Unit Plan: Globes and Maps Lesson Plan for MondayGrade: 3rdSocial Studies Strand: Geography

Submitted By: Tracy Sides

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan for Monday Strand: Geography submitted by: Tracy Sides

B. Summary of the Lesson Plan : In this social studies lesson, third grade students are introduced to maps and globes as well as the differences between the two. This lesson is loosely based on a Core Knowledge lesson on World Geography written by Esther Thomson and Jackie Adams with the Paramount School of Excellence in Indianapolis, IN.

C. Basic Information: Grade Level: 3rd grade Time to Complete this Lesson: 50 minutes Groupings: whole group and small group (three students in each group)

D. Materials: ELMO projectorSmart BoardInternet AccessGlobeMapOne Map Mania page for each studentOne copy of Map Basics by Maxwell Baber for

each student

E. Objectives: o NV State Social Studies Standards

G5.3.3 Compare uses of maps and globes. G5.3.5 Construct a simple map including a title, symbols, and directions from a

bird's eye view.o Student-Friendly Standards

I can compare how I use a map to how I use a globe. I can create a simple map using title, symbols, and directions.

F. Vocabulary Map Scale (noun) – A tool on a map that measures distance Key Features (noun) – Symbols used to note locations on a map Compass Rose (noun) – A tool used to find direction

G. Procedure: Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan for Monday Strand: Geography submitted by: Tracy Sides

1. Students share current knowledge on geography, maps, and globes. Create a KWL chart, listing each item of students’ prior knowledge.Students share what they would like to learn about maps and globes. Preview the unit as an opportunity to learn about systems used for locating features on maps as scaled-down versions of Earth and its features. (10 minutes)

2. Preview the day’s lesson as focusing on specific features of maps and globes Introduce and model activities on Oxfam’s ‘Mapping Our World’ website: http://www.digital-week.info/education/mapping_our_world/mapping_our_world/05-GlobeUnwrapped/GlobeUnwrapped.htm (10 min)While interacting, informally ask students questions in order to gauge knowledge of how maps and globes differ.

3. As a whole group students ‘popcorn read’ Map Basics (pgs. 10-11) in order to build on concepts introduced through Oxfam’s activities.Refer to a classroom globe and map as students read in order to connect reading to real-life usage/examples. Throughout the reading, pause to ask students questions about the text and vocabulary (using surrounding text to decode/explain vocabulary). (15 min)

4. Review knowledge gained through the online activity and in reading. Ask students questions to gauge comprehension (ex.: Compare and contrast functions of maps versus globes. Name key characteristics of a map and/or a globe.) and encourage vocabulary use through modeling or repeating responses using vocabulary in place of student ‘synonyms’.

5. On the whiteboard, draw a chart with three columns and labeled:

What I Learned Main Idea from Paragraph

Supporting Details

Model completing the chart with information from the Map Basics reading pausing after each paragraph and writing one new thing learned.Students share inferences on the main idea based on these supporting details and will list these supporting details in the third column. (10 min)Use several paragraphs in modeling and ask questions to insure comprehension.

6. Students will turn to page 10 in Map Mania and will divide into groups of three.Students will read paragraphs from this page and complete their own three-column chart in their individual social studies notebooks. Groups are encouraged to use charts and summarize what they learned as a team.

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan for Monday Strand: Geography submitted by: Tracy Sides

H. Assessment: What will you use to measure student understanding?

Student understanding is evaluated through their responses during discussions; Students’ level of understanding of main idea and details is indicated in their completion of their chart in groups.

Explain how you will know students understand the concepts from the lesson. Students’ ability to elaborate responses as well as utilize domain vocabulary will clearly exhibit their knowledge of maps and globes.

I. Closure: Students will complete a ‘ticket out the door’ listing one difference and one

similarity between maps and globes.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

The read-aloud/popcorn reading is the easiest for me. I enjoy engaging students in a reading, especially when key ideas are being introduced.

2. Which part will be most challenging for you to teach? I struggle with small group activities. I have grown in this area and can now engage students so they stay on task, however volume control tends to be my downfall. I see great opportunities in this part of the activity but I know all too well the frustration students begin to feel when classroom noise raises to the point of obstruction of productive conversation.

3. How will you follow up or extend this lesson?In centers, following this lesson, students can apply their knowledge of features of maps by creating and labeling a map of their classroom in addition to writing a short paragraph indicating details and key features of the map.

4. What can you do for students who don’t grasp the concepts?A pre-made chart is available for students with who need further scaffolding and support and, according to need, may have portions of the chart already completed.

5. Which part of the lesson, if any, do you think might need to change?Full completion of more than one activity on Oxfam’s site may not be required on this first day of the unit and may take time that could be better placed elsewhere.

6. When you were writing this lesson plan, what was the most difficult part?The closure portion of this lesson was difficult. This is possibly due to this being the first lesson in the unit. I wasn’t sure how much knowledge I should expect students to confidently express independently.

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan for Monday Strand: Geography submitted by: Tracy Sides

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5