Shelby Boshuizen ELED 3223 Direct Instruction Lesson Plan Due: 05/10/18
edTPA Lesson Plan Template
Subject: Social Studies Central Focus: Geography and Environmental Literacy
Essential Standard/Common Core Objective:
2.G.1: Use geographic representations, terms and
technology to process information from a spatial Date submitted: 03/20/18 Date taught: 03/20/18
perspective.
Daily Lesson Objective: 2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a
map (cities, railroads, highways, countries, continents, oceans, etc.).
21st Century Skills: Academic Language Demand (Language Function and
Vocabulary): latitude, longitude, temperature, map, degree,
landmark
Prior Knowledge: none
Activity Description of Activities and Setting Time
Begin by asking students what they already know about maps. Divide students 5 mins
into pairs. Give each pair an outline map of the world and an outline map of
the United States. Have students circle familiar characteristics and underline
1. Focus and Review or list unfamiliar characteristics. Have a whole-class discussion about what
they already know or notice about the maps. Students may recognize the
shapes of countries, they may point out their state or region, or they may
identify familiar bodies of water.
2. Statement of Objective Student will be able to understand symbols and other features on a map, such
for Student as cities, railroads, highways, countries, continents, oceans, etc.
Introduce the concepts of latitude and longitude. Have students look at the 10 mins
U.S. map and find the lines running across and up and down the page. Tell
students that the lines running across the page are lines of latitude, and the
lines running up and down the page are lines of longitude. Latitude runs 0–90°
north and south. Longitude runs 0–180° east and west. Have students write
3. Teacher Input
those labels on the maps. Ask students why they think these lines might have
been drawn on the map. Make sure they understand that they are not real lines
on the ground; they were added to the map to help people locate places on the
map more easily. Point out the degrees of latitude and longitude and the
patterns of numbers as you move away from 0°.
Have students practice figuring out latitude and longitude. Have students find 10 mins
the approximate location of their town and mark it with a dot. Ask students to
think about what to do if the location is not on a line but in between lines.
Model for students how to figure out the town’s latitude and longitude. Next,
4. Guided Practice draw two more dots in other areas of the country and have students work
independently or in pairs to figure out the approximate latitude and longitude
of those places. Finally, have students figure out what city is at approximately
30°N, 90°W (New Orleans, Louisiana) and what city is at approximately
40°N, 105°W (Denver, Colorado).
Shelby Boshuizen ELED 3223 Direct Instruction Lesson Plan Due: 05/10/18
Have students find landmarks with the same latitude and longitude as their 10 mins
location. Assign each student or pair one of the three locations—home, New
Orleans, or Denver. Instruct each pair to find two landmarks, such as cities or
physical features, with the same latitude as their location. Then have pairs find
two landmarks with the same longitude as their location. Discuss with
5. Independent Practice
students why and when latitude and longitude are helpful map tools.
Have students share why latitude and longitude are helpful map tools. Prompt
them to explain how latitude and longitude can help them to identify specific
locations. Ask: How easy or difficult would it be to pinpoint a location on a
globe without using a coordinate system? Explain.
Informal Assessment
Have students use the outline maps of the United States and the world to identify:
6. Assessment Methods of states in the U.S. that are on the same line of latitude
all objectives/skills: states in the U.S. that are on the same line of longitude
world landmarks that are on the same line of latitude
world landmarks that are on the same line of longitude
“We can learn so much just by looking at a map. There are so many things
7. Closure that maps can tell us, and they help us get to where we need to go. Now you
can make your own maps and you know how to read them as well!”
Materials/Technology: world map, US map, pencils/pens
CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______
