EEI Lesson Plan Template

Client Organization: Grand Canyon University

Main Contact: Kylie Fitzgerald

_________________________________________________

Email Address: kfitzgeral11@my.gcu.edu Date: February 5, 2019

VITAL INFORMATION
Author Kylie Fitzgerald

*Subject(s) Social Studies/Geography

Topic or Unit of Study Oregon

*Grade/Level 4th Grade

*Summary Students will create a map of Oregon including a key, compass, and all landmarks stated on checklist.

STANDARDS AND DIFFERENTIATED INSTRUCTION:

National Geography Standards

Standard 1: “How to use maps and other geographic representations, geospatial technologies, and spatial
thinking to understand and communicate information” (“National Geography,” n.d.)
*Standards
Oregon Social Sciences Academic Content Standards
Geography
4.8. “Use geographical tools (e.g., maps, GIS, Google Earth) to identify absolute and relative locations and
physical characteristics of places in Oregon” (“Oregon Social Sciences,” 2011).

Differentiated
Students will be supported with assigned grouping with one to two other students based upon their ability level.
Instruction

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS

REQUIRED:

 Students will understand the importance of including a compass on a map.

 Students will create a map key with symbols for each part of the map.
Objective
 Students will be able to create a map using specific landmarks given when found in an atlas, on an
online map, or Google Earth.
 The teacher will start by pulling from student’s prior knowledge by asking if any students had ever used a map
to find where they were going. Then the teacher will ask if they have seen a map of Oregon. The teacher will
Anticipatory Set
then ask students to raise their hands if they have ever used a map of Oregon when traveling to help them get
somewhere. The teacher will then further probe them by asking: where they were going, whether it was a paper
map or on a smart phone, and why they used a map of Oregon to get where they were headed.

The teacher will use the prior knowledge found to decide how much support she must offer students about
maps.

The teacher will then hand out a copy of an Oregon map and colored pencils to each student and project the
same map of Oregon on the screen in front of the student. The teacher will then ask what the map includes that
is important for all maps to have. Students should answer with title, map key, map scale, and compass. At this
point when the student says it we will together write each element on our map where it belongs. The teacher
Teach Lesson / Model will then ask students what features the map includes that must be in the key with what symbol. Students should
say the capital, cities, rivers, lakes, mountains, and more. Once said we will write each one in the key together
with its symbol.

The teacher will then have students put their pencils down and she/he will project Google Classroom to their
homeroom link on the screen to show students the map links included in the stream to help students find each
location on their own Oregon map. The teacher will click one link to show students how they will benefit them.
As well as showing the student atlas’s available and what page have the maps that will assist them.

The teacher will then show students the checklist of all the locations of Oregon they must include on their map.
Guided Practice The teacher will direct them to also make sure they have an extra sharp pencil to label everything, a student
atlas, and one computer for each pair of students. The teacher will help explain these directions and group
students in groups of two to three students.

Students will be allowed to work in pairs to each fill out their own map of Oregon making sure to include
Independent Practice
everything on the checklist. Students must share the computer and student atlas to help each other find each
location on a map then transfer it to their map of Oregon.

After students have completed their map of Oregon using their best writing and coloring the teacher will ask
Closure
them to share their map with one other group to show how they did and make sure they included all locations in
the right spot.
 Each map of Oregon will be assessed when observed by the teacher when wandering the classroom and helping
Evaluation
students. The teacher can also assess understanding by questioning students when working on independent
*Assessment/Rubrics
practice to see what they understand about mapping.

MATERIALS AND RESOURCES

Instructional Materials
(handouts, etc.)
 Oregon Map Checklist
 Map of Oregon
 Pencil
 Computer
 Projector
 Document Camera
 Colored Pencils
 Student Atlas

 Student Atlas
 Google Classroom
 https://www.ducksters.com/geography/usgeography.php
 https://geology.com/world/the-united-states-of-america-satellite-image.shtml
Resources
 https://www.worldatlas.com/webimage/countrys/namerica/us.htm
 https://www.worldatlas.com/webimage/countrys/namerica/usstates/or.htm
 https://www.ducksters.com/geography/state.php?State=Oregon
 https://geology.com/state-map/oregon.shtml
Oregon Map Checklist
 References

National Geography Standards Index. (n.d.). Retrieved from https://www.nationalgeographic.org/

standards/national-geography-standards/

Oregon Social Sciences Academic Content Standards. (2011). Retrieved from https://www.oregon

.gov/ode/educator-resources/standards/socialsciences/Documents/oregon-social-sciences- academic-

cont ent-standards.pdf