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Lesson Plan #4
Grade: 2nd Social Studies Strand: Geography
Submitted By: Brian Trenholm

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #4 - Geography

submitted by: Brian Trenholm

B. Summary of the Lesson Plan: Students will learn how to make a map key and name a map in the context of exploration. It will also help the students learn vocabulary words in rich context. Specifically, the concepts of relative location.(Near, far, )

C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: 50minutes Groupings: Pairs, groups, whole class and independently.

D. Materials: Integrating Language Arts into Social Studies-Strategy(Developing Map skills-pg 48) Wheres Waldo pictures/Premade map key Map of School Internet access Pencils, crayons, scissors Cut out worksheet with Directions Website of an explorer Vocabulary word web E. Objectives: o NV State Social Studies Standards G5.2.3- Construct a map key from given symbols and choose a map title. G5.2.4-Give and follow simple directions to move from one location to another. Student-Friendly Standards F. Vocabulary LocationDirectionsExploreNear, Far, Close By, Next to I will show, and tell people where and what to do.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Lesson Plan #4 - Geography

G. Procedure:

submitted by: Brian Trenholm

1. 5 mins-Write the word explore(s) and direction(s) on the board and question the students about the words. After discussion, have their table groups explore a dictionary (at their desk) for the words explore and direction. Gather the students definitions agreed upon definitions and write the definitions under the words on the board. Throughout the rest of the lesson question and make authentic relations with the students about the vocabulary word. 2. 5 mins- Tell the students they are going to explore a book, then ask them to find Waldo? Leave a silent pause and monitor their responses before showing them a blurry picture from a Wheres Waldo? book and ask the question again. Question them about what would make it easier to find Waldo. List relevant responses, such as by the tree or close to the wall, under the vocab word direction on the board. Next, put a Wheres Waldo picture on the overhead and have the students find Waldo? Question what would have made finding him easier. Listing responses again. Scaffold discussions of directs toward the concepts of relative location. 3. 10 mins- Tell the students they are going to make a map key, but first question them about what they think a map key might be, before giving them a pre-made map key to a Wheres Waldo? picture. Next, have them find Waldo in a new picture instructing them to use their shoulder partner to give them clues to his location based off the map key. (Ex: By the fountain) Ask them if it was easier to find Waldo with the extra help from their buddies and the map key. To close this part of the lesson, have students work with their shoulder partner or independently and create their own map key containing clues to help find Waldo in the first picture.

4. 20 mins- Tell the students they are going explore the school with the strategy in the book: Hand out a map of the school. Show the students where some key locations are at on the map.(cafeteria, bathrooms.) Write a list of directional and descriptive terms on the board and have them write those words to give the directions back to class room from their line up dots on the map. In pairs, have students exchange directions with another student and lead them to their line up dots outside. Instruct the students to use their partners maps to lead them back to the classroom. Keep the students behavior in check before telling them the directions back to class. Have them write the directions on the map and let them bring themselves back.

5. 10 mins-Explore the internet for an explorer by following directions: Write or display the directions below on the board. Instruct the students to follow their partners verbal directions to explore for the information about an explorer. Directions:
Nevada State College

Go to http://www.kidspast.com/index.php Select world history

EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #4 - Geography

Select expansion and exploration

submitted by: Brian Trenholm

Select Christopher Columbus and name one thing you learned about Christopher Columbus on your ticket out the door today.

H. Assessment: What will you use to measure student understanding? Students will make a map key to explore the school, a picture and the internet. Explain how you will know students understand the concepts from the lesson. Students will show understanding through discussion about and by correctly listing directions in maps keys that contain the words presented. I. Closure:

J. Students will fill in a ticket out the door with the fact concerning the explorer found at the end of the lesson. K. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson to teach will be the how make a map key and name a map standard. A map key another way to get and give help, which 2nd graders should know already. 2. Which part will be most challenging for you to teach? I believe the hardest part of the lesson might be the vocabulary words. If becomes an issue, I would imbed more writing of the words into the lesson have the students do a vocabulary work-sheet. 3. How will you follow up or extend this lesson? I would follow up or extend this lesson with a map skill builder activity inside the students text on pg. 13. I would also connect this into a history lesson or a lesson regarding different types of communities or regions so could to address some Civics standards, which would connect nicely based off the web based activity that ended this lesson. 4. What can you do for students who dont grasp the concepts? Students who dont grasp the concept may use a compass, with the aide of the instructor of another student. 5. Which part of the lesson, if any, do you think might need to change? I need to add my material, make some wording more precise. I also might look for a good introduction video that relates to the lesson. I would also like to make this
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #4 - Geography

submitted by: Brian Trenholm

activity into more of an exploration of words, with the map key and direction concepts being secondary. Specific words like plurals (explore(S) direction(s) or the ing suffix. I like the the integration of studying the ing suffix because there are exploring the ing in a super relatable context when there are doING the learning 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson was getting to an internet access to gather content. Also, it was difficult to decide whether or not I wanted to include another standard or pick a harder one.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5