TOADS:

November 16, 2015:

12:20 PM~1:20 PM:
Teacher: Elisabeth Judd

Grade: 3rd

Standards:
Grade 3 Strand 4 Geography Concept 1 The World in Spatial Terms PO 2 Interpret political and physical
maps using the following elements: a. alpha-numeric grids b. title c. compass rose -cardinal and
intermediate directions d. symbols e. legend f. scale
3.SL.1 Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own
clearly.
Objectives, SWBAT: Name, locate, and use the essential parts of a map and be able to understand the correct way
to analyze and interpret a map.
Assessment/Evaluation/Evidence of Mastery (Measurable): Students will correctly identify and list the 5
components of the TOADS lesson on the TOADS worksheet. At least 80% of students will correctly label at least
four of the five components.
Sub-objectives:
SWBAT define what an acronym is and give an example
SWBAT list the five main components of a map using the acronym TOADS
SWBAT explain the five main components to a partner
SWBAT identify the five components of a map
Key vocabulary:
Materials:
Acronym: a word formed from the initial letter of each word
TOADS worksheets
in a phrase or group of words.
Enough different maps for students to work
Title: the name of the map
in pairs (these can be road map
Author: (Cartographer) the person who made the map.
Vocabulary word cards
1

5-10 minutesInstructional Input

Orientation: showing directions, compass rose

Paper for student dictionaries
Date: the day, month, and year the map was made
Arrows/stickers
Scale: a measure to compare distance on a map and
Pencils/markers
distance on earth
Opening (state objectives, connect to previous learning, and make relevant to real life, anticipatory set): (5
minutes)
Today we are going to be using an acronym. Lets look at the definition of an acronym. Can someone read the
definition aloud? Have a student read the definition of an acronym. An example of an acronym that we all know
is IDK. IDK is an acronym for the phrase I dont know. I want you to discuss in your tables any acronyms that you
know. I am going to give you 45 seconds to talk. When the timer goes off each table is going to give the class one
example of an acronym. Who can repeat the directions for me? Have a few students restate what we are going
to do. I expect that everyone at the table is discussing examples of acronyms and each table picks one to share.
45 seconds starts now, go. Have each table share an example of an acronym.
What are toads? Yes toads are animals, kind of like frogs, but today TOADS is an acronym that we are going to
use to help us interpret and understand maps.

Teacher Will:
The acronym TOADS has five letters, which means
there are 5 words that we are going to work with.
These words are going to help us read maps. Before
we learn what each letter stands for, I want ones and
threes and twos and fours to get knee to knee and
then look at the board (wait for students to sit with
their partners, give each partner group a set of
vocabulary cards).
The first letter, the T, stands for title. This is where
we look for the name of the map. When I say go, the
ones and the twos are going to tell the threes and
fours that the T stands for Title, and the twos and
fours are going to use their vocabulary cards to tell
their partner the definition of the word title and show
them the picture. When you are finished I want you

Students Will:
Students will sit knee to knee with their partner
and listen to directions.
Students who are ones and twos are going to tell
their partners that the T stands for title.
Students who are threes and fours are going to tell
their partner the definition of the word title and
show them the picture on the vocabulary card.
Students will give each other a high five when they
are finished with the word Title and look at the
board.
Students will repeat this process for the other

and your partner to give each other a high five and

put your eyes on the board. Go.

words and switch roles each time.

Repeat this process for the other words, having the

ones and threes and twos and fours switch roles
each time.

~10 minutesGuided Practice

Differentiation (ELL):
Vocabulary cards will be provided. Each vocabulary card has a picture on it. Students are paired based on
levels one being the highest at the table and four being the lowest at the table.
Teacher Will:
Now that we know the five components and what
each component is, lets practice finding them on a
map. Although these components are very
important, not every map is going to have all five of
them, and that is okay, but we are going to do our
very best to find them all.

Student volunteers will repeat this process until all

components are labeled.

Students not placing the arrow can help guide

As a class we are going to use the big map to find
student volunteers and will agree or disagree with
the components and place an arrow on each one.
a thumbs up or down. If needed students will
What does the T stand for class? Right it stands for
clarify their thinking for a student who is having
Title, who wants to place our arrow on the title of this trouble.
map?
Repeat this process until all arrows are placed.
*Class map does not have a date.
Record information on chart paper to create a model
class dictionary.

Students Will:
A student volunteer will find the title on the map
and place an arrow on it.

~25 minutesIndependent Practice

Differentiation (ELL)
Students will have the vocabulary cards to remind them of what each letter stands for. If needed,
students will take a partner up to the map with them to help label the components. Students are also
seated based on levels according to Keagan structure.

Teacher Will:
Now that we have done this as a class you are
going to do it as a table. I am passing out blank
student dictionaries to each one of you. Each table is
going to get a map and a set of arrows. As a table,
you are going to use the arrows to label the
components on the map you are given. Then, each
of you is going to write the information you found in
your student dictionary on the corresponding page,
the same way I did it for the class dictionary. I will
give you ten minutes to do this. When the timer
goes off I expect that you are complete, and are
sitting in your seat quietly waiting for directions.
When I say go you are going to take your arrows off
of your map and put them in a pile in the middle of
your table. I also want you to put your student
dictionary in your desk so it doesnt get lost. As a
table you are going to visit three other tables (Red,
orange, yellow, green) (Blue, purple, gold, rug). At
each table you are going to have three minutes to
label the components on their maps. When you are
finished labeling, you need to raise your hand so one
of us can check you off and then you will remove the
arrows and put them back in the middle of the table.
When the timer goes off, after each round, I expect
the arrows to be in the middle of the table, ready for
the next group and for you to be sitting in a chair

Students Will:
Students will work as a table to label a map with
the arrow components. Each student will write the
corresponding information in their student
dictionary. When the timer goes off students will
quietly sit in their seats and wait for directions.

Students will listen to directions, and may be

asked to repeat the directions given.

On one students will stand up and push in their

chair. On two students are going to walk to their
next group according to the notecard at each
table. On three students are going to work as a

quietly. Who can tell me what we are going to do?

On one you are going to stand up and push in your
chair. On two you are going to walk to your next
group and sit down (red goes to orange, orange
goes to yellow, next group will be written on a
notecard at each table). On three you are going to
begin working on labeling your new map and the
timer will start.

table for three minutes to label the components of

their new map. When they are finished, students
will raise their hand and get it cleared and then
place the arrows back in the middle of the table.
Students will repeat process until they have
practiced on three new maps.

One, Two, Three.

Set three minute timer and circulate the room.
When the timer goes off wait for students to be quiet
and ready to switch.

Students will return to their own seats and sit

down quietly.

One, Two, Three.

Repeat process until students have visited three
other tables.
After third table This time on three return to your
own seats and sit down quietly.
ASSESSMENT: Each student will be provided
with a copy of a map, and a worksheet.
Student will label the map with a marker
drawing arrows and writing each word of
TOADS. Then students will use the information
found to fill out the worksheet.

ASSESSMENT: Each student will be provided

with a copy of a map, and a worksheet.
Student will label the map with a marker
drawing arrows and writing each word of
TOADS. Then students will use the
information found to fill out the worksheet.

Differentiation (ELL)
ELL students will be paired with higher proficiency partners to work together during the practice. ELL
students will be given more time for the assessment, if needed.

Closing/Student Reflection/Real-life connections: (5 minutes)

Who can think of a reason you would need to use a map? Have students share aloud. Why do you think knowing
how to read a map is helpful? Have students share with a partner and then share aloud.
Additional Accommodations which might be made:
Students with gifts/talents: Gifted students will be asked to identify any other elements on their map that do
not fit in the acronym TOADS on their assessment for bonus points.
Students with special needs: We have a one-on-one aid in the classroom. Students may need more time to
write, and will be partnered during practice.
Resources: http://geoalliance.asu.edu/toads