Ss Unit - Lesson Plan 5

Social Studies: Maps and Globes Unit Grade 1 Lesson Plan 3 Essential Questions What is the purpose of a map?
How does our location affect how we live? What is a map key? What are the cardinal directions? How can maps make our lives easier? Where is the United States located on a world map? NCSS THEME People, Places and Environment- relationship between humans and their environment. Virginia SOLs Geography 1.4 The student will develop map skills by a) Recognizing basic map symbols, including references to land, water, cities, and roads; b) Using cardinal directions on maps; c) Identifying the shapes of the United States and Virginia on maps and globes; d) Locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. The student will construct a simple map of a familiar area, using basic map symbols in the map legend.
1.5
Language Arts 1.3 The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. b) Follow rules for conversation using appropriate voice level in small-group settings. c) Ask and respond to questions. d) Follow simple two-step oral directions. Fine Arts 1.12 The student will use motor skills (e.g., cutting, modeling, molding, tearing, weaving) to create two- and three-dimensional works of art.
Objectives The student will be able to orally ask and respond to questions about maps. The student will be able to create a map and use map symbols. The student will be able to identify common map features such as water, mountains and cities by creating an edible work of art. The student will be able to demonstrate how to use a map legend.
Materials Teacher Mixture prepared in advance (2 cups peanut butter (check for nut allergies), 2.5 cups powdered milk, 2.5 cups powdered sugar, 2 cups white corn starch) blue icing, chocolate chips, M&Ms, United States map, physical map of Virginia, wax paper, paper, crayons, markers. Students Physical map of Virginia found at http://www.googlewww.freeworldmaps.net/unitedstates/virginia/virginia-map.jpg
Procedures Introduction (Engage 5 minutes) 1. 2. 3. 4. Activate prior knowledge Ask who remembers what the cardinal directions are? Teacher leads students in the cardinal direction song. On this map which way is North? South? East? West? Today we are going to continue learning about our State and we will learn about physical features. Instructional strategies (20 minutes) 1. 2. 3. 4. 5. 6. 7. 8. 9. Ask for a volunteer to show where Virginia is on the US map. Point to New York and ask which direction it is from Virginia. Choose another state and do the same. Show the students the physical map of Virginia. Pass each student a portion of the dough mixture (pre made the night before). Explain that the students are to shape the dough to represent the state of Virginia. Once the map is shaped, explain that the students are to place the edible objects. Blue icing-represent lakes, rivers and the ocean. Chocolate chips represent Virginia mountains.
10. M&Ms represent the capital of Virginia and other cities (Woodbridge and Occoquan, VA). Where would DC be located? What could we use to represent that? 11. Explain that the students are to make a map key for their landform map using a piece of paper. 12. Explain that the students maps might look different depending on what items they choose to represent using the candy. 13. When the students are finished have the students share their maps and have their peers try to name the areas on their classmates maps. 14. Have the students go around the room to look at the different maps. Summary (5 minutes) 1. Teacher has a few more students share their maps with the class. 2. Teacher explains that the students can eat their physical maps. Extension -Students that finish early will be able to use the computer to practice using the cardinal directions at http://www.sfsocialstudies.com/g1/u2/index.html Assessment Teacher will formatively assess student maps through the use of observation for cities, water and mountains. Teacher will formatively assess students conversation skills when the maps are shared. Teacher will formatively assess the students map key for understanding. Do the edible items accurately match cities, mountains and bodies of water? Differentiation 1. Students will special needs are supported visually through the use of color coded maps 2. Breakdown procedures into steps in order to help student with special needs. Provide student with a visual reminder using graphics to remind the student how the lesson with take place. 3. Visual learners are supported through the use of multiple types of maps. 4. Kinesthetic learners are supported through the use of a hands on activity in which they create a physical map using dough, icing and candy. 5. Based on readiness: students with more understanding will be encouraged to think of ways they could add other features to their edible maps.

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Social Studies: Maps and Globes Unit Grade 1 Lesson Plan 3 Essential Questions What is the purpose of a map?

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