Social Studies Lesson Plan
Created by Yadira Pino
Lesson
Title: Maps & Globes: What are They?
Length
of Lesson: 2 separate Social Study sessions
Essential Question:
How do we use maps and globes to
our benefit?
Why do maps and globes change?
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Objective(s):
Students will be able
to:
· Identify
two differences between a map and a globe.
·
Predict
how to get to a person, place or thing on a map using one or more positional
words.
·
Conclude
to a reason as to why we have maps and why we have globes; why we use both.
·
Prove
why the main office of the school campus is placed in the best location with
evidence.
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Standards:
·
Florida State Social Studies
Content Standards
·
SS.K.G.1.1: Describe the relative
location of people, places, and things by using positional words.
·
SS.K.G.1.2: Explain that maps and
globes help to locate different places and that globes are a model of the
Earth.
·
ESOL Standards
·
1.1.f. Understand and apply
knowledge about concepts related to the interrelationship between language
and culture for students from diverse backgrounds and at varying English
proficiency levels.
·
2.1.d. Demonstrate proficiency in
English and model for ELLs the use of appropriate forms of English for
different purposes.
·
3.2.b. Develop ELLs’ L2 listening
skills for a variety of academic and social purposes.
·
3.2.c. Develop ELLs' L2 speaking
skills for a variety of academic and social purposes.
·
5.3.a. Use performance-based
assessment tools and tasks that measure ELLs’ progress in English language
and literacy development.
·
NCSS Themes
·
3. People, Places, And
Environments
·
MIVCAE (NCSS, 2016)
·
Meaningful: The
mention of different countries, neighborhoods and locations to students, the
world that surrounds them. The teacher has students connect outside knowledge
and experiences of their neighborhoods/countries to the lesson
·
Integrative:
Social-studies geographic positional terms are explored by students, such as far/near,
behind/front and terms like maps and globe. Teacher models the use of these
words giving examples and guiding students on how to utilize correctly.
·
Value-Based: Students
are expected to use critical-thinking skills in their reasonings during formative
and summative assessments. While in groups, a respectful environment is
created in which students are free to express their reasonings and everyone’s
voice is heard.
·
Challenging:
Individual creation of positional statements for students is a challenging
way to assess knowledge. Discussion of groups as to the order of directions
for the summative assessment applies group thinking skills and collaboration.
·
Active/Engaging: Students
connect and utilize positional terms learned and apply to their life outside
of the school campus. Guided learned in completed in which the teacher lets
the students do the primary thinking during the lesson activities.
·
Picower’s Six Elements of Social Justice (Picower, 2012)
1.
Self Love and
Knowledge: Teacher ask students to name countries/locations where they and/or
family are from. The teacher points out these locations on the map and globe
for students to see where they are and where their home countries/locations
are in the world.
2.
Respect for Others:
Students will be respectful when groups are completing their summative
assessment by keeping noise levels down. Students learn to be considerate of
different English levels of students in their groups and give everyone a
chance to form opinions/speak in the group discussions.
3.
Issues of Social
Injustice: I do not address this element in the lesson.
4.
Social Movements and
Social Change: I do not address this element in the lesson.
5.
Awareness Raising: I
do not address this element in the lesson.
6.
Social Action: I do not address this element in the lesson.
·
FEAPs
·
Quality of Instruction- Follow FL Social Studies state standards,
lesson is in sequential order, formative and summative assessments are
appropriate for the lesson taught
·
The Learning Environment- Promotes and enforces a healthy and
respectful learning environment between all students. All questions are encouraged,
and different abilities of students are taken into consideration and
integrated in lesson.
·
Instructional Delivery and Facilitation- Engaging set to encourage
student learning and excitement at the beginning of the lesson, prior
knowledge of lesson ideas/information is assessed, higher-order objectives
are assessed, misconceptions of provided information are addressed.
·
Assessment- Formative and summative assessments are focused on the
lesson information/objectives.
·
Continuous Improvement, Responsibility and Ethics- Reflection of
teacher after lesson was taught on time used, student understanding, what
could be modified.
·
Professional Responsibility and Ethical Conduct- Fulfills obligation to
all students, the public and the education profession.
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Differentiated Instruction (DI):
The teacher will have labels for
terms being discussed in the Native languages of the ELL students in the
classroom. The teacher will highlight countries/locations of ELL/ESE students
to class on the map to encourage participation and have students see
themselves as a part of the lesson. During summative assessment, class noise
levels are kept low to allow students to focus on their task when presenting
to teacher. In addition, students can show using hand movements the
directions they are taking while saying the positional terms to help with
understanding/retainment of information.
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Materials:
·
Computer
with Internet connection
·
Powerpoint
Presentation with Maps & Globes, Positional Terms Information
·
Physical
Globe
·
Image
of World Map
·
Image
of Neighborhood Map (Doral area)
·
Image
of School Map
·
Maps
& Globes Graphic Organizer Worksheets
o
Labels
for graphic organizer, pre-cut
·
Positional
Terms Worksheets
o
Labels
for positional terms worksheet, pre-cut
·
Butcher
paper with school map drawn on
·
Labels
of key terms used printed in ELL students’ native languages
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Procedures:
Set:
·
The
teacher will start lesson with a projected image of a map on the board and a
globe on a center table with the “Nations of the World” song playing (1:59
min) The teacher will ask the students to stand up and spin like this
(globe), teacher is modeling by spinning the globe.
·
Teacher
will ask the students “Have you ever seen something like this (points to map
projected) and this (points to physical globe) before?” to assess prior
knowledge, students will answer by raising their hands. The teacher points to the labels with other
languages and says, “this is a map, in [language, e.g. Spanish, it is un
mapa].”
Body:
Day 1:
Maps & Globes, Positional Terms
·
The
teacher will formally instruct the characteristics of a map and a globe using
a presentation. The presentation will also highlight the main differences
between a map and a globe. The teacher will point to the map and ask students
where they are from/where their family is from, engaging ESE/ELL students as
well.
·
In
the presentation, images of local neighborhood maps will be displayed as well
as reasons as to why we use maps and a globe.
·
Attention
check: The teacher will ask the students to answer how life was for people
before they created maps and the globe of the world. The teacher will call on
a few students to assess retainment of information.
·
The
teacher then presents information on positional terms (near/far, left/right,
above/below, behind/front) as well as giving examples for each pair.
o
Modeled
Instruction- The teacher gives an example of her and her desk “for example,
my desk is to the far right of where I am standing”
o
Shared
instruction- The teacher and students locate an object to use positional
terms relative to the teacher’s position, shared answer of “the classroom
door is in front of you,” “the Promethean board is behind you”
o
Guided
Practice/Collaborative Learning- Student will work in groups of 4 and come up
with a sentence using positional terms, each student in each group will have
a chance to be compared to a person/place/object and their location (students
in each group must address other group members by name when creating
sentences) “Hannah is sitting to the left of the bathroom.” The teacher will
go around each group and listen to sentences being created and address any
misconceptions.
o
Independent
Practice/Learning- Students will now independently think of a sentence of
their own position relative to another person/place/object in the room.
Students will have about 1 minute to think of one sentence. Then, the teacher
will ask students to share their sentence by raising their hands, calling on
a few students to gauge understanding of lesson.
·
The
teacher will introduce and explain the maps & globe graphic organizer to
students and their task to complete. Once students complete this graphic
organizer, students will be provided with the positional terms’ worksheet to
complete, explained by the teacher on how to complete. The teacher will walk
around the room to see student completeness. Students will work on these
tasks independently.
Day 2:
Maps & Globes Review, Positional Terms in our School
·
The
teacher will conduct a review of the terms and concepts learned in the
previous day’s lesson.
·
Next,
the school campus and its elements will be discussed by the teacher. A map of
the school is displayed to students and the teacher explains where everything
is relative to their classroom.
·
The
main office of the school will be highlighted and its position relative to
the classroom will be discussed. The teacher goes on to explain why the main
office was made in the location it is in as well as why it is not placed in
another area (e.g. in the back of school away from the entrance).
·
Attention
check: The teacher will ask students to give a reason why the main office is
not placed near their classroom. Students will raise their hands and provide
an explanation.
Closure:
·
The
lesson is summarized with an assessment. The teacher will show students a
drawn map of their school campus on butcher paper with main areas
highlight/written. The teacher explains to students that they will be asked
to explain how to get to a place/object from their classroom using positional
terms learned in the lesson, like giving directions. Each place/object will
have four positional terms to choose from. Groups of four students will be
given these terms and match in order to get from the classroom to the
place/object on the map (main office, playground, cafeteria, etc.) Students
will also be asked to come up with a reason in their groups as to why the
main office is located where it is and give evidence as to why that is the
best location. Students, in their groups, will come up and show their work to
the teacher, each student will provide a direction with the positional
term(s) to have full participation. The teacher will also tell students that
hand movements/gestures while using positional terms to explain their
directions can be utilized as well. As students come up in groups, the
teacher will manage class noise levels so the presenting students can focus
on discussing their directions to the teacher.
·
After,
the teacher will ask students to list what they have learned during this
lesson and how it applies to the world outside of school. The teacher takes
this time to correct any misconceptions heard throughout the lesson and
closure to the entire class.
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Formative Assessment: Graphic
organizer to identify properties/characteristics of maps and globes. In
addition, identification of positional terms relative to a central item
(person, place or object) on a worksheet is assessed. Students will be given labels
with key terms to glue onto the graphic organizer and worksheet.
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Summative Assessment: A map of
the school campus is drawn on butcher paper, students will use positional
terms to show how to get to certain areas of the school (give directions). Instructor
asks students to list reasons why the main office is located where it is and
prove with evidence they have learned in the lesson.
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Appendices
Map of the World: https://geology.com/world/world-map.shtml
Map of Doral, FL: https://www.google.com/maps?q=map+of+doral+fl&source=lmns&bih=743&biw=798&hl=en&ved=2ahUKEwjih_y6orfoAhXN0VMKHaNrBbYQ_AUoAXoECAEQAQ
Graphic organizer (original resource
created):
 
Positional
Terms worksheet (original resource created):
 
Labels
for ELL/ESE Students (original resource created):
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