LESSON PLAN

Name: Ashley Mustaki

WGU Task Objective Number:
Competency 602.4.19: Teaching MethodsSocial Sciences - The graduate provides
effective, research-based social science instruction.
Competency 603.1.4: Professional Collaboration - The graduate recognizes the
importance of collaborating effectively with colleagues, parents, and community
professionals to support students development, learning, and well-being.
Objective 602.4.19-08: Teach a lesson to elementary students that combines social
sciences and one or more other disciplines, using appropriate hands-on activities and
primary resources.
Objective 603.1.4-04: Establish collegial relationships with other teachers and
professional and support staff.
GENERAL INFORMATION

Lesson Title & Subject(s): Constructing Maps - Social studies

Topic or Unit of Study: Maps
nd
Grade/Level: 2 grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
nd
The instruction will take place in a typical 2 grade inclusion classroom. The class has 18 students of
mixed ability. Three of the students have IEP's. The desks are arranged in groups of two with one row of
six desks that wrap around the back corner. There is a bulletin board containing various maps such as
maps of the world and theme park maps. The counter located on the side of the classroom displays
different maps that children have brought from home for the social studies unit.
STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
Virginia York County SOL for Social Studies
2.6 The student will demonstrate map skills by constructing simple maps, using title,
map legend, and compass rose.
Virginia SOL for Visual Arts
2.5 The student will identify and use the following in works of art:
1. Colorsecondary
2. Linevertical, horizontal, diagonal

2.7 The student will depict objects according to size and proportion within works of art.

Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
At the end of the lesson the student will understand how to create their own map.

Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)

After a lesson on making a map, the student will be able to create their own map. The student will be able
to apply the knowledge of line and color while creating their own map. The student will be expected to
score a 70 based on a rubric worth 100 points.
MATERIALS AND RESOURCES

Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note
templates)
-Teacher-constructed map that is partially completed
-Overhead projector
-Book of historical maps
-Rubric for each student
-Rulers for each student (provided by the student)
-Pencils, crayons, markers for the students (provided in the classroom)
-Paper for the students (provided in the classroom)

Resources:
Supplementary information and/or places where you found information for the lesson

Short, J. (2003).

The world through maps: A history of cartography. Toronto: Firefly Books.

INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 15 minutes
Students will be told that they will be using the what they have learned about maps to construct
their own maps today. Students will have a choice of constructing a map of their bedroom, the

classroom or another area inside the school like the lunchroom or library.

Students will be told that before we begin the lesson, we will look at pictures of maps
throughout history to become inspired before we begin creating our own maps.

The teacher will show the students the slideshow of maps that was stored on the SD card. The
maps will be projected using the overhead projector hooked up to the computer.
While looking at the maps, the teacher will ask the students to look at what is similar
throughout all the maps and what features the maps contain that they have learned about.
Throughout each slide the teacher will tell the students what year the map was created as well
as what it is a map of.
When the viewing of the book is over the teacher will call upon students to tell her what they
observed about the maps in the book.
The students will be probed for answers of:
-some contained map key
-some had a compass rose
-they all had neat lines
-they all made appropriate use of color (blue seas, brown land, etc.)
-they all had a title that was easy to find
Students will be asked why the use of neat lines and appropriate color choices were so
important in the creation of these maps?
-Answer should be so that the reader could find things better, so that the map made more
sense, etc.
The teacher will emphasize to the students that throughout time, these features of maps have
stayed the same because they are so important to the reader of the map. This is why it is so
important to include these elements in the maps that they will be creating today.
Anticipatory set:
Teacher will introduce the partially constructed map that she created for the lesson.
She will ask the students to look at the map and guess what area is described in this map.
Students should respond with the classroom.
She will ask the students what features of the map led them to the conclusion of the
classroom?
The answer should be the squares representing the desks, the rectangles for the
bookshelves, the shaded rectangle for the cabinets and the small computer picture for the
computers.
Teacher will clarify that it is the size and location of the objects that made it easy for them to
figure out that this map was of the classroom. They will need to remember this when
constructing their own maps.
The teacher will hand out the rubric to the students so they can compare the teacherconstructed map to the rubric.
Next, the teacher will ask the students to look at the map and think about what features the
map is missing. The students will be asked to keep this information quiet because they will
have the opportunity to share it later.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 5-7 minutes
The teacher will think-aloud the steps she took when creating her map.
The teacher will think about the choices she was presented with between the classroom, her
room or her favorite park. The teacher figured that she knew the classroom pretty well and
thought that was a place that other people may be interested in knowing more about, so she
decided on that topic. Once the topic was decided, she wrote the title of the map, Classroom,
at the top of the map.
Next, the teacher will explain that she brainstormed some features of the classroom that are
important enough that a stranger may want to know where they are if they are visiting. The
teacher thought that the desks, computers and bookshelves were pretty important, so she
decided to include these three features in her map.
Now that the teacher has decided on her features, she needs to decide what symbols will
represent the features of the classroom. Since the desks are small rectangles, she chose
rectangles for the desk. Since the bookshelves are long rectangles she chose long rectangles
for the bookshelves and since the computers are small squares with a small rectangular
keyboard, she chose a symbol similar to this for the computers.
Once the teacher had all of the features and the symbols chosen, she created a legend with
the symbol first, then the equal sign and the word of what the symbol represents. When she
had all three symbols listed, she drew a box around the key so it would be easy for a
classroom visitor to find.
The next step the teacher took was to put the features on the map using the symbols she has
just created. The teacher will state that she had to think about the available space in the map
and the number of desks, computers and bookshelves so she could size each feature so that it
could fit into the map. If she made the features too big, they would not fit in the map and it
would look too confusing for the reader. The teacher then drew in each feature of the map.
Since she wanted the map to be as easy to read as possible, she traced the lines with a ruler
and used very straight lines on items that were too small, such as the computers. After the
features were drawn, the teacher thought about appropriate colors for each feature. The
teacher colored the desks brown and colored the symbol for the desks brown so they match.
The teacher colored the computers grey along with the symbol. The teacher already used
brown for the desks, but decided to use a brown stripe pattern for the bookshelves. The
patterns allowed her to still use brown while not confusing the map reader.
Finally, the teacher added in the compass rose.
Once the map was completed the teacher looked over the map to make sure all the features
were included.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 10-15 minutes

Together, the teacher and the students will fill in the rest of the information missing on the
partly-constructed map and create one or two more features to add to the map.
The teacher will call on a few students for the answer to the question that was asked previously
(what is the map missing?).
Acceptable answers will be:
-complete key with a box around it to make it easier to find
-complete compass rose
-more color and patterns to make areas in the classroom easier to find
-brown color for the desks
-missing label
Next, the teacher and the students will work together to fill in the missing parts of the map. Once
the map is complete the teacher will pass out the rubrics to the students. The teacher and students will
read over each area of the rubric to ensure understanding. The students will use the rubric to assess the
map used for guided practice.
Before the students begin, the teacher will emphasize the importance of using neat lines and appropriate
colors when creating a map. The students will be encouraged to use a rule if needed to create neat lines.

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Time: 25 minutes
Students will be told to take out their supplies (pencils, markers/colored pencils, ruler, etc.).
Before the students begin working the teacher will ask the students what they can use if they
forget what all needs to be included in their map.
-Answer should be the rubric. Students should be able to answer the questions on the
rubric to make sure that their map is complete.
The students will create their own map using the rubric as a guide and checklist.
While the students are making their map, the teacher will walk around to make sure that
students are on task and assist students that need help.

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
students)
Time: 5 minutes
Once students have completed their maps and checked them against the rubric, the students will
turn in their maps to the teacher for assessment.
The students will be congratulated on their hard work today and the beautiful maps they have
created.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Modeling direct instruction
Guided practice cooperative learning
Independent practice independent work

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with attention deficits will be given a printed student-friendly rubric to be used as a
checklist.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
See attached rubric.