Pullin Teacher Work Sample

InstructionandManagementPlan

ThefirstgrademapsunittookplaceovertwoweeksinMarch.OriginallyIhadintended

theunittobethreeweeks,incorporatingadditionalcurriculaonglobes,howeverasweentered

thesecondweekmygradelevelteamdecidedthatweneededtocutthemapsunitshortinorder

tobeginthenextPBL.Iinitiallyplannedtheunittobeatotalofninelessons.Iamendedthe

finalthreelessonsinordertocondensethecontentandstandardsintoonesuccinctfinallesson.I

taughtthesixmapslessonsonMondays,TuesdayandFridaysduringourSocialStudiesblockat

theendoftheday.

Thefirsthalfoftheunitfocusedonbasicmapfeatures.Idecidedtobegintheunitwith

cardinaldirections.Thestudentscreatedacompassroseandpracticedusingitwithpartners.

Thisfirstlessonalsoincorporatedmusicandgrossmotormovement.Thenwebeganlearning

aboutmapfeatures,includingmapkeys,compassrosesandbirdseyeview.Inlessontwothe

studentsusedwhattheylearnedaboutmapkeysandthecompassrosetofinishincompletemaps.

Inlessonthreestudentsappliedtheirknowledgefurthertocreateamapsoftheirdeskscomplete

withthemapessentials.

Thesecondhalfoftheunitsupportedstudentsinconceptualizingplaceand

understandinghowcity,state,country,continentandtheEarthsharearelationshiponmapsand

intheworld.ForthefinalthreelessonsstudentsworkedoncreatingaMeontheMapbookand

masteringtherelationshipsbetweencities,states,countriesandcontinentsinadditiontobeing

abletonamethem.Weconcludedtheunitbythinkingabouthowglobesandmapsarealikeand

different,howmapsareusefulandbycompletingtheKWLwebeganduringlessonone.

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Pullin Teacher Work Sample

Theunitincorporatedavarietyofinstructionalandassessmentstrategies.Thelessons

providedopportunitiesforstudentstoworkcollaborativelywithpeers,workindependently,

engageinwholegroupdiscussionandexperienceinquirylearninganddirectinstruction.You

willfindthelessonplansforthemapsunitbelow.

Teacher: Savannah Pullin

Date: 3/20/17
School: Olander Elementary School Grade
Level: First Grade
Content Area: First Grade
Title: Maps Introduction, What do you know about maps? Lesson
#: 1 of 6

Content Standard(s) addressed by this lesson:

Geography Standard 2 Geographic tools such as maps and globes represent
place.
B. Use terms related to directions when describing locations
E. Create simple maps showing both human and natural features
Understandings:
Maps have three important aspects: they are presented in birds eye view,
they have a compass rose that indicated cardinal directions and they often
have map keys or legends complete with pictures and labels that symbolize
map features.
Cardinal directions help people locate places in the real world and on a map.
Inquiry Questions:
What do you already know about maps?
How are maps useful tools?
Suggested Read Aloud:
North, South, East, West by Margaret Wise Brown
Evidence Outcomes:
Every student will be able to: Students will be able to describe three
important features of a map including: birds eye view, compass
rose and map key with a partner. Students will be able to use a
compass rose to correctly identify cardinal directions.
List of Assessments:
Informal assessment in two forms: Pair and Share & opportunity for
students to use compass rose that they create to locate objects in the
classroom with a partner.

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Pullin Teacher Work Sample

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and Maps Introduction, What do you know about maps?
the students to associate with the
activity. Think of the purpose as the
mini-rationale for what you are trying
to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to 30 minutes
last and what materials will you need? Materials:
Directions song on CD
Compass Rose Worksheet
Anticipatory Set Today were learning about something new! Were learning about
The hook to grab students maps!
attention. These are actions and What do you know about maps? Ok now what do you want to
statements by the teacher to relate know about maps? I will record student responses.
the experiences of the students to the
objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures Teacher Actions
(Include a play-by-play account of what Lead students in a short discussion about what they already know
students and teacher will do from the about maps to activate background knowledge. Record responses on
minute they arrive to the minute they the white board.

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Pullin Teacher Work Sample
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a
teacher that are designed to bring a
lesson presentation to an appropriate
conclusion. Used to help students
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Give a brief introduction about maps. There are three important
things to know about maps:
1. maps have birds eye view, which means its like youre looking
down from above like a bird
2. maps have a compass rose (show them a compass rose) a
compass rose
3. maps have a map key
Turn and talk turn to your partner and tell them three things you
just learned about maps
Cardinal Directions Song
Students stand behind desks and listen to the directions song in
pieces. What clues did you hear? As the song plays I will put up the
cardinal directions on the classroom walls. Then well listen to the
song once more singing along and practicing the motions that go
with it. (The sun is rising in the East uhuh the sun is setting in the
West uhuh. My nose is North, my tails South and so I turn myself
around and the sun is rising in the East and setting in the West)
Make a compass rose
Heres the compass rose you will make. Youll need to write in N,S,E
and W! Then you can color your compass rose and cut it out. Once
weve finished them were going to use them to give each other
directions. I could give you clues like What is the yellow object on
the North wall of the classroom? Or What is the transparent thing on
the East side of the room? Students answer. Youll give a clue and
then your partner will give a clue.
Today we learned three important things about maps. Who can tell me
one of them? Yes! Maps have keys. What else? Definitely, maps show a
birds eye view. Whats the last thing we learned about maps? Maps
have a compass rose. Tomorrow were going to use what we learned
about directions to help us complete an unfinished map.
Pullin Teacher Work Sample

bring things together in their own

minds, to make sense out of what has
just been taught. Any Questions? No.
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation Allowing students to work in partners gave students who may
To modify: If the activity is too have had difficulty identifying cardinal directions peer support in
advanced for a child, how will you the moment. I encouraged students who needed extension to
modify it so that they can be create and answer more complicated clues. For example, Whats
successful? the object on the West wall thats East of the calendar?
To extend: If the activity is too easy for
a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of Informal assessment in two forms: Pair and Share & opportunity
what you were looking for in each for students to use compass rose to locate objects in the
assessment. classroom with a partner. I went around the room listening as
students offered each other direction clues to see if they were
accurately using the compass rose. All of the students I spoke
with were able to correctly identify the object their partner was
having them guess at which showed me that they knew which
direction to look in. For example I heard one student say What is
the round thing on the South side? His partner looked towards the
South wall and correctly guessed the clock. This activity worked
well because it allowed students to check each other. For

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example, I heard one student say no I said the East side, not the
North side.

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STEPP Lesson Plan Form

Post Lesson Reflection

I think what worked best about this lesson was the progression of it.
The KWL hooked students, activated their background knowledge and
got them excited about a new topic. I think the brief introduction to
map basics was beneficial and breaking the lesson down even further
by focusing on direction first was valuable. Anytime I can incorporate
movement into learning I try to. The directions song was fun and
helped students connect the content to kinesthetic learning. I also like
that by creating the compass rose and using it for partner work
provided an opportunity for real-world application and peer
assessment. The next lesson will build upon the same aspects of the
standard and allow students to further apply what they know about
directions and map keys. Something I would change about this lesson
is rearranging a couple of the partnerships. Most students worked
collaboratively together but two groups were off task and I could have
foreseen they would be.

Teacher: Savannah Pullin

Date: 3/21/17
School: Olander Elementary School Grade Level: First
Grade Content Area: First Grade
Title: Elements of a Map, Using a Map Key
Lesson #: 2 of 6

Content Standard(s) addressed by this lesson:

Geography Standard 2 Geographic tools such as maps and globes represent
place.
B. Use terms related to directions when describing locations
E. Create simple maps showing both human and natural features
Understandings:
Maps have three important aspects: they are presented in birds eye view,
they have a compass rose that indicates cardinal directions and they often
have map keys or legends complete with pictures and labels that symbolize
map features.
Cardinal directions help people locate places in the real world and on a map.
Suggested Read Aloud:
Mapping Pennys World by Loreen Leedy
I read this book to students the following day during Read Aloud to
compliment this lesson. Mapping Pennys World includes many relevant map
characteristics including titles, scale, symbols, keys, labels and a compass
rose. Several maps appear in this book including a map of the main
characters bedroom, an assignment that students will complete during the
unit. While reading I asked the following questions:
What do you notice about this map?
What are some of the different ways we might use maps? (Maps are good for
giving directions, exploring new areas, planning hikes, visiting places)

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STEPP Lesson Plan Form

Whats helpful about this map? What do you wish it had?

Evidence Outcomes:
Every student will be able to: Students will be able to complete two
unfinished maps by using a compass rose and a map key.
List of Assessments:
Formative assessment includes map worksheet and discussion with students
as they use clues and tools to add to existing maps.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and Elements of a Map, Using a Map Key
the students to associate with the
activity. Think of the purpose as the
mini-rationale for what you are trying
to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to 30 minutes
last and what materials will you need? Maps worksheet
Directions song on CD
Video: Theres a map on my lap!
Anticipatory Set Review Cardinal Directions Song x2
The hook to grab students Are you ready to try the Directions song again? Students stand behind
attention. These are actions and desks and listen to the directions song in pieces. Well listen to the
statements by the teacher to relate song twice more singing along and practicing the motions that go with
it. (The sun is rising in the East uhuh the sun is setting in the West
the experiences of the students to the
uhuh. My nose is North, my tails South and so I turn myself around and
objectives of the lesson, To put the sun is rising in the East and setting in the West)
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures Teacher Actions
(Include a play-by-play account of what
students and teacher will do from the Map Worksheet
minute they arrive to the minute they Students will use clues to complete two different unfinished maps.

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leave your classroom. Indicate the length For example, a clue might read draw a house west of the forest,
of each segment of the lesson. List actual color it red. Students will need to use the compass rose and map
minutes.) key. Students will work independently in their desks to finish the
Indicate whether each is: maps. I will monitor their work, provide support and ask questions as
-teacher input I walk around.
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure Video: Theres a Map on My Lap!
Those actions or statements by a I will play a few minutes of the Dr. Seuss Theres a Map on My Lap!
teacher that are designed to bring a Video that features a treasure map. I will pause the video so the map is
lesson presentation to an appropriate visible. We will talk about what the students notice. Well discuss what
the map has and doesnt have. Students will likely point out that
conclusion. Used to help students
theres a compass rose but not a map key. Well wrap up by talking
bring things together in their own about how a map key would be helpful and what objects might appear
minds, to make sense out of what has in the key. (Next lesson students will make a map of their desk
just been taught. Any Questions? No. complete with a map key.)
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation I know some students will have a difficult time reading the clues
To modify: If the activity is too and I will be prepared to come read to them at their desks. Since
advanced for a child, how will you the goal of this task is not focused on reading I dont want
modify it so that they can be reading to impede their ability to show what they know about

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STEPP Lesson Plan Form

successful? using maps.

To extend: If the activity is too easy for
a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Students will have met the learning target if they are able to use
the map key to locate map features and the compass rose to
correctly identify direction in order to add small drawings to the
maps. If students are able to say draw a lake by the cabin but
instead of drawing it below the cabin they draw it to the right of
the cabin I will know that they could use the map key to identify
the symbol for cabin but were unable to determine what would
be south of the cabin (and may therefore have had difficulty with
the compass rose and directionality).

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Post Lesson Reflection

This lesson flowed nicely and the worksheet really helped me to see what
students were understanding because it required them to use both a
compass rose and map key to locate objects on a map. I had lots of good
conversations with students while they completed this independently. Twenty
of the twenty-three students who were present that day were able to
complete the two-sided worksheet with at least 90% accuracy. The
difficulties I noticed students having were more related to directionality than
utilizing the map key. Two students in particular seemed to struggle with
using the compass rose to determine where an object should go. With these
students in the past Ive found that having a visual/kinesthetic connection
helps so I held their finger a guided them to where each area would be. This
helped tremendously. I think this lesson will lead nicely into the next one,
which will have students create an entire map themselves whereas todays
work had them add objects but not the compass rose or key.

Teacher: Savannah Pullin

Date: 3/24/17
School: Olander Elementary School Grade Level:
First Grade Content Area: First Grade
Title: Making a Map of My Desk
Lesson #: 3 of 6

Content Standard(s) addressed by this lesson:

Geography Standard 2. 1: Geographic tools such as maps and globes
represent place.
B. Use terms related to directions when describing locations
E. Create simple maps showing both human and natural features
Understandings:
Maps have three important aspects: they are presented in birds eye view,
they have a compass rose that indicates cardinal directions and they often
have map keys or legends complete with pictures and labels that symbolize
map features.
Cardinal directions help people locate places in the real world and on a map.
Evidence Outcomes:
Every student will be able to: Students will be able to create a map
of their desk that includes birds eye view, map key and compass
rose.
List of Assessments:
Desk maps including: birds eye view, map key complete with words and
symbols and accurate compass rose

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STEPP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and
the students to associate with the
activity. Think of the purpose as the
mini-rationale for what you are trying
to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to the
objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures
(Include a play-by-play account of what
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Planned Lesson Activities
Making a Map of My Desk
30 minutes
Rectangular pieces of paper for maps
Mini Demonstration:
This lesson will fall on the day our book buddies are scheduled to be in
the classroom. It will be a great opportunity to work collaboratively and
for students teach what they know to their fourth grade counter
parts.
I will gather the first and fourth grade students on the rug to describe
the activity. In first grade weve been learning about maps! Today were
going to make a map of our desks. First graders can you tell me some
things you know about maps? (maps have keys, maps have birds eye
view, maps have compasses)
I have a little table here with some items on top. Lets map the top of
the table together. Whats one item you see? Where should my key go?
What does a compass rose look like? Where do I put the N for north?
Can you remind me, what does birds eye view look like? Is there
anything were missing? Following the students directions I will map out
the small table I have beside me on the white board.
With your book buddies youre going to create a map of your desk with
all of the important things we know maps need (birds eye view, map
key and compass rose). First youll draw your map in pencil and then
you can add color second. Over the weekend youll be creating a map
of your bedroom so this will be great practice!
Teacher Actions
STEPP Lesson Plan Form

students and teacher will do from the I will give instructions and pass out map papers to student pairs. I
minute they arrive to the minute they will move around the room monitoring students progress, answering
leave your classroom. Indicate the length questions and asking them. I will be attentive to ensure that both
of each segment of the lesson. List actual students are engaged and that first graders are completing the work
minutes.) themselves with help from their book buddies. I will draw students
Indicate whether each is: attention to scale, symbols in the map key and the cardinal
-teacher input directions when needed as I know these are aspects that will likely
-modeling need reinforcement.
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a Once students have completed their maps and Ive quickly looked them
teacher that are designed to bring a over Ill ask them to put them in the finished work box. First graders
lesson presentation to an appropriate please thank your book buddies for their help today! The maps you
made today will help you with your bedroom maps that will be even
conclusion. Used to help students
more detailed.
bring things together in their own
minds, to make sense out of what has
just been taught. Any Questions? No.
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation For students that benefit from more processing time I will instruct
To modify: If the activity is too them to draw the big items in their desk first and add more detail

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STEPP Lesson Plan Form
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too easy for
a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
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if they have time. I anticipate that the environment will be very
noisy due to the cooperative nature of the lesson and the extra
students in the room. For the two students I know have a difficult
time staying focused, especially when there is excess noise I will
provide them space right outside the classroom in the hallway to
work where they will still be in my line of sight but it will be
significantly less loud.
For extension I will have partners quiz each other using their
maps by formulating clues and answering them. For example,
which object is to the east of the eraser and to the north of the
supply box?
Students will have met the learning target if they are able to
create a map of the inside of their desks including birds eye
view, map key complete with words and symbols and accurate
compass rose.
STEPP Lesson Plan Form

Post Lesson Reflection

This lesson was good but chaotic. With 24 extra bodies in the room
things got loud but I was pleased to see that all groups stayed focused
on the task with little redirection from the fourth grade teacher or
myself. Im very glad I decided to do a demonstration with the students
first. It served as a good review for my students and allowed me to
introduce the expectations for the assignment as well as clue in the
fourth grade visitors. Based on research I had read about how projects
can penalize students who have little home support I decided I needed
to do a lesson in preparation for the at home map assignment. This
lesson helped crystalize the basic map concepts weve been learning
and I was overall very encouraged with the quality of students work.
Every single student completed a map with the three expressed
criteria required.

Teacher: Savannah Pullin Date:

3/27/17 School: Olander Elementary
Grade Level: First Grade
Content Area: Social Studies
Title: Me on the Map Lesson #: 4
of 6

Content Standard(s) addressed by this lesson:

Geography Standard 2. 1: Geographic tools such as maps and globes
represent place.
B. Use terms related to directions forward and backward, left and right
and distance near and far when describing locations
C. Recite address including city, state, and country and explain how those
labels help find places on a map
E. Create simple maps showing both human and natural features
Understandings:
Maps can show you where you are anywhere in the world!
My school is on a street in our city in our state.
Inquiry Questions:
Where are you?
Where is your school?
Where is your town?
Where is your state?
How are these places connected?
Suggested Read Aloud:
Me on the Map by Joan Sweeney
Evidence Outcomes:
Every student will be able to:
Every student will be able to: Student will be able to create a Me on
the Map booklet with the pages my school, our street, our city and

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STEPP Lesson Plan Form

our state and explain the relationship between these places,

demonstrating their understanding of where they are.
List of Assessments:
Questioning, peer discussion and Me on a Map Booklet pages

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and Me on the Map, the purpose of this lesson is to introduce the idea
the students to associate with the of place and helping children discover their special place on the
activity. Think of the purpose as the planet.
mini-rationale for what you are trying
to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to 30 minutes
last and what materials will you need? Materials:
Me on the Map print outs

Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to the
objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
Remember how at read aloud we read Me on the Map? (Showing
relevant pages of book in time with what Im saying) Remember it
showed us how we could find our special place on the map by
first looking at the map of the world and finding our continent and
country. And then looking at the map of our country to find our
state. And then looking at the map of our state to find our town
and then looking at the map of our town to find our street! Today
were going to start a project that helps us locate our special
place right here in our school!
Teacher Actions
I will show students an example booklet thats completed under the
document camera and ask them what they notice, having them pay
special attention to the pages gradually getting bigger. I will have

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leave your classroom. Indicate the length them talk with a partner about what theyre noticing and wondering
of each segment of the lesson. List actual about. I will ask a few students to share with the group.
minutes.)
Indicate whether each is: Then Ill tell students that were going to work on the first few pages
-teacher input of the book today beginning with our school. I will show them how
-modeling to complete the first page for which theyll cut it out and then draw
-questioning strategies and color a small picture of our school and label it Olander
-guided/unguided: Elementary.
-whole-class practice
-group practice Next, well work on the street page. Ill show students how to draw a
-individual practice simple street and label it appropriately; asking if anyone knows what
-check for understanding street our school is on (Auntie Stone Street). Once done with that
-other step Ill have students rejoin me at the SmartBoard.

I will cover up the remaining page labels and ask students what they
think will come next (our city). Then well work on the city page. For
this page of the book students will be given a city map to cut out. Ill
show them the map up close under the document camera and ask
them what they notice (a key of schools, streets, numbers). Ill tell
them that in the southwest corner there is a number 22 which is for
Olander. Ill ask students to point to the southwest corner and raise
their hands once theyve found Olander. I will instruct students to
first cut the map, then glue it to the page and label it with our city
name below. What is the name of the city we live in? Yes! Thats right
Fort Collins. (I anticipate that some students will confuse our state
and city so this will be important to reteach repeatedly). Students will
be given the option to circle/color Olander on the map.

Finally, Ill bring students back to the SmartBoard one last time to go
over the final page for the day. Weve done our school, our street,
our city, what do you think is next? (our state) I show students a
map of the United States. Heres a map of the United States do you
see our state? Yes, its the one thats colored in thats a rectangular
shape. The state we live in is Colorado. Youre going to first bubble
cut the map and then label the state and draw an arrow to it just like
this. Tell your partner what our state is called. Watch my hand

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whats our state called? (Colorado!)

Closure
Those actions or statements by a Nice work on our Me on the Map book today first graders! Youre
teacher that are designed to bring a getting a feel for where we are on our planet. Were going to add more
lesson presentation to an appropriate pages to our book later for now please count your pages and make
sure you have four of them with your name on the back. Then put them
conclusion. Used to help students
in your unfinished work folder.
bring things together in their own
minds, to make sense out of what has
just been taught. Any Questions? No.
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Assessment
How will you know if students met the At the end of the day I will ask students the questions below. First
learning targets? Write a description of asking them to whisper to a partner and then having them all
what you were looking for in each share out together. I will be informally assessing student
assessment. comprehension as I listen in on partner conversations and watch
carefully as students respond.

I will know if students are meeting the learning target if they are
able to answer the following questions correctly after completing
the first four pages of their Me on the Map book:
Where are we? (Olander Elementary)
What street is our school on? (Auntie Stone St)
What is our town called? (Fort Collins)
What is our state called? (Colorado)
Then, praising them and upping the difficulty.

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What city is our school in? (Fort Collins)

What state is our city in? (Colorado)

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STEPP Lesson Plan Form

Post Lesson Reflection

Overall students achieved the lesson objective by accurately answering the
formative questions I designed to assess them. However, I noticed a handful
of students had difficulty differentiating between city and state. I think its
really difficult for some children to visualize that the state is bigger than the
city and that many cities exist within the state. Based on student discussion
and responses every child grasped the idea that our school is in Fort Collins,
which is a city, and that cities are made up of many different streets. During
lesson five I think it will be essential to review the concepts of city and state
and find a way to help students visualize the difference. In order to do this
Im going to incorporate Google Earth into the first part of the lesson. My
hope is that by repeating the process that the booklet led us through today
but by using the zoom out feature students will get a better feel for how
these places are interrelated but unique.

Teacher: Savannah Pullin

Date: 3/28/17 School: Olander Elementary
Grade Level: First Grade Content Area: Social Studies
Title: Me on a Map Continued Lesson #: 5
of 6

Content Standard(s) addressed by this lesson:

Geography Standard 2. 1: Geographic tools such as maps and globes
represent place.
B. Use terms related to directions forward and backward, left and right
and distance near and far when describing locations
C. Recite address including city, state, and country and explain how those
labels help find places on a map
E. Create simple maps showing both human and natural features
Understandings:
Maps can show where you are anywhere in the world!
Our planet has seven continents: South America, Antarctica, Asia, Africa,
Europe, North America and Australia.
Inquiry Questions:
Review inquiry questions:
What city do I live in?
What state do I live in?
Which is bigger, a city or a state?
New inquiry questions:
What are continents?
What country do I live in?
What continent do I live on?
Evidence Outcomes:
Every student will be able to: After singing the continent song,
viewing a world map and completing the country page in the Me on

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STEPP Lesson Plan Form

the Map book students will be able to name the seven continents
and the country they live in.
List of Assessments:
Peer discussion, verbal participation and exit ticket

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and Me on the Map continued, the purpose of this lesson is two-fold
the students to associate with the first to review the concepts of city and state and second to
activity. Think of the purpose as the introduce continents.
mini-rationale for what you are trying
to accomplish through this lesson.
Approx. Time and Materials 25 minutes 30 minutes
How long do you expect the activity to Materials:
last and what materials will you need? Google Earth
Me on a Map materials
World map
Continents song on CD

Anticipatory Set I want to show you something really really neat! This is a website
The hook to grab students called Google Earth. It allows us to see different places in the
attention. These are actions and world. Today were going to see the places weve added to our Me
statements by the teacher to relate on a Map books.
the experiences of the students to the
objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures Teacher Actions
(Include a play-by-play account of what Reteach/Warm up

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STEPP Lesson Plan Form

students and teacher will do from the I will have open Google Maps on the SmartBoard. Ill ask students to
minute they arrive to the minute they remember the first page of our booklet. Where did we begin?
leave your classroom. Indicate the length Olander! Yes, lets start there. I will type in the schools address. Well
of each segment of the lesson. List actual repeat this process moving out to street view, then searching for our
minutes.) city (Fort Collins) and then our state (Colorado). Ill ask students if I
Indicate whether each is: should zoom out or zoom in to get to the next step. I will affirm their
-teacher input notion that I need to zoom out as we continue because our school is
-modeling within the city and so on. Ok first graders were going to pause here
-questioning strategies because I have something new to teach you.
-guided/unguided: Me on the Map Book
-whole-class practice Lets read our job together. I can name the country I live in and the
-group practice seven continents. Today were going to complete the country page in
-individual practice our books AND learn what the seven continents are! Your ticket out
-check for understanding the door today is to tell me what country we live in and tell me what
-other the seven continents are.
Our country is called the United States of America. Its sometimes
called America, the United States or the U.S.A. I will show students
how to complete the country page under the document camera. Im
going to give you a map, your first job is to cut it out and then to
color the United States. Make sure that you color Alaska too (pointing
to it) Alaska is one state in the United States. Then you will glue your
map on the page that says our country and draw an arrow from our
country to the United States just like this.
Continent Song
When students have finished their country page well move on to
learning about continents. Ill have students meet me again by the
SmartBoard. Ill tell them you might have noticed that on that last
map there were some other countries attached to the United States.
Together those countries and the United States make up our
continent, which is called North America. Can you say North America?
Good! Now listen to this song. Its going to teach us ALL seven
continents. I will play the song called I Have the Whole World in My
Hands once through singing it and pointing to the countries on the
world map Im holding as I go. Then Ill ask students are you ready to
try it with me? Well listen again and students will sing along. Well
listen to it a third time through singing together. When the song is

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STEPP Lesson Plan Form

over Ill point to continents and ask them what continent Im pointing
to, first to tell a neighbor and then to answer in unison whole-group.
Ill continue this until every student seems secure with all seven.
Closure Your ticket out the door today is to tell me what country we live in and
Those actions or statements by a what continent we live on. I will pass out sticky notes and ask students
teacher that are designed to bring a to silently write down the country we live in and the continent we live
lesson presentation to an appropriate on. I will check and collect them as I dismiss students to get backpacks
and coats for the end of the day.
conclusion. Used to help students
bring things together in their own
minds, to make sense out of what has
just been taught. Any Questions? No.
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Assessment
How will you know if students met the I will know students have met the learning objectives if they are
learning targets? Write a description of able to correctly name the seven continents and the country they
what you were looking for in each live in. I will gather this data by listening to each students
assessment. responses when I question them using the map and also by
assessing their exit ticket responses. If they are able to correctly
identify both the country and continent they live in I will know
theyve met the learning target.

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STEPP Lesson Plan Form

Post Lesson Reflection

This lesson felt really successful I think reteaching the concepts of city
and state by using Google Earth was helpful. The zoom out/zoom in
feature allowed them to engage in spatial thinking and better understand
how one exists within the other. I also think that continuing to point out
how the book page sizes grow has helped with this concept. Another
successful aspect of the lesson was the continent song. All 24 students
were engaged and singing. I loved being able to use song as a method of
instruction. Twenty-one students out of twenty-four total were able to
correctly name the country and continent on their sticky note. Two
students were unable to remember the name of the continent but could
remember the name of the country. One student accurately named the
United States but listed the continent as South America. I reviewed the
world map with these three students. A great majority of students were
able to meet the learning target. For our next lesson I envision finishing
the Me on the Map book (continent and cover page) and introducing
globes, teaching the basics about globes and using it as an opportunity to
discussion how globes and maps are different and similar to wrap up the
unit. In our final lesson we will also come back to our KWL and complete
the L section.

Teacher: Savannah Pullin

Date: 3/31/17 School: Olander Elementary
Grade Level: First Grade Content Area: Social Studies
Title: Maps Wrap Up
Lesson #: 6 of 6

Content Standard(s) addressed by this lesson:

Geography Standard 2. 1: Geographic tools such as maps and globes
represent place.
A. Explain that maps and globes are different representations of Earth
D. Distinguish between land and water on a map or globe
E. Create simple maps showing both human and natural features
Understandings:
Globes and maps are different representations of the Earth.
Maps are used for many purposes. Geographic tools are useful.
Different colors on a map indicate land and water.
Inquiry Questions:
How are maps and globes similar and different?
What have we learned about maps?
Evidence Outcomes:
Every student will be able to: After learning about globes students
will be able to compare globes and maps orally with a partner and
be able to distinguish between land and water. After completing the

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STEPP Lesson Plan Form

Me on the Map booklet students will be able to discuss what theyve

learned about maps.
List of Assessments:
Turn and Talks, Me on the Map booklet, Learned section of KWL

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and Maps Wrap Up
the students to associate with the The purpose of the lesson is to complete the Me on the Map
activity. Think of the purpose as the booklet, expose students to globes and finish the Learned
mini-rationale for what you are trying portion of the KWL.
to accomplish through this lesson.
Approx. Time and Materials 30 minutes
How long do you expect the activity to Materials:
last and what materials will you need? our continent page and world map
our planet page
globe for display
KWL chart

Anticipatory Set I will remind students of previous learning and let them know how
The hook to grab students it ties into todays lesson: Earlier this week we learned about the
attention. These are actions and continents. Who remembers what they were? Yes, thats right! We
statements by the teacher to relate had a song that helped us remember their names Ive got the
the experiences of the students to the whole world in my handsToday we need to add the continents
objectives of the lesson, To put page to our Me on the Map booklets!
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Teacher Actions

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STEPP Lesson Plan Form

Procedures Finish Me on the Map Booklets

(Include a play-by-play account of what First I will show students how to cut out the continents page and the
students and teacher will do from the world map. I will ask students what our continent is and then ask
minute they arrive to the minute they them to color in North America and label it with an arrow. Once Ive
leave your classroom. Indicate the length demonstrated Ill have them go back to their desks and complete the
of each segment of the lesson. List actual page. Then Ill ask them to rejoin me at the SmartBoard. Weve done
minutes.) our school, our street, our city, our state, our country, our continent
Indicate whether each is: any guesses what comes last?? (Our world!) Thats right, our planet
-teacher input is our last page. I want to show you something new its called a
-modeling globe. I will take out globe from beneath my desk and show it to
-questioning strategies students. Look carefully, what do you see? Tell your partner about
-guided/unguided: some of the things you notice about the globe. I will listen to
-whole-class practice partners conversation and regain their attention. Ill ask students to
-group practice share what they notice and wonder. (Its round, its a sphere, it has
-individual practice color, it has lines etc.) Is a globe like a map, how so? Talk with your
-check for understanding partner. Then I will tell students that the blue is for the oceans and
-other the green is for the land. I will also ask them to identify the
continents as I point to them. I will tell students that globes
represent the Earth to but instead of being flat like a map they are
round. Finally, Ill ask students which they think would be easier to
use if they were trying to find a new place. (I expect students might
say that both would be good for different things, maps for directions,
globes perhaps to plan a trip or locate a country)
Next, well refocus on the last page of our Me on the Map Booklet.
On this final page we need to draw the Earth. It looks like this
(showing them the simple example Ive pre-drawn). Now if you look
at the globe there are all sorts of details we wont be able to include
on our simple geographic drawing. What colors do you think you
should use? (Green and Blue) Tell your partner what the green is for
(the land). Tell your partner what the blue is for (the oceans). Well
done! Head back to your desks and do your best work. Ill leave this
example up for you.

Closure Once students have finished I will gather them at the colored rug and
Those actions or statements by a complete the Learned component of the KWL. I will remind them of

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STEPP Lesson Plan Form

teacher that are designed to bring a the things they knew at the start of the unit and of the questions they
lesson presentation to an appropriate had. I will write down all student responses. I will congratulate students
conclusion. Used to help students on all of their learning!
bring things together in their own
minds, to make sense out of what has
just been taught. Any Questions? No.
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Assessment
How will you know if students met the I will know students have achieved the first learning objective if
learning targets? Write a description of they are able to identify features of the globe and discuss them
what you were looking for in each with a partner, noting what globes and maps have in common
assessment. and how they are different. I will know students have successfully
accomplished the broader second learning objective if they are
able to contribute the Learned list on the KWL

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Pullin Teacher Work Sample

Post Lesson Reflection

This lesson was content heavy and could have easily been broken into two
separate lessons. Originally I had intended to do three days on globes but
due to unforeseen scheduling with our next project we had to cut the unit
short so I condensed the most important material into one lesson. I debated
whether I should introduce globes at all especially on the last day but I
decided that I wanted to plant the seed for future geographical learning and
that it would tie in nicely with the continents lesson that preceded it.
Although, I wish we had time to do the inquiry lesson I had planned and the
comparison activity attached to I think that todays lesson provided a good
introduction to globes without overwhelming students at the end of the unit.
The KWL was extremely valuable to me as an educator and for students. I
could tell that students felt empowered by seeing their learning written out
in front of them.

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