Lesson Plan 1 Kristen Gierman February 28, 2013 CI 402 Name: Getting a Maps Message Class/Subject: Social Studies,

7th grade Date: February 26, 2013 Student Objectives/Outcomes: -Students will distinguish the key features (title, labels, compass, map scale, and legend) on a map without error. -Students will work in small groups to interpret the message of the provided map by answering comprehension questions associated with the maps key characteristics. Content Standards: CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). Materials/Resources/Technology: -Individual Class Maps with Characteristic Distinctions (Title Map, Compass Map, Legend Map, Scale Map) -Classroom Diagram with all Characteristics Featured -Map Skills Worksheets (Annual Precipitation Map & Annual Precipitation Challenge Worksheet) Teachers Goals: -To demonstrate the contextual clues that can help define a maps purpose. -To validate the importance of being able to read a map despite todays technological advances. Time 0:00-0:02 Activity Start of Lesson: -Present the word map in an attempt to activate students prior knowledge on the topic and get them thinking about the information that will be presented later in the lesson. -In our small group, we will make a list of the student responses about the term and pertinent follow-up questions will be presented to each student response.

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Introduction of Lesson: -Explanation will be given about the objectives in the days lesson. -Class will be introduced to the key features of a map and how that will help them to understand what message a map is trying to convey. -Class will end with an activity in which students will work in the small group to demonstrate their knowledge of the different parts of the map. -Throughout the group activity, the students will work in a collaborative manner to discuss what they came up with in response to the questions presented within the worksheet. Lesson Instruction: -Present students with classroom map that only contains the cardinal directions. -If this was all that was given on the map, what can we gather from the information provided? (see Artifact1) -Do the cardinal directions/compass help up to think of any more ideas about what the map might represent? -When students respond that the cardinal directions/compass do not provide many clues to the maps meaning, proceed to introduce the next clue. -Show students the same classroom map that only features the maps scale. -What is the purpose of this map feature? (see Artifact 2) -Does anybody have any ideas of how what clues the scale provides us? -If we use the scale to breakdown the dimensions of this map, do we have any more clues as to what this map might represent? -Still lacking enough clues to predict what the map represents, proceed to provide students the same classroom map that only features the legend of the map. -Is there a pattern of where these symbols might be found? (see Artifact 3) -If you had to guess what the map represents based on the symbols provided, what conclusions could be drawn from the map? -Assuming students identify these items belong in a classroom, question whether we are sure exactly what classroom it represents without our remaining missing feature. -Finally, show students the same classroom map that shows only the maps title. -What specific information does the title help to show us about what the map represents? (see Artifact 4) -Tie together the importance of understanding all characteristics of a map in order to understand exactly what it represents. (see Artifact 5) -Present the maps title as the first characteristic to evaluate in order to get a sense of what the map is trying to convey. -Describe how the maps title often sets up the context in which the map is set (whether it depicts a specific time period in history, countrys climate, or citys population).

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-Present the legend of the map as the next characteristic to use to distinguish what the map is demonstrating. -Demonstrate the way in which the legend contains symbols that help explain the map. -Elaborate on how the symbols represent different characteristics that are useful when interpreting a map. For instance, the map of Mrs. Skovrans classroom had different symbols distinguishing the teachers desk from the desks of students. -Present the maps scale as a way of translating dimensions of real-life to those on the map. -Describe how the map scale represents the real-life distance between places on a map. -Demonstrate how to use the scale to figure out the relationship between objects in a map. -Finally, present the maps compass as a way to remind the map reader of the cardinal directions in which the map is situated. Assessments/Checks for Understanding: -Students will work amongst their small group to tackle the map worksheet that focuses on the themes previously discussed in class Looks at the Annual Precipitation in the United States. (see Artifact 6 & 7) -Worksheet poses questions to students about interpreting the provided map. -Student demonstrations of these skills will determine whether or not they grasped the topic Meanwhile, I will be walking around the pairs to see if they need any clarification or additional instruction. -Worksheet works its way from lower order to higher order thinking before asking the students to provide an example of where they would live based on precipitation to practice critical thinking skills. Closure/Wrap-Up/Review: -After completing the worksheet in a collaborative group effort, go over the answers from the map skills worksheet. -Proceed to recap what was discussed throughout the lesson. -Ask students to list the four main characteristics of a map that make it easier for us to understand what it is the map represents. -Reiterate the importance of putting all parts of the map together in order to understand what the map is trying to say. -Ask students if they have any questions or need clarification about anything. -Tell students that they can keep their map skills worksheet to review (especially before the forthcoming ISAT testing in which these skills will come in handy).