Teacher: Ms. Dooley Subject/Lesson Title: Geography/Maps Grade: 1st
Curriculum Context/Long Term Goals: Throughout this unit, Finding Your Way, students will be
exposed to a variety of maps and will experience numerous opportunities in which they will study
and create geographical images. This lesson in particular is the third lesson for the Finding Your
Way unit. Students will be introduced to a variety of maps and will determine the purpose of why
maps are used, what maps illustrate, and what the symbols on maps represent. After viewing a
sample map, students will be given a map in which they are required to use the map key to answer
questions related to the map.
Social Studies Grade Level: 1st grade
EALR 3: GEOGRAPHY – The student applies the concepts of location, region, and movement and
demonstrates knowledge of how geographic features and human culture impact environments to
make reasoned decisions.
Component 3.1: Understands the physical characteristics, cultural characteristics, and location of
places and regions.
GLE 3.1.1: Understands and uses maps and globes to identify major bodies of water and
continental land masses.
Reading Grade Level: 1st grade
EALR 3: The student reads different materials for a variety of purposes.
Component 3.2: Read to perform a task.
GLE 3.2.1: Understand how to read for information.
*Evidence of learning: Read and follow simple directions.
Writing Grade Level: 1st grade
EALR 3: The student writes clearly and effectively.
Component 3.3: Knows and applies writing conventions appropriate for the grade level.
GLE 3.3.6: Uses complete sentences in writing.
Short Term Learning Targets/Objective(s) for This Lesson: Students will identify pictorial
symbols on maps such as symbols for a house, a school, and a road. Students will also be able to
identify non-pictorial symbols such as a dot used on maps to represent entire cities. They will
discuss the purpose of a map key and be able to describe the purpose of maps by reading the title
and content. The students will complete a worksheet that shows they understand how to read a
Pre-Assessment: The list that is generated on the whiteboard easel, in the beginning of the lesson,
about what the students know about maps will be the pre-assessment. This lesson will then shed
light on the many different types of maps and how they show people the facts about particular areas.
Formative Assessment: Throughout the lesson each student will verbally describe certain aspects of
maps. They will recognize certain symbols on keys and find them on a map (Student Task #2) They will
also demonstrate responsibility for their own actions, and work together during the worksheet
Summative Assessment: Students will be assessed by the completion of the worksheet and how
well they followed behavior expectations during carpet time, and during the overhead projector
Time: INSTRUCTIONAL SEQUENCE
10 Activating Prior Knowledge: To activate prior knowledge have the students sit on the
minutes carpet and tell a story. Begin the story by telling about a family who was driving to an
amusement park. They were so excited to visit the attractions they all hopped in the car
and forgot the directions that described how to get to the park. The driver remembered
basically how to get there so they drove for a while until they got to a certain point and
didn't know which road they should take. The driver thought about it and decided to
take a road that unfortunately was not the correct route and the family was lost.
Have the student’s think-pair-share with a neighbor about what they think the
family should do in order to get to the park.
Mention to the students the idea to buy a map.
Continue the story by saying that the family did stop to purchase a map that showed
them the correct route and they arrived at the park shortly thereafter and had a
Ask the students to think about what they know about maps and allow them to
discuss their prior knowledge about the subject.
Write their thoughts on the whiteboard easel.
Then explain that there are many different types of maps that show people the
facts about a particular area.
5 minutes Communicating Learning Targets: Once you have told the story, explain to the
students that we are continuing our unit study on Finding Your Way. This unit includes
learning about maps and how they help us find landmarks and places. Throughout the
unit we will be learning how to read, understand, and create maps.
Teacher Tasks Student Tasks
10 1. Gather students on the carpet area 1. Students sit “criss-cross, apple
minutes and begin class discussion. Tell sauce,” quietly on the carpet and
the students that they are going to actively listen. They fellow rug
see a variety of different maps and rules and raise hand if they have
to pay close attention to what type any questions, answers, or input. If
of information each map shows. students do not follow rug rules,
One at a time, show the students stop the lesson and wait for the
the maps and explain what each class to be respectful learners.
map describes. Discuss similarities
and differences in the maps and
discuss the importance of using
the map keys/ legends in order to
find out what the areas represent.
Hang up the maps around the
room for students to reference.
10 2. Now have the students look at the 2. Students learn how to point things
minutes overhead projector. Show the out on the map key and raise their
students a sample map. Read the hand to go up to the overhead
title to the students and explain projector. They listen to their fellow
that the contents of the map are classmates.
generally explained just by reading
the title. Point out the map key and
tell the students that this is used as
a reference in order to find out
what the objects in the map
represent. Read the text to the
students as they view the
illustrations on the map key, and
then challenge them to come up to
the overhead to find the items from
the key on the map. Continue
discussing the map until students
have a basic understanding of
what the map represents.
25 3. Explain and read the questions 3. Students listen to the questions on
minutes and statements on the worksheet the worksheet. Ask questions, if
to the students. Pass out the necessary. Students find a partner
worksheet and have students work and start the worksheet.
5 minutes 4. After students are finished, collect 4. Students complete and turn in
the papers and gather students on worksheet. The students come sit
the carpet. on the carpet.
8 minutes Once the students have finished their worksheets, have them come to the carpet. Close
by having them get into partners and think-pair-share. Have them tell their partner one
thing they liked in this lesson and one thing they learned about maps. This will allow
them to reflect and analyze what they learned in this lesson. Ask the students to raise
their hands to share. Emphasize that maps all have a title, and some type of landforms.
Remind the students that we are going to continue learning about maps in the coming
-It is important to explicitly state the behavior expectations on the carpet and when participating in
the overhead projector activity (i.e. eyes on speaker, keep hands to yourself, raise hand when you
have something to say, etc.).
Accommodations/Modifications for Diverse Learners:
-Some students may finish the worksheet before others. Have these students sit quietly on the
carpet and read, a routine that my CT has already established.
-Some students may need additional time to complete the worksheet. If necessary, set aside a time
during the day in which these students can complete it in order to achieve success.
-To accommodate ELL students, use many visual aids and translate certain commands or phrases
into the specific language. *If there is more than one ELL student with the same first language,
partner them together and have them help each other.
-To help students with ADHD gain attention by making frequent eye contact with each child to keep
attention. Also, provide visuals to help each student stay focused. A helpful strategy can also be to
have the student repeat the question before they answer and allow wait time for students to think of
Instructional Materials, Resources, and Technology – Learning Environment:
1. Whiteboard easel
2. A variety of pictures of maps (see attached)
3. Transparency map for overhead (see attached)
4. Overhead projector
5. Worksheet for each pair (see attached)
6. Letter to parents/guardians
-Prior to teaching the lesson, it might be beneficial to send home a letter to parents/guardians
informing them on the unit the class is about to begin. Perhaps having the students take home a
map that the parents/guardians can help color and tell their children about certain information they
know about maps.
Self-Reflection of Teaching:
Thinking About This Lesson:
What did you learn about yourself as a teacher?