will model how
to find an item on the map
using the intermediate
instructions.
0. The teacher will release
responsibility to the
students to finish the
worksheet. The teacher will
instruct the students to turn
in their worksheet when
they have completed it.
Assessment& The teacher
will assess the studentsC
intermediate direction
worksheet to determine the
studentsC ability to identify
intermediate directions and
use them on a map.

Lesson Plan Re'erences:
Po(er Point) Student *andouts) Ru+rics: 'nclude copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan
.
Intermediate Directions
Directions: Use the compass rose and the map to answer the questions.
1. What animal is northwest of the dog?
____________________________________________________
. What animal is southeast of the dog?
____________________________________________________
!. What animal is southwest of the dog?
____________________________________________________
". What animal is northeast of the dog?
____________________________________________________
#. What animal is northwest of the mouse?
____________________________________________________
$. What animal is southeast of the mouse?
____________________________________________________
%. What animal is southwest of the mouse?
____________________________________________________
&. What animal is northeast of the mouse?
____________________________________________________
Intermediate Directions 'ap
EED Lesson Plan
LEARNIN !"!LE #ORMAT

?ame& *ynn "hennault
6rade *evel& $nd Sub@ect& Social Science
5ate& ?ovember 0, $/.-
Aey 'dea "oncepts>Skills of *esson& ap and 6lobe Technology
*esson 6oals& 'dentifying map and globe technology and how they operate
Prerequisite Skills and>or "oncepts& The students will need prior knowledge maps and globesB
amusement parks, their address, their school and computer skills.
Accommodations& SP+51The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
6'!T+51Students will be given different locations to find on 6oogle +arth and apMuest. +**1
' have no +** students.
Alabama "ourse of Study #eference& ""#S&SS $.%& 'dentify states, continents, oceans, and the
equator using maps, globes and technology.
""#S +*A $.,-& Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
""#S Technology $.$& 'dentify applications and operations of various technology systems.
?ational Standards #eference& '''. People, Places, and +nvironment
"T Signature&

E$%loration: 9"ontains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.:
8b@ective& The students will
create a semantic map to
organi)e their prior
knowledge about map and
globe technology.

aterials&
..7hite board
$.dry erase marker
,. Semantic ap
Procedures&
.. The teacher will call the
classC attention to her by
saying, D"lass, class, classEF
to which the students will
respond D=es, yes, yesEF
The teacher will
demonstrate the lesson is
ready to begin by saying, D'
am ready to teach.F The
students will respond, D' am
ready to learnEF
$. The teacher will ask the
students to think about all
they have learned about
maps, and globes. The
teacher will say, DThis week
we have been learning
about maps and globes. 7e
have learned about map
elements and all the
Assessment& The teacher
will assess the studentsC
prior knowledge of map and
globe technology through
the use of a semantic map
created by the class.
directions on a compass
rose. ?ow ' want us to
think about an easier way to
find places on the +arth and
easier ways to find
directions from one place to
another. ' want you to think
about new ways we can find
directions and places on the
earth. Turn to your
shoulder partner and share.F
,. The teacher will give the
students time to turn and
talk. The teacher will drop
in and listen to the studentsC
conversations.
-. The teacher will regain
the classC attention by
saying, D4ack to me in ,
clap clap, $ clap clap, and .
clap clap.F The teacher will
review some of the things
the students shared with
their partner and record it
on a semantic map.
0. The teacher will say,
DToday we are going to
learn more about map and
globe technology and how
to use it. 7e will also learn
how to use technological
ways to find things on a
map. 7e will use our iPads
to find our school on
6oogle +arth. 7e use the
computers in the computer
lab to find directions. 7e
will end the lesson by
finding your house on
6oogle +arth.F
In&ention: 9"ontains student activities that are a%%ro%riate and meaning'ul. These provide
explanation, provide examples, and provide closure.
8b@ective The students will
identify map and globe
technologies and how to use
them.
Procedures&
.. The teacher will say,
DThere are two types of
sites 'Cd like to talk to you
Assessment& The teacher
will assess the iPad app and
directions from apMuest
to determine the studentsC

aterials&
.. PowerPoint
$. iPads
,. Pencil
-. sticky notes
about today. The first is
6oogle +arth. 6oogle
+arth is a digital globe. 8n
6oogle +arth we can find
anywhere in the world.
!rom Paris, !rance to
8xford, Alabama, they are
all on 6oogle +arth.F
$. The teacher will hand out
iPads, and say, D?ow ' want
everyone to open their iPad.
!ind the 6oogle +arth app
on your iPad. 8nce you
have found your 6oogle
+arth app, look in the top
right hand corner, and you
will see a white oval with a
magnifying glass in it. '
want you to type this
address into the white oval.
!irst touch the oval so that
the keyboard will appear.
?ow type in G8xford
+lementary School 8xford
AlabamaC. Press enter and
watch as 6oogle +arth takes
you to a picture of our
school. Put two fingers on
the screen and pull them
apart to take a closer look at
the school. ?ow letCs pick
another place. ;ow about
5isney 7orldH Touch the
oval again and touch the
little gray x. Type in 5isney
7orld agic Aingdom.
7atch as it takes us from
8xford, Alabama to 5isney
7orld in 8rlando, !lorida.
?ow take a few minutes
and find other places on
6oogle +arth on your own.
' want you to write down
the places you looked for on
6oogle +arth on a sticky
note. ' want you to use a
ability to identify and use
map and globe technology.
The students will produce a
complete sentence to
describe a location or
locations they explored on
6oogle +arth.
complete sentence. =ou
may use this sentence
starter, G' used 6oogle +arth
to look atKKKKKKKKKKK. 7e
will share all the places we
visited once you have
finished.F
$. The teacher will allow
the students to explore
6oogle +arth as she drops
in to assess their ability to
use the app. The teacher
will then regain the
studentsC attention by
saying, D4ack to me in ,
clap clap, $ clap clap, and .
clap clap.F
,. The teacher will say,
D7as 6oogle +arth funH '
think it is. 4esides being
fun, what could we use
6oogle +arth for in our
everyday livesH Table talk
about that and be ready to
share a way you could use
6oogle +arth.F
-. The teacher will drop in
and listen as the students
share. The teacher will then
regain the studentsC
attention by saying, D4ack
to me in , clap clap, $ clap
clap, and . clap clap.F The
teacher will continue by
saying, D'Cd like to share
ways we could use 6oogle
+arth in our everyday life.F
The teacher will go around
the room and listen as each
table representative shares
their tableCs conclusions.
0. The teacher will continue
by saying, DThe next
program ' want us to look at
is apMuest. apMuest is
a digital map. 't is great for
The teacher will assess the
studentsC sentences to
determine their ability to
use complete sentences to
provide details about the
places they explored on
6oogle +arth.
giving directions. ' use it all
the time to find places that '
have never been. ' want
you to look at safari on your
iPad. apMuest should
come up. +veryone look at
the small blue rectangle on
the left hand side that says
get directions. Touch the
box. 7hen the keyboard
comes up, ' want you to
type .-/. "affey 5r.
8xford A*. Then touch the
box below that one and type
in ,0// Peachtree #d ?+,
Atlanta 6a. Then touch the
blue go button. =ou will see
a map on the left side of the
page, and if you move
down, you will see written
directions. rs. "hennault
@ust gave you directions
from this school to the
closest *ego *and in
Atlanta.F
%. The teacher will continue
by saying, D?ow we will
use the address on our desk
to apMuest from our
house to the school. Touch
the little green A box on the
left side of the screen and
type in your address. ?ow
Touch the box below that
and type in .-/. "affey
drive, 8xford, A*. Touch
the blue go button. 8nce
you have found it, raise
your hand to show me.
2. The teacher will allow
the students time to find
directions to their homes.
The teacher will move
around the room to assist
and assess. The teacher will
regain the studentsC
attention by saying, D"lass,
class, classEF to which the
students will respond D=es,
yes, yesEF
The teacher will say, D?ow
that we have used both
programs ' want to go back
to our semantic map and
add what we know about
6oogle +arth and
apMuest.
!losure: The teacher will
say, D*etCs think back about
what we discussed at the
beginning of the lesson.
Are there things we know
about 6oogle +arth and
apMuest that we didnCt
know beforeH *etCs add the
new things we learned
today.F The teacher will
allow the students to share
the new items they would
like to add to the semantic
map, and record them on
the board.
E$%ansion: 9"ontains student activities that provide practice, provide application, and evaluate
student understanding and learning.:
8b@ective& The students will
identify map and globe
technologies and how to use
them.


aterials&
.. iPads
$. Addresses on their desk
name tag
,. PowerPoint
Procedures&
.. The teacher will say,
D?ow that we know about
6oogle +arth and
apMuest, letCs use our
new knowledge.F
$. The teacher will say,
DIsing apMuest, ' want
you to start at your house
and find directions to the
7hite ;ouse in 7ashington
5.". 7hen you have it on
your iPad, #aise your hand
so that ' can see it. Then
you are going to go to
6oogle +arth and find your
house. 7hen you finish
Assessment& The teacher
will assess the studentsC
ability to identify and use
6oogle +arth and
apMuest by observing
their results from each app.
that, raise your hand so that
' can come to your seat and
see it.F
,. The teacher will move
around the room to assist
and assess. 8nce students
have finished, the teacher
will take up all iPads.
.

Lesson Plan Re'erences:
Po(er Point) Student *andouts) Ru+rics: 'nclude copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.
EED Lesson Plan
LEARNIN !"!LE #ORMAT

?ame& *ynn "hennault
6rade *evel& $nd Sub@ect& Social Science
5ate& ?ovember %, $/.-
Aey 'dea "oncepts>Skills of *esson& States of the Inited States
*esson 6oals& 'dentifying states on a map
Prerequisite Skills and>or "oncepts& The students will need prior knowledge of maps and globes,
Alabama as our home state, and complete sentences.
Accommodations& SP+51The student will be given more time to complete each activity. The
special education teacher will work with the student to assist where needed and keep on task.
6'!T+51Students will be given a state to research once they have completed their work. +**1 '
have no +** students.
Alabama "ourse of Study #eference& ""#S&SS $.%& 'dentify states, continents, oceans, and the
equator using maps, globes and technology.
""#S +*A $.,-& Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
?ational Standards #eference& '''. People, Places, and +nvironment
"T Signature&

E$%loration: 9"ontains student activities that focus attention, diagnosis student prior learning
and relates previous learning to new experience.:
8b@ective& The students will
recall prior knowledge to
determine if statements are
true or false.

aterials&
..PPT
$."omputer
,. "lickers
Procedures&
.. The teacher will call the
classC attention to her by
saying, D"lass, class, classEF
to which the students will
respond D=es, yes, yesEF
The teacher will
demonstrate the lesson is
ready to begin by saying, D'
am ready to teach.F The
students will respond, D' am
ready to learnEF
$. The teacher will ask the
students to think about
states. The teacher will say,
D7hat is a stateH 7here can
we find themH 7hat do they
look like on a mapH Take a
minute to think about all of
those questions while ' pass
out the clickers. 7e are
going to use the clickers to
Assessment& The teacher
will assess the studentsC
prior knowledge of states on
a map by assessing the use
of total group response
through the use of
DclickersF.
answer some questions
about states. 't doesnCt
matter if you get them right
or not, it only matter that
you think about states and
share what you think.F
,. The teacher will give the
students time to think, and
then display the PowerPoint
with % statements about
states.
-. The teacher will regain
the classC attention by
saying, D4ack to me in ,
clap clap, $ clap clap, and .
clap clap.F The teacher will
move through each slide
having the students respond
using their clickers. The
teacher will read the first
slide and say, DA state is a
part of a country. Pick . if
that is a true statement and
$ if it is not true. Pick , if
you are not sure.F The
teacher will display the next
slide and say, D8xford is not
a state. Pick . if that is a
true statement and $ if it is
not true. Pick , if you are
not sure.F The teacher will
display the next slide and
say, DAlabama is a state.
Pick . if that is a true
statement and $ if it is not
true. Pick , if you are not
sure.F The teacher will
display the next slide and
say, DThe Inited States has
-3 states that are connected.
Pick . if that is a true
statement and $ if it is not
true. Pick , if you are not
sure.F The teacher will
display the next slide and
say, DThe Inited States has
two states that are not
connected. Pick . if that is a
true statement and $ if it is
not true. Pick , if you are
not sure.F The teacher will
display the next slide and
say, DThe Inited States has
0/ states. Pick . if that is a
true statement and $ if it is
not true. Pick , if you are
not sure.F The teacher will
conclude by saying, we will
look at these statements
again at the end of the
lesson.F
0. The teacher will say,
DToday we are going to
learn more about states and
how to find them on a map.
7e will find Alabama and
all the states that border it.
7e will play a state game,
and finally color Alabama
and any other state we have
visited or lived in on a map.
In&ention: 9"ontains student activities that are a%%ro%riate and meaning'ul. These provide
explanation, provide examples, and provide closure.
8b@ective The students will
play a game to familiari)e
themselves with states on a
map.

aterials&
.. PowerPoint
$. ap
,. "rayons
-. State 6ame Pieces
Procedures&
.. The teacher will display
the next slide. The teacher
will say, DThere are many
interesting facts about
states. The first is that a
state is a part of a country
like Alabama. Alabama is a
state, but 8xford is not.
8xford is a city inside the
state of Alabama. There are
many cities and towns in
Alabama and in other states.
States are larger than cities
or towns.F
$. The teacher will display
the next slide and say, D8ur
country has 0/ fifty states.
-3 of them are connected.
Assessment& The teacher
will assess the map game to
determine the studentsC
ability to identify states on a
map.
7e call them the
continental states. These
are the continental states.
7e also have two states that
are not connected. They are
Alaska and ;awaii. They
are here and here.F
,. The teacher will display
a larger map with the names
of the states printed on it,
and will direct the students
attention to the map.
-. The teacher will say,
D?ow letCs look at the map.
+ach of these shapes
represents a state. +ach of
the continental states
borders at least one other
state. This is Alabama. 7e
have four states that border
or surround our state. *etCs
look closely and see if we
can find the states around
Alabama. ' see at the top we
have what stateH 9The
teacher will point to
Tennessee, and the students
will respond with
Tennessee.: To our left we
have what stateH 9The
teacher will point to
ississippi, and the
students will respond with
ississippi.: To our right
what state borders
AlabamaH 9The teacher will
point to 6eorgia, and the
students will respond with
6eorgia.: And below us we
find what stateH 9The
teacher will point to
!lorida, and the students
will respond with !lorida.:
0. The teacher will say,
D?ow that you know how to
find a state and the states
that border it, we will break
into groups and play a states
map game.F
%. The teacher will continue
by saying, D' have put a
chart on the board that
shows which group you will
be in to play the game.
*isten closely as ' explain
how to play the game. +ach
group will have a map and a
crayon for each player. =ou
may choose any color youCd
like. +ach player will take
turns drawing a card. The
card will have the name of a
state on it. =ou take your
crayon and color the state
and the states that touch that
state. Then it is your
partnerCs turn to draw a card
and color. The player with
the most states wins. ' will
give you about ./1.$
minutes to play.F
2. 8nce the students have
finished playing the game,
the teacher will regain the
studentsC attention by
clapping a rhythm to which
they will respond with the
same rhythm.
!losure: The teacher will
say, D*etCs think back about
the statements we read at
the beginning of the lesson
and see if we agree with
what we chose. 7e will still
use our clickers and
numbers ., $, and ,.F The
teacher will read the slides
one at a time allowing the
students to pick ., $, or , to
respond.
E$%ansion: 9"ontains student activities that provide practice, provide application, and evaluate
student understanding and learning.:
8b@ective& The students will
document all states they
have visited or would like
to visit on a map.


aterials&
.. ap
$. colors
,. Pencil
The student will write a
complete sentence to
express their opinion and
defend it.
Procedures&
.. The teacher will say,
D?ow that we know what a
state is, and how to find it
on a map, letCs use our new
knowledge to find all the
states we have visited or
lived in.F
$. The teacher will say, D'
am handing out this map.
=ou will use it to color the
state we live in. So you will
color Alabama yellow.
Then color any other state
you have visited blue. 'f
there is a state you would
like to visit, color it green.
Inder the map write,
GKKKKKKKKKKK is my
favorite state
becauseKKKKKKKK.C 8nce
you have finished, put your
map on the red bookcase
and pack up to go home.F
.
Assessment& The teacher
will assess the studentsC
ability to identify states by
assessing the map and
sentence below the map.
The teacher will assess the
students sentence to
determine their ability to
write a complete sentence to
express their opinion and
defend it.

Lesson Plan Re'erences:
Po(er Point) Student *andouts) Ru+rics: 'nclude copies of a PowerPoint if it is used in the
procedure. Also, student handouts, rubrics and similar materials mentioned in the procedure
must be included with the lesson plan.
(la)ama (las*a (ri+ona (r*ansas ,alifornia
,olorado ,onnecticut Delaware -lorida .eorgia
/awaii Idaho Illinois Indiana Iowa
0ansas 0entuc*1 2ouisiana 'aine 'ar1land
'assachusetts 'ichigan 'innesota 'ississippi 'issouri
'ontana Ne)ras*a Ne3ada
New
/ampshire New 4erse1
New 'e5ico New Yor*
North ,arolina
North
Da*ota
6hio
6*lahoma 6regon 7enns1l3ania 8hode Island
9outh
,arolina
9outh Da*ota :ennessee :e5as Utah ;ermont
;irginia Washington West ;irginia Wisconsin W1oming
:he map a)o3e will )e used for )oth the game and the e5pansion acti3it1. I
will use copies< one for each acti3it1.