UbD+-+2nd+Grade+Map+Unit+for+Dawn,+Maria,+and+Juline

2nd Grade Social Studies Lesson - Map skills


 * UNIT PLAN – Understanding by Design ||

 Name: Dawn Cark, Juline Ebiner-Gavit, Maria Pollock Date: January 21, 2015  Unit Title: All About Maps  Grade Level: Grade Two  Subject/Strand/Topic Area: Social Studies/Maps Skills  Time Frame: 10 days, 30-40 minutes for each lesson
 *  Summary of Unit:

 Students will be introduced to the maps and the concept that a map is the flat version of a globe. They will be able to identify and replicate parts of a map, and understand how directionality and grids can aid in location. Students will be able to apply learned mapping skills through a variety of activities. They will study maps of America. The main skills students will learn are based on the Social Studies Content Standards which are listed below. Students will learn how to use a map title, a map key, a map grid, a compass, and a map scale. Students will also study the locations of important landmarks in North America. For the culmination of this unit, students will create their own maps, label all components of their maps, and include a map key, map scale, map title, and compass. They will then write questions about their maps and they will answer those questions to demonstrate their understanding of maps and their ability to use map skills to read maps. ||

STAGE 1 – DESIRED RESULTS

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments. 1. Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school). 2. Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date. (California Department of Education, 2000, p. 7) ||  1) Maps are important in spite of current technology.  2) Maps can help us learn about our planet and ourselves.  3) Maps can help us find our way around the earth.  4) Elements of maps such as map keys, map grids, compasses, and map scales make it easier to understand maps.
 *  History-Social Science Framework for California
 *  Big Ideas –

 Understandings:  Students will understand the importance and relevance of maps.  Students will understand map keys and the symbols used on maps. <span style="font-family: Cambria,;"> Students will understand directionality (north, east, south, west). <span style="font-family: Cambria,;"> Students will understand how to use map grids to locate places on maps. <span style="font-family: Cambria,;"> Students will understand how to use a map scale to determine distances on a map (Boston Public Library & College de Kani-Keli, 2015). Students will understand the locations of important physical landmarks in North America. || <span style="display: block; font-family: Calibri,sans-serif;"> <span style="font-family: Cambria,;"> 1) How do maps help us? <span style="font-family: Cambria,;"> 2) How is the earth divided? <span style="font-family: Cambria,;"> 3) How do you read a map? <span style="font-family: Cambria,;"> 4) What are some types of maps? <span style="font-family: Calibri,sans-serif;">5) How do map grids, map keys, and map scales help us understand maps and locations? <span style="font-family: Calibri,sans-serif;">6) What are some of the important features in North America and where are they located? (Example: the Great Lakes) ||
 * <span style="font-family: Cambria,;"> Essential Questions –
 * Vocabulary – Students will know: map, globe, continent, ocean, hemisphere, equator, latitude, longitude, key, legend, grid, direction, scale, compass rose, symbol, cardinal directions, ordinal directions, North America, United States of America, Great Lakes, Mississippi River, Atlantic Ocean, Pacific Ocean.

<span style="font-family: Cambria,;"> Processes & Skills – Students will learn about the need for maps, the parts of a map, and directionality. They will need to be able to use a map key, a compass, a map grid, and a map scale. Using a map scale will require mathematical knowledge and measurement skills. Since students are in second grade, they will work with simple scales and use addition to add distances together. Students will study different types of maps and create their own maps for a final assessment. || Works Cited in Stage 1: <span style="display: block; font-family: Calibri,sans-serif;">Boston Public Library. Mathematics and Maps: Measuring distances on a Map. Retrieved from [|http://www.google.com/search?q=Boston+Public+Library+Measuring+Distances+on+a+Map&client=safari&rls=en&oe=UTF-8&oq=&gs_l=__]

California Department of Education (2000). History-Social Science Content Standards for California Public Schools: Kindergarten through Grade Twelve. p. 7. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf.

College de Kani-Keli. Using a Map Scale (2015). Retrieved from [].

College de Kani-Keli. Using a Map Scale (2015). Retrieved from [].

<span style="font-family: Cambria,;"> STAGE 2 – ASSESSMENT EVIDENCE
 * <span style="font-family: Cambria,;"> **Performance Task** – Work with a partner to create a map of the classroom and to write questions and answers based on that map (//A Map Skills Lesson Plan: Map the Classroom,// 2012). The idea for creating a map of the classroom and drawing it to scale by first measuring the classroom comes from: //A Map Skills Lesson Plan: Map the Classroom,// 2012. The project ideas from this source have been expanded to adequately assess the students' progress toward the California State Social Studies Content Standards.


 * __See attachment at end of unit plan for complete task instructions.__**

<span style="font-family: Cambria,;"> **Goal:** The goal is to know the parts of a map, understand directionality, and be able to create a labeled map. The map will include a map key, a compass, a map title, and a map scale. The students will create the map on a poster board that already has a blank map grid on it (//A Map Skills Lesson Plan: Map the Classroom,// 2012). Students will have to label the map grid and then draw the map on the grid.

<span style="font-family: Cambria,;"> **Role:** Students will study, learn about, and create maps using on the skills they have learned. Students will work in pairs to complete their maps of the classroom (//A Map Skills Lesson Plan: Map the Classroom,// 2012).

<span style="font-family: Cambria,;"> **Audience:** The audience is comprised of classmates and the teacher. The students will be instructed to make their maps as though they are making them for someone who has never seen the classroom. This should help the students to be precise in their map-making. But classmates, the teacher, and any visitors to the classroom will be the ones to actually see the map.

<span style="font-family: Cambria,;"> **Situation:** Students will study different types of maps, learn about the need for maps even with current technology available, and be able to identify the parts of a map, such as the key and the compass rose. Students will be working in pairs with teacher guidance and monitoring. The teacher will not directly tell students how to complete their maps; they will have to think critically and creatively and they will have to problem-solve with their partner to create an accurate map. The teacher may need to give more guidance and modeling for the steps which require students to measure the classroom and create a map scale (//A Map Skills Lesson Plan: Map the Classroom,// 2012).

<span style="font-family: Cambria,;"> **Product, Performance, and Purpose:** Students will create a map using the skills they have learned in this unit. They will correctly draw and label the various parts of a map. Their maps will include a scale, a grid, a compass, a title, and a key. The students will also write and answer questions about their maps according to specific guidelines (see attachment at the end of this lesson for the complete task instructions).

<span style="font-family: Cambria,;"> **Standards and Criteria for Success:** The completed map must be created to scale and include all parts (for example: map keys and map grids). It must accurately portray the classroom and it must be drawn neatly.

<span style="font-family: Cambria,;"> Here is the **__checklist__** which the teacher will use to assess the students:

1. Map title is included. (2 points max.)

2. Map grid has been labelled correctly with letters and numbers. (4 points max.)

3. Compass is included and correctly labelled. (4 points max.)

4. Map key includes four symbols which also appear in map. (4 points max.)

5. Map includes a scale. (2 points max.)

6. Distances on map are drawn to scale. (4 points max.)

7. Student questions make sense (one point for each question). (8 points max.)

8. Answers to student questions are correct. (8 points max.)

9. Map is neat and well-presented. (4 points max.)

<span style="font-family: Cambria,;"> Daily journal quick writes <span style="font-family: Cambria,;"> Teacher observation during class discussions and seat work <span style="font-family: Cambria,;"> Work samples turned in throughout the unit <span style="font-family: Cambria,;"> (Each day's lesson includes an individualized evaluation plan; see each day's "Evaluate" section for the method for that day's evaluation). || <span style="display: block; font-family: Calibri,sans-serif;"> <span style="font-family: Cambria,;"> Students will each complete a KWL graphic organizer in their journals prior to the first lesson, to which they will add information throughout the unit. This will show them what they already knew and what they have learned from the unit lessons. This will help students cement their learning. It will also give the teacher an idea of what the students want to learn in the future. The teacher can plan extension lessons or provide students who finish other classwork early with the opportunity to practice and extend map skills. Additionally, students will receive a copy of the checklist (see above) so that they can check their maps, questions, and answers to ensure that they have completed all the necessary steps correctly. This will help students evaluate their own work before the teacher evaluates their maps, questions, and answers. || Work Cited in Stage 2: <span style="display: block; font-family: Calibri,sans-serif;">//A Map Skills Lesson Plan: Map the Classroom// (2012). Bright Hub, Inc. Retrieved from [|http://www.brighthubeducation.com/elementary-school-activities/38975-map-the- classroom-activity/].
 * Total:** **40 points max.** ||
 * **<span style="font-family: Cambria,;"> Other Evidence – **
 * **<span style="font-family: Cambria,;"> Student Self-Assessment – **

<span style="font-family: Cambria,;"> STAGE 3 – LEARNING PLAN
 * <span style="font-family: Cambria,;"> Daily Lesson: Preparation, Input, Direct Instruction, Guided Practice, Independent Practice, Formative Assessment, Summative Assessment, Reflection, Revision. ||

By Dawn Clark By Dawn Clark By Dawn Clark By Dawn Clark By Maria Pollock By Maria Pollock By Maria Pollock By Julie Ebiner-Gavit By Julie Ebiner-Gavit By Julie Ebiner-Gavit

By Dawn Clark By Dawn Clark By Dawn Clark By Maria Pollock By Maria Pollock By Maria Pollock By Julie Ebiner-Gavit (see pages for source information) By Julie Ebiner-Gavit (see pages for source information) By Julie Ebiner-Gavit By Julie Ebiner-Gavit