Reeba Thompson

Kindergarten
McCook Central
11/12/15
10:00
Reflection: This week we are learning all about the letter M. In order to stick with
the M theme I decided to teach the students a little about maps and help them
learn about location and grasp just how big our world really is, which can be difficult
to understand, especially at this young of age. I realize this lesson may be a
challenge for the students, but I am hoping they will at the very least begin to grasp
the concept of location.
Lesson Goals/Standards:
K.G.1.1 Recognize that maps and globes represent places
Objectives:
Students will be able to understand that maps represent different places.
Students will begin to understand that their community is part of a larger area.
Contextual factors/learner characteristics: The Kindergarten classroom
contains 19 students of age ranging from 5-7. The students are seated in 4 pods of
either 4, 5, or 6 students. All but one student is white; the one other female student
is Hispanic and also an ELL. There are four students on IEPs. Two of those students
were put on IEPs for speech. Another IEP student has delays and struggles in many
areas due to Fetal Alcohol Syndrome. She will almost always need extra assistance
if at all possible. The other student on an IEP receives services for Autism. He is
rarely in the regular classroom and receives most of these services in the special
education classroom.
Materials:
1. Computer/smartboard
2. Crayons
3. Glue stick
4. Scissors
5. Pencil
6. Pictures of McCook Central School/Salem/South Dakota/USA/Earth
7. Flip Book outline
8. Stapler
The Lesson
1. Introduction (2 min)
a. To gain attention, teacher will ask the following questions: Has anyone
ever heard of a map? What is a map? What are some reasons people
use maps? Allow for some answers to all those questions.

b. To relate to past experience, teacher will ask: Have you ever used a
map? Do you know someone who has? (Call on someone who doesnt
share very often.)
c. To create a need to know, teacher will say: It is important to know how
to read a map so that you know where you are going and dont get
lost.
d. Teacher will say: Todays lesson will help you understand that Salem is
part of a bigger area.
2. Content Delivery (18 minutes)
Today, you are going to listen to a read-aloud of the book Me on a Map by
Joan Sweeney. I may stop and ask questions along the way, so be sure to
listen carefully.
Ask the students about the character and what she is doing.
The girl in the book starts at a small location, like her bedroom, and ends at
very large location, like the Earth. There are several other locations in
between.
What are some of those other locations that she mentioned in the story?
(house, school, street, city, county, state, country, continent)
We are going to make a little book to show some of the different places that
we know, to help us remember that there is more to our world than just our
school and Salem. Identify each location to be used in the book.
What school do you go to? (McCook Central)
Where do you live? (Salem)
What state do you live in? (South Dakota)
What country do you live in? (United States of America)
What planet do you live on? (Earth)
Have students take out their pencil, scissors, glue stick, and crayons. Hand
out the rest of the needed materials (pictures, flip book)
Walk through the instructions of what to do. Do one location at a time.
3. Closure (2 min)
Is Salem or South Dakota larger?
Is the United States or the Earth smaller?
Name two locations we discussed today in class.
Assessment:
Formative assessment
Teacher asks questions in the introduction to see what
students know about location and maps.
Questioning
Whole class: comprehension of read-aloud
Individual: Understand location in terms of smallest to largest
Resources:
Me on a Map by: Joan Sweeney
https://www.google.com/maps

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