Stage 1: Desired Results
1. Unit Title
Me and My Maps
2. Grade Level Content Expectations (GLCEs) and Content Standards, and Anti-Bias Standards:
● 2 – G1.0.1 Construct maps of the local community that contain symbols, labels, and legends
denoting human and physical characteristics of place.
● 2 – G1.0.2 Use maps to describe the spatial organization of the local community by applying
concepts including relative location, and using distance, direction, and scale.
3. Big Powerful Ideas:
● Maps have useful features that help us locate, identify, and move about an area. These
characteristics help us use a map.
● Maps take on different perspectives of an area to help us navigate that given region.
4. Essential Questions:
● How are the maps we have looked at similar to one another? Different?
● Why do maps have these similar features? Why are they important?
● How can we use the features on the map to answer questions about location?
● Why are maps important to understand?
5. Unit Objectives:
● Students will be able to identify and use different features that are found on maps.
● Students will be able to interpret a map and map key to answer questions about locations.
● Students will be able to transfer their ideas and observations of maps into their own creation.
● Students will be able to design a map with a map key.
6. Rationale:
What are you teaching? Why are you teaching this?
(Must align with the 5 elements of powerful social
studies)
● There will be a “me on the map” portion Value-Based: This is important to show students
of the unit. Students will find their how they fit in on the map.
continent, country, state, city, street,
house, and room.
● Students will create maps of their living Meaningful: Bringing in home life will make the
space at home. lessons more meaningful for the students.
● Students will look at multiple maps to Challenging: Students will create maps and use
find common features. those commonalities on their own maps.
● Students will create maps. This will Active: Using a different perspective that students
require active minds because they will are using to require an active mindset.
need to use the bird's-eye view
perspective.
● Students will create maps of different Integrative: Creating maps will incorporate artistic
spaces that they are familiar with, with skills.
keys.
Stage 2: Assessment/Evidence:
1. Prior Knowledge:
Students have learned…
● Map details about Michigan, like where the capitol and where their city is.
● Very guided and structured map creation.
2. Pre-Assessment: Seeing Student Thinking:
● I learned that the students understood more about interpreting maps than I presumed. They
understood that the map key was where they would get that information from to understand the
map. By learning this, I will be able to give students maps with the expectation that most of them
could understand what the symbols would mean, or at least where they can find that information.
● I learned that the students were not as comfortable using directional words, like north, souths,
east, and west. They did seem to understand using above, below, or next to, but when asked
which was north they would point up. So, understanding the perspective of the map was a
challenge. For my unit, I will have to spend time focusing on the perspective maps take on and
explaining a bird’s-eye view.
3. End-of-Unit Performance Task:
1 2 3 4
Map details I used my best I used my best I created a map I made a map, but
2nd grade drawing 2nd grade drawing that includes the I did not include
with details to to create a map. features given. all of the given
create a map. features.
Features on the I included all of I included most of I included some of I included less
map the features given the features on my the features on my than half of the
on my map. map. map. features on my
map.
Map key and I have a compass I have a compass I have a compass I have a compass
compass rose rose and map key rose or map key rose and map key rose and map key
that has all of the that has all of the that has most of that has some of
features with features with the features with the features with
corresponding corresponding corresponding corresponding
symbols. symbols. symbols. symbols.
Stage 3: Learning Plan
1. Linguistic, social and academic challenges, resources and supports
Student Description of their Linguistic, Accommodations/Modifications/Scaffolding to Address
Social, or Academic Needs Student’s Needs
This student does not participate much in I will use pairs, small groups, and whole group discussion
whole group discussions due to their shy tactics to support my students' needs.
demeanor, but when speaking to peers I do
hear this student share great thoughts.
There is a small portion of my students, I will use some small group work in order to assist these
who are getting MTSS support, who students. Not only will I be teaching, but the students can
benefit from additional support. learn from each other.
2. Overview:
Day 1 Day 2 Day 3 Day 4 Day 5
Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title:
Navigating our Map of a Park Metro Park Map Comparing How To Make a
Classroom Activity Different Maps Map
GLCE(s): 2 – GLCE(s): 2 – GLCE(s): 2 – GLCE(s): 2 – GLCE(s): 2 –
G1.0.2 Use maps G1.0.2 Use maps G1.0.2 Use maps G1.0.2 Use maps G1.0.2 Use maps
to describe the to describe the to describe the to describe the to describe the
spatial spatial spatial spatial spatial
organization of the organization of the organization of the organization of the organization of the
local community local community local community local community local community
by applying by applying by applying by applying by applying
concepts including concepts including concepts including concepts including concepts including
relative location, relative location, relative location, relative location, relative location,
and using and using and using and using and using
distance, distance, distance, distance, distance,
direction, and direction, and direction, and direction, and direction, and
scale. scale. scale. scale. scale.
Daily Daily Daily Daily Daily
Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):
Students will Students will be Students will Students will look Students will
locate different able to interpret a locate different at different maps understand more
things around the map key and features using the to understand not about the process
room. The answer related map key in order all maps are the of making maps.
questions asked spacial questions. to answer same.
will be similar to questions about
the ones I will ask the map.
about maps.
Assessment: Assessment: Assessment: Assessment: Assessment: I
Students will be Students will use Students will use Students will use will listen to small
moving to individual white individual white individual white group discussions.
different locations, boards to show boards to show boards to show
so I will assess their responses to their responses to their responses to
based on their the questions the questions the questions
movements. posed. posed. posed.
Student Student Student Student Student
Adaption(s): All Adaption(s): I Adaption(s): Adaption(s): Adaption(s):
students will be will circulate to Students will work Students will work Students will work
doing this at once, address student in small groups to in small groups to in small groups to
so students can concerns. scaffold learning. scaffold learning. scaffold learning.
learn from one
another.
Lesson Lesson Lesson Lesson Lesson
Alignment: Alignment: Alignment: Alignment: Alignment:
Students will Students will Students will Students will Students will
identify and use identify different interpret a map interpret a map identify different
different features features that are and map key in and map key in features that are
that are found on found on maps. order to answer order to answer found on maps.
maps. questions about questions about
locations. locations.
Day 6 Day 7 Day 8 Day 9 Day 10
Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title:
Guided Classroom Guided Classroom Country Map My Country My Country Cont.
Map Map Identification
GLCE(s): 2 – GLCE(s): 2 – GLCE(s): 2 – GLCE(s): 2 – GLCE(s): 2 –
G1.0.2 Use maps G1.0.1 Construct G1.0.2 Use maps G1.0.1 Construct G1.0.1 Construct
to describe the maps of the local to describe the maps of the local maps of the local
spatial community that spatial community that community that
organization of the contain symbols, organization of the contain symbols, contain symbols,
local community labels, and local community labels, and labels, and
by applying legends denoting by applying legends denoting legends denoting
concepts including human and concepts including human and human and
relative location, physical relative location, physical physical
and using characteristics of and using characteristics of characteristics of
distance, place. distance, place. place.
direction, and direction, and
scale. scale.
Daily Daily Daily Daily Daily
Objective(s): Objective(s): Objective(s): Objective(s): Objective(s):
Students will Students will use Students will be Students will be Students will be
locate different the ideas we came able to identify able to construct a able to continue to
features using the up with in the different features map that contains construct a map
map key in order previous lesson to within their given a map key, that contains a
to answer construct a map of country. compass rose, and map key, compass
questions about our classroom. other map related rose, and other
the map. Then, symbols. map related
brainstorm things symbols.
in the classroom
that need to go on
our map.
Assessment: I Assessment: I Assessment: Assessment: To Assessment: To
will listen in on will collect the Students will use assess students, I assess students, I
small group maps they make individual white will circulate the will collect the
discussions among as an assessment. boards to show room and keep an maps they make.
students. their responses to anecdotal record.
the questions
posed.
Student Student Student Student Student
Adaptation(s): I Adaptation(s): I Adaptation(s): Adaptation(s): I Adaptation(s): I
will use small will have Students will work will have a will have a
group and whole expectations in pairs to scaffold checklist for some checklist for some
group discussions displayed on the learning. students on their students on their
to support the board for students desk, as well as on desk, as well as on
learners in my to reference at any the board, as a the board, as a
room. time. reminder of reminder of
expectations. expectations.
Lesson Lesson Lesson Lesson Lesson
Alignment: Alignment: Alignment: Alignment: Alignment:
Students will Students will Students will Students will Students will
identify different transfer their identify different design a map with design a map with
features that are observational features that are a map key. a map key.
found on maps. knowledge into a found on maps.
creation of their
own.
3. Individual Lesson Plans:
Introduction Lesson (Simulation of maps)
Lesson Title and Length Day 1: Navigating our Classroom (30 mins)
MI Grade Level Content 2 – G1.0.1 Construct maps of the local community that contain symbols,
Expectation labels, and legends denoting human and physical characteristics of place.
Big Powerful Idea(s) Maps have useful features that help us locate, identify, and move about
an area. These characteristics help us use a map.
Essential Question(s) How can we use the features on the map to answer questions about
location?
Lesson Objective(s) Students will locate different things around the room. The questions
asked will be similar to the ones I will ask about maps.
Introduction Explain to the kids that I will give them a task to do and they will need to
use their bodies to show their answers.
● “Today we will be doing an activity where you will use your
bodies and movements to walk around the room to show your
ideas. I hope this will be fun and exciting, but we should be quiet
so we aren’t letting others use your brain. Also, in order for you
to hear the next task, you’ll have to turn your sound off, right?”
Detailed Activities I will model one task as an example for the students. I will explain my
expectations at the same time.
● “So if I were to say find the spot where the teachers grade
papers, I would calmly walk over to my desk or Ms. Pankotai’s
desk. Then I would stand next to it and patiently wait for the next
directions.”
Then, I will have the students stand up and push in their chairs. We will
do a task all together.
● “So let's practice together now. Stand up and push in your
chairs. I like how this person is quietly waiting for directions.
Face the South wall of this classroom. Someone raise their hand
to tell me how you knew that.”
Students will then complete a series of tasks that will require them to
move quietly around the classroom.
● Find the spot we do Number Corner.
● Find the place where you keep your backpacks.
● Where would you go to find a book? A science book?
● Where would you line up if you were going to special?
● Face the West wall of the classroom.
● Find the place where you can see outside.
● Find one of the places you would meet with the teachers during
centers.
● Face the Northeast corner of our classroom.
● Where do you work on math with Ms. Pankotai?
● Find the place where you line up in the morning before you go
into the classroom.
● Go to the seat where you do the most learning in this room.
Accomodations All students will be doing this at once, so students can learn from one
another.
Transitions Set expectations for the activity as students are seated, then have students
stand up at their seats and push in their chairs. Explain that I can only
move on to the next task when they are all quiet and listening.
The last task will be to sit in the chair that you do most of your learning
in at school in order to get them back to their seats for the closing
discussion.
Assessment Students will be moving to different locations, so I will assess based on
their movements.
Closure Display my map of the classroom on the document camera and explain to
students that they have just used their bodies and movements in order to
answer questions about a map.
● “I know we all had fun moving around the classroom, but here is
what we were actually doing. You were using your bodies to
show me that you can understand maps! Here is my map of the
classroom that I came up with. Using just your movements, you
were able to find all the things on my map! We are going to be
taking a closer look at maps coming up and it is good to know
that you all can answer questions about maps!”
Materials My map of the classroom
Lesson Title and Length Day 8: Country Map Identification (30 mins)
MI Grade Level Content 2 – G1.0.2 Use maps to describe the spatial organization of the local
Expectation community by applying concepts including relative location, and using
distance, direction, and scale.
Big Powerful Idea(s) Maps have useful features that help us locate, identify, and move about
an area. These characteristics help us use a map.
Maps take on different perspectives of an area to help us navigate that
given region.
Essential Question(s) How can we use the features on the map to answer questions about
location?
Why are maps important to understand?
Lesson Objective(s) Students will be able to identify different features within their given
country.
Introduction Explain that they will be working in pairs to find different features of
their given country. Each pair will need a whiteboard, marker, eraser, and
a map of a country. Then the pair will find a spot in the room that faces
me still. Assign partners for the students.
● “Today, we will be looking at maps of different countries around
the world. You will work with a partner to find different features
about that country. When I partner you up, one partner will need
to get a map and the other map will need to get the whiteboard
materials, then sit down together.”
Then explain directions for the activity.
● “One person will start with the white board and the other person
will be looking on the map to find what I am asking. You should
be working together, so if your partner needs you you should do
that. You’ll hold up your white board so I can see your answer.
Then you will erase and switch materials when I say.”
Detailed Activities I will ask students to locate a variety of things on the map. This will
require them to use map features, like the key and the compass.
● What is the name of your country?
● Does your map have a map key? Compass rose?
● What is the capital of your country?
● Find one other city in your country.
● Find a different city in your country.
● What is one country that your country borders? Is it north, south,
east, or west?
● Find one river in your country. What is the name of that river?
● Does your country have mountains?
Accomodations Students will work in pairs to scaffold learning.
Transitions The transition from directions to moving and grouping students will be
done by me. I will strategically pair students off and place them around
the room.
In between questions, I will count down from 5 to give students time to
clear their boards and prepare for the next question.
After the last questions, I will instruct students to place their materials on
their name tags in order to regain their focus.
Assessment Students will use individual white boards to show their responses to the
questions posed.
Closure I will recap the lesson by explaining how they were able to use different
map features in order to locate a variety of characteristics of their
countries. I will also make connections to the next lessons to come.
● “So, today you looked at a whole bunch of different things about
countries. You had to use the map key and compass rose to help
you find a lot of features of the map. I want you to keep this in
mind for tomorrow because you will be coming up with your own
countries! So take another look at the maps to get a few ideas for
tomorrow.”
Materials White boards, markers, erasers, and a country map for each pair (13 of
each)
Lesson Title and Length Day 9-10: My Country (30 mins. each)
MI Grade Level Content 2 – G1.0.1 Construct maps of the local community that contain symbols,
Expectation labels, and legends denoting human and physical characteristics of place.
Big Powerful Idea(s) Maps have useful features that help us locate, identify, and move about
an area. These characteristics help us use a map.
Essential Question(s) How can we use the features on the map to answer questions about
location?
Lesson Objective(s) Students will be able to construct a map that contains a map key,
compass rose, and other map related symbols.
Introduction Bring up yesterday’s lesson. Then explain the criteria for their countries
as I write it on the board. I will then display my example of the country I
created and point out all of the criteria.
● “So, yesterday we looked at maps of different countries and
located various features about them. Today, we are going to use
what we learned yesterday to make our own countries. There are
some things that I will need to have on your map. We will talk
about what we looked at yesterday and I will write things that
need to be on your map on the board.”
Detailed Activities I will then display my example of the country I created and point out all
of the criteria. Then students will get their map making papers and begin
working. I will suggest using pencil first, then add details with their
crayons. Planning will be done day 9 and details with color should be
done day 10.
● “Let’s check to see if my map has all of the things that I must see
in yours.”
● “To make sure you have everything you need, start your planning
in pencil first. This way you can erase if something does not
work as planned. Then to add details when you are satisfied,
grab your crayons.”
Accomodations I will have a checklist for some students on their desk, as well as on the
board, as a reminder of expectations.
Transitions To transition from discussion to activity, I will ask a student to help me
pass out the map making papers. I will instruct students to put their name
on it and begin.
Assessment To assess students, I will collect the maps they make.
Closure To wrap up the unit, sum up the things we have learned about maps and
map making.
● “We have learned so much about maps! We figured out key
components that are really important to all maps and reading
maps. You were also able to make a few maps including a whole
entire country! Now, I hope you will be able to impress family
members by reading and helping with map related questions.”
Materials My example of my country, a few of the maps from yesterday's lesson, 5
mini checklists for my students with accomodations, and a class set of
student map making papers
