Instructional Planning: Unit Plan (K-12) Template

Unit: My World Subject/Course:

Title: Me on the Map Social Studies
Grade/s: 1st Grade Name: Ms. Ogbu

Stage 1: Desired Results

Standards/Goals:

SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.

SS1G3 The student will locate major topographical features of the earth’s surface.

 Students will be able to locate all of the continents: North America, South America, Africa, Europe, Asia,
Antarctica, and Australia on classroom globe or map
 Students will be able to create and label maps showing landforms and bodies of water
 . Students will be able to create, label, and describe maps showing landforms and bodies of water

Supporting/Repeating Standards:

ELACC1RI7: Use illustrations and details in a text to describe its key ideas. ELACC1SL2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media. ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.

ELACC1RL5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
ELACC1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.

ELACC1RI9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
ELACC1W2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

ELACC1W6: With guidance and support: from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

ELACC1W8: With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question.
ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups .

John Hopkins University School of Education

Unit Plan (K-12) Template 1

Understandings:
After shared reading of the book “Me on the Map”, students
will understand vocabulary terms maps, city, county, state, and
globe
Essential Questions:
What are the seven continents and major oceans and their location on a
globe? In what city, county, state, nation, and continent do we live? Why is it
important to know our location?
How can I interpret a map to identify continents and oceans?
What landforms can we find on our earth?
-How do our landforms affect our daily lives? What is a globe? What are the
seven continents and major oceans and their location on a globe? In what
city, county, state, nation, and continent do we live?

Students will know…

Students will be able to…
Students will know how to locate all of the continents:
North America, South America, Africa, Europe, Asia,
Antarctica, and Australia.
-Students will know how to locate the major oceans:
Arctic, Atlantic, Pacific, and Indian.
-Students will know how to identify and describe
landforms: mountains, deserts, valleys, plains,
plateaus, and coasts.
-Students will know how to locate his/her city, county,
country, state, and continent on a map.
 Students will be able to create and label maps
showing landforms and bodies of water
 Students will be able to create, label, and describe
maps showing landforms and bodies of water
 Students will be able to locate all of the
continents: North America, South America,
Africa, Europe, Asia, Antarctica, and Australia on
classroom globe or map
 Students will be able to recite continents of The
World poem
 Students will be able to recite landforms poem
 Students will be able to travel on a Scavenger Hunt
using Google Earth on school ipads. Students will
work together in groups to locate the seven continents
and four major oceans in the world digitally and on a
globe.
 Students will be creating Play Dough Landform
Islands and narrate a summary of the project via
Seesaw app on ipads.

How do these desired results align with your class vision?

My class vision is to move towards personalized learning with technology, so students can take ownership of their learning
experience. For example, students will incorporate technology with the Google Map continent scavenger hunt. My class
vision is to also provide opportunities for students to collaborate on ideas from the curriculum and relate it back to their
real world experiences. During shared reading, students will turn and talk to a thinking partner and discuss a time where
they got lost. Then they will discuss with their partners why it’s important to know our location. This personalizes the
lesson and makes it relevant to their lives.

John Hopkins University School of Education

Unit Plan (K-12) Template 2
 Stage 2a: Assessment/Evidence

Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

 Before the lesson students will fill out a KWL chart.

 We will do a Me on the Map Project Which is a flip book project where students demonstrate understanding of their earth,
continent, country, state, and city with illustrations and 3-5 sentences.
 I will walk around and complete a formative assessment while students are in groups on their ipads to see if the scavenger
hunt on google maps for continents and oceans was successfully located.
 Poem recital

Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):

 The class will complete pencil to paper brain pop quiz in small group at the teacher station.
 Students will pick a buddy and recite Continents of the World and Landforms poem together in front of the class.
 Exit off the carpet after reading book “Me on the Map”

John Hopkins University School of Education

Unit Plan (K-12) Template 3
How do these assessments measure your students’ progress toward your classes’ big goal(s)?

 All students will score 85% or higher on all benchmarks and unit assessments
 My goal is for students to show mastery in a non-linear fashion. These assessments measure my students
ability to demonstrate what they know in a variety ways (e.g. digitally, pencil to paper, writing and illustrations,
poetry)

John Hopkins University School of Education

Unit Plan (K-12) Template 4
 Stage 2b: Summative Assessment for this Unit
Create and/or copy/paste the summative assessment that accompanies this unit here. Note – if you have created the
summative assessment for this unit in another file, you may zip the two files together to submit to the gradebook.

Explain how you have designed your assessment, so you can easily track mastery by objective. You may
explain this here or if it’s easiest to track changes in your assessment and explain why you organized it as you
have, please feel free to do so.

John Hopkins University School of Education

Unit Plan (K-12) Template 5
John Hopkins University School of Education
Unit Plan (K-12) Template 6
 Stage 3: Learning Plan

21 days
Learning Plan (Activities and Resources):
Brainpopjr- continents and landforms
Me on the Map Project
Day 1
 SWBAT create KWL Chart on continents of the word and landforms
 SWBAT ask and answer questions on Book Me on the Map after shared reading
Day 2
 SWBAT retell details from Book Me on the Map after shared reading

 SWBAT revises sentences from map of his/her room

Day 3
 SWBAT start Me on the Map project illustrate our planet complete 3-5 sentences about Earth.
Day 4
 SWBAT recite Continents of the World Poem and Landforms Poem
 SWBAT continue working on Me on the Map Project illustrate our continent and complete 3-5 sentences about
North America.
Day 5
 SWBAT recite Continents of the World Poem and Landforms Poem
 SWBAT continue working on “Me on the Map” project, illustrate our country and complete 3-5 sentences about
The United States of America.
Day 6
 SWBAT recite Continents of the World Poem and Landforms Poem
 SWBAT continue working on “Me on the Map” project, illustrate our state and complete 3-5 sentences about the
state of Georgia.
Day 7
 SWBAT recite Continents of the World Poem and Landforms Poem
 SWBAT continue working on “Me on the Map” project, illustrate our city and complete 3-5 sentences about the
city of Atlanta.
Day 8

SWBAT recite Continents of the World Poem and Landforms Poem with buddy for assessment grade
 SWBAT make any edits to Me on the Map Project before publishing on bulletin board
Day 9
 SWBAT watch brain pop video on continents and landforms
 SWBAT complete brain pop quiz small group at the teacher station
 SWBAT make any edits to Me on the Map Project before publishing on bulletin board
Day 10

John Hopkins University School of Education

Unit Plan (K-12) Template 7
  SWBAT go on scavenger hunt on Google Maps for continents and landforms on ipads
 SWBAT narrate Me on the Map Project on ipads via Seesaw app for student portfolio

Day 11

 SWBAT demonstrate knowledge of landforms by recreating each landform (on this day a mountain) with play dough on 
construction paper and producing 3­5 sentences on the landform at the teacher’s station

Day 12

 SWBAT demonstrate knowledge of landforms by recreating a desert with play dough on construction paper and producing 
3­5 sentences on the landform at the teacher’s station 

Day 13

 SWBAT demonstrate knowledge of landforms by recreating a valley with play dough on construction paper and producing 
3­5 sentences on the landform at the teacher’s station

Day 14

 SWBAT demonstrate knowledge of landforms by recreating plains with play dough on construction paper and producing 
3­5 sentences on the landform at the teacher’s station

Day 15

 SWBAT demonstrate knowledge of landforms by recreating a plateau with play dough on construction paper and 
producing 3­5 sentences on the landform at the teacher’s station

Day 16

 SWBAT demonstrate knowledge of landforms by recreating a coast with play dough on construction paper and producing 
3­5 sentences on the landform at the teacher’s station

Day 17

 SWBAT revisit work for edits, recovery and peer review

Day 18

 SWBAT revisit work for edits, recovery and peer review

Day 19

 SWBAT revisit work for edits, recovery and peer review

Day 20

John Hopkins University School of Education

Unit Plan (K-12) Template 8
  SWBAT narrate project on ipad via Seesaw app 

Day 21
   SWBAT take summative assessment 

Other Notes/Handouts/Rubrics:

John Hopkins University School of Education

Unit Plan (K-12) Template 9