Laylin 1

Name: Kelcey Laylin

Grade: 2nd grade classroom
Subject: Science
Topic: Map the Garden (adapted from Education World)
Constraints:

Outdoor-based
Accessible to students with mobility or other challenges
Safety plan in place
One computer, one projector is available indoors as a resource for reflection
A classroom of 30 students
No Child Left Inside (NCLI) Project

Content Standards: State the unit goal and identify two or more primary local, state, or
national curricular standards to which your lesson aligns. What key knowledge and skills
will student be able to demonstrate as a result of your instruction?
Unit Goal(s): Students will be able to identify, define and create their own maps.
GLCEs:
2 G1.0.1 Construct maps of the local community that contain symbols, labels, and
legends denoting human and natural characteristics of place.
ISTE Standards:
Students1a. Use models and simulations to explore complex systems and issues
Teachers1. Teachers use their knowledge of subject matter, teaching and learning, and technology
to facilitate experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and
inventiveness

Learner Background: Describe the students prior knowledge or skills related to the
learning objective(s) and the content of this lesson. How did the students previous
performance in this content area or skill impact your planning for this lesson?

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Students know what a map is. They know how to draw general maps, for example they
are able to draw a map of the classroom and the features that make up the classroom and
the relationship of one thing to another (for example the projector to the door). They
know what a legend/key is and the purpose of a legend on a map. This will help the
students because they will have a general understanding of what their map should look
like and what needs to be included. This means that I will just have to teach them the
cardinal directions (north, south, east, west) and what way they are in relation to how
they are drawing their maps.
Student Learning Objective(s): Identify specific and measurable learning objectives
for this lesson.
1. Students will be able to correctly identify the cardinal directions on a map
2. Students will be able to draw their own maps and identify where one feature is in
relation to another feature (for example the garden in relation to the school
building)
Assessment: How will you ask students to demonstrate mastery of the student learning
objective(s)? Attach a copy of any assessment materials you will use, along with
assessment criteria.
To know if students developed mastery of the objectives, they will have drawn a
complete map of the school grounds and the features that make up the school grounds.
Materials/Resources: List the materials you will use in each learning activity including
any technological resources.
Clipboards
Colored pencils
Compass
Paper
Examples of maps
Word document
Computer
Projector
Learning Activities: (Could be numbered, steps, or short narratives)
Identify the instructional grouping (whole class, small groups, pairs, individuals) you will
use in each phase of instruction.
Initiation: Briefly describe how you will initiate the lesson. Set expectations for
learning; articulate to learners what they will be doing and learning in this lesson,
how they will demonstrate learning, and why this is important. (Start with
questions)
Ask: has anyone ever drawn a map before? (raise of hands) What have you
drawn maps of?
o Answers: room, classroom, road maps, neighborhood, etc.

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What do maps do?

o Answers: understand special relationships between geographic
features in an area, figure out where you are, help you figure out
where you want to go, analyze a place
Today we are going to go outside and draw a map of the school. We will
start at the garden and then we will create a map to-scale of whats around
the garden like the school building and the roads. Include as many things
as you can on the map. To-scale means that it can be related to the actual
size of the area. It compares the distance on the page to the actual distance
from one thing to another. (for example, 1 inch = 5 steps)
What types of things do we need to include in our maps?:
o The garden, (parts of the garden- veggies, fruit, flowers, dirt),
school building, surrounding streets, playground (parts of the
playground- swings, slides, play-place thing), surrounding houses
What is the purpose of a legend or key?
o Answer: a key helps us see the types of things on the map (for
example rivers, lakes, land, etc.) [or they can be used to depict
houses, grass, streets, etc.]

Lesson Development: Describe how you will develop the lesson, what you will
do to model or guide practice, and the learning activities students will be engaged
in order to gain the key knowledge and skills identified in the student learning
objective(s).
Have students bring their clipboards, paper, colored pencils and compasses
with them
Split the class into 5 groups- 6 people per group
Ask: can anyone remember what we include in a legend?
o Answer: you have different colors that represent different features,
so the streets could be black on the legend
Review how to read a compass and have every student draw a compass on
their paper (north pointed to the top)
Tell students they have 20 minutes to walk around and add all of the detail
they can to their maps- include color and a legend/key
o Each student should have their own drawing of the map, not a
group one
o Have the garden in the middle of the map and then draw things
around the garden
The garden should include the features of the gardenveggies, fruits, flowers, dirt, etc.
Have the students meet back at the garden to head back into the classroom
Closure: Briefly describe how you will close the lesson and help students
understand the purpose of the lesson. (Interact with learners to elicit evidence of
student understanding of purpose(s) for learning and mastery of objectives)

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Gather back together at the garden to go back to the classroom

Enter the classroom and pull up a word document to create map that
represents each students individual/group maps
Ask the students what the first thing that needs to be included is (answer:
the compass- N, S, E, W)
Have each student say one thing that they have on the map that someone
else doesnt
By the end, there will be a group map of the school and the things
surrounding the garden
Lead a discussion:
o What streets border our school?
o What way is north? South? East? West?
o What do we have in our garden?
o Where do we enter and exit the garden?
o All questions from lesson plan found online through Education
Outside*
Ask if there are any questions or if theres anything that they notice about
the school that they hadnt noticed before

SafetyPlan:
Havearadiuswherethestudentscannotcrossoverthesidewalkontheschool
grounds
o Theyareallowedtowritethestreetnamesandgoclosertoreadthesigns,
buttheycannotgoacrossthesidewalkonthegrasspartclosesttothe
street
Have2teachersoutsidemonitoringthestudentssoateachercanseethestudents
atalltimes
Incaseofemergency(lockdowncalmlywalkbacktothebuildingandgetinto
thefirstclassroomopenthathasspace)makesurethestudentsaresafelyinthe
buildingandnotwanderingoutsideaimlessly
Lessonadaptedfrom:
https://www.educationoutside.org/sites/default/files/lessons/BasicsE2
5_MapTheGardenWSC.pdf
GLCEs:http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf
ISTEs:
Studentshttp://www.iste.org/docs/pdfs/2014_ISTE_StandardsS_PDF.pdf
Teachershttp://www.iste.org/docs/pdfs/2014_ISTE_StandardsT_PDF.pdf

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