Lesson Plan 1
Performance Task #2 – Lesson Plan
Faith Ann Whitehall
Effective Teaching/Effective Schools
Educ 6835 81
Lesson Plan 2
The format which I used to write my lesson plan is the developmental
lesson. I chose this format because it illustrates a simple outline for me to follow
as I carry out the lesson. The outline provides an efficient step by step plan that I
can follow through to effectively get the lesson and all the pertinent information
across to the students.
The lesson fits into the curriculum under the subheading Geography of the
Social Studies standards. It is Standard 6.6 which illustrates “The World in
Spatial Terms” where students should be taught to “use physical and political
maps to identify locations and spatial relationships of places within local and
nearby communities and identify the major cities of New Jersey, the United
States, and the world”.
The lesson is geared for the fifth grade. The students should perform at an
average or higher level in this lesson as it should merely serve as a quick review
of terms and concepts that are familiar to them. These concepts should have
been covered in previous classes.
I chose this lesson because the most fundamental geographic concept is
knowing where things are and being able to locate places. Ultimately maps are
the tools that students need to accomplish this task. Spatial analysis is important
in grasping the knowledge of geography and studying the maps will prepare the
students to perform such analysis. It is essential that students become aware of
maps and how to use them because it is a skill that will be beneficial throughout
their lifetime as maps help people find the exact location of anything on earth.
Lesson Plan 3
Throughout the lesson I will utilize several teaching strategies. I will start the
class off with direct instruction so that the students can get a comprehensible,
profound understanding of the basic concepts and terms that are needed to get a
complete understanding of the lesson.
I will then use several group processing as a way for the students to learn
from each other and get hands on experience of becoming familiar with the
purpose and the ability to interpret the various maps.
I will incorporate a mini project to be done for the students to gain a vast
knowledge of how to gather information and present them on map. Working in
groups that all have different assignments will also expose the students to seeing
other maps other than what was shown during class or in the textbook. As they
prepare the research to create their own maps the entire class will have an
opportunity to see what the other groups have designed.
I will use the motivation unit as an introduction to the lesson in order to peak
the students interests and get the class engaged and focused on the lesson. The
anticipatory setting also serves as an informal way to assess what the students
already know about the subject matter and what concepts I will need to elaborate
and lay emphasis on.
I will use individualization by giving the students a writing assignment in an
effort to pre-assess as well how well each student understood the lesson. In the
comparison writing I should be able to pinpoint the students’ strengths and
weaknesses of the lesson being taught. Completing the crossword puzzle is also
Lesson Plan 4
done individually in an attempt to evaluate the students’ knowledge of the various
I will also use activities throughout the lesson which promotes higher level
thinking. Evaluation and Analysis will be depicted through the writing assignment
which the students have to compare the various maps. Synthesis and Application
will be employed in the activity where the students create their own specific maps
with the information that was given to research and then provide questions
related to understanding the map. Comprehension will be illustrated as the
students present their maps to the classroom and explain which map they’ve
created. Answering the questions during class that go along with the various
maps will portray comprehension as well. In completing the crossword puzzle
which contains the various terms and locating various maps from magazines and
other sources provides the students with knowledge of the lesson.
I think it is important to use higher order thinking skills as a way to ensure
that students are being taught using various methods in an effort to promote
creative and divergent thinking. It is also an efficient way to make certain that all
the students are grasping and understanding the materials being taught because
children learn in different ways. Employing the higher order thinking will be
beneficial to the students who learn better with specific approach and techniques.
Lesson Plan 5
I. Title: Exploring Various Maps
II. Goals: The students will be able to identify various types of maps and
III. Objectives: The student will be able to:
A. Define various types of map.
B. Understand that there are many different kinds of map.
C. Explain why there are different maps.
D. Tell the importance of maps.
E. Identify and use a map key.
F. Identify a picture map by name.
G. State the purposes of each type of map.
H. Create different types of maps.
IV. Core Curriculum Standards: Standard 6.6 – The World in Spatial Terms:
1. Use physical and political maps to identify locations and spatial
relationships of places within local and nearby communities.
2. Identify the major cities of New Jersey, the United States, and the
1. Overhead Projector
2. Various types of maps – Political, Physical (Relief and Elevation),
Road and Historical.
3. Bulletin Board
4. Construction Paper
VI. Motivation or Initiating Activity: Display various kinds of map on the
overboard and ask the students the reasons why they think people would
need these maps?
Lesson Plan 6
1. Introduce Initiating Activity.
2. Explain and go over vocabulary with class:
3. Explain the different kinds of map and their uses.
4. Using the maps on the overboard ask the class the following
A. Political Map
1. How many states are in the Midwest?
2. What is the capital of Kansas?
B. Relief Map
1. Which part of Washington has the greatest relief?
2. Which area has the least?
C. Elevation Map
1. What color does the elevation map use to show elevation
between 3,000 and 7,000 feet?
2. What is the approximate elevation in Walla Walla?
D. Road Map
1. What is the number of the road you would take to get from
Philadelphia to Harrisburg?
2. What type of road is it?
Lesson Plan 7
E. Historical Map
1. In which group of colonies is New Jersey shown?
2. What color is used to show the Middle Colonies?
5. With the class participating address the reasons why there are
different kinds of map.
6. Place students in groups for 10 minutes to look throughout the social
studies textbook and list all the different kinds of maps shown on the
7. Come back and share results.*
8. Have students place the maps they’ve found under the correct
heading on the bulletin board.
9. Writing Assignment: Ask students to write two paragraphs explaining
the similarities and differences of the various maps.*
10. Create a map using the information the groups collected.
11. Have each group think of five questions which can be answered by
looking at the map they’ve created from their research on different
12. Present their maps and have other classmates answer the questions
they’ve come up with.
Closure: Review terms and discuss the importance of maps.
VIII. Assessment: The project will be graded both on the accuracy of the map
and the questions that were written. Each person in the group is
responsible for writing one question.
IX. Assignment/Home Work:
1. Fill in cross word puzzle with vocabulary.
2. Have the students cut out maps from magazines and
newspapers and bring them to school to put on the bulletin
Lesson Plan 8
1. Assign each group one of the following topics for North
America to research:
A. Political Map – Five regions in the U.S.
B. Historical – Free and slave states in the U.S.
after the Kansas – Nebraska Act in 1854.
C. Road Map –Showing the roads throughout the
tristate area (New Jersey, New York,
D. Elevation of the states and cities in the Northeast
region of the U.S.