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Pre-Instructional Phase

Audience:
My classroom is at the first grade level. There are 25 students who are of average or high intelligence. Their ages range from 8-9. They sit in 5 straight rows; each row contains 5 desks. The rows are titled Monday through Friday for organizational purposes. The students do have many differences in learning however; the biggest differences are aural, visual, and kinesthetic learners.

Objectives:
1. The students will be able to recognize a map.
2. The students will be able to locate places on a map.
3. The students will be able to define a map as a picture of a place.

Standards:
State:
1. Geography: The World in Spatial Terms (1)- Identifying and describing the characteristics and uses of geographic representations, such as maps, globes, graphs, diagrams, photographs, and satellite-produced images.

National:
1. People, Places, & Environments (a)- Construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape.

Instructional Sequence:
This lesson, Places on a Map, comes from a first grade social studies book. It is taken from Unit Four which is titled "You and Your School." This is the second lesson in this unit. The first lesson of this unit that was previously covered is Open School Day. The previous unit was entitled People and Time. Today's lesson is important because it will help the students to understand the uses of maps. It will help them to better understand the next lesson, Reading a Map. They were assigned to read over this section of the unit that we will cover today last night.

Individual Differences:
For the aural learner I will lecture and discuss various topics that are found throughout the lesson.
For the visual learner I will discuss the pictures in the book and will also use visual aids.
For the kinestic learner the class will be broken up into groups to work on an activity.

Higher Level Questions:
1. Why do you think that it is important that we know how to locate places on a map?
2. What do you think is the most important reason that people need to have maps?

Materials/References:
1. Textbook- People written by JoAnn Cangemi and published by Holt, Rinehart, and Winston
2. Map of classroom, school, and town (done on overhead) 3. Worksheet of the map on pages 86 and 87 in the book
4. Worksheet with numbered places
5. Computer lab with 25 computers that have the Internet (for assessment)
6. Worksheet with assessment questions

Instructional Phase

Set:
(7 minutes)
T- Good Morning class, it is time for social studies. Please clear your desks and put your head down when you are ready to begin our fun and unique lesson for today.
T- I want you all to look at the picture that I have on the overhead. Please try to look at it real closely. It could be a picture of anything.
T- Can anyone give me some guesses on what they think this picture represents?
S- Students respond
T- This is a map of our classroom as if we were looking down on it from the ceiling.
T- Can any of you tell me about maps that you have seen before?
S- Students respond
T- In this lesson, we will learn more about maps, which are pictures of places seen from above.

Stated Purpose of the Lesson:
(2 minutes)
T- Today class we are going to learn about recognizing and locating places on a map. This will be a fun and exciting lesson because it will help you to understand many reasons why maps are so important. We will learn how to identify places that are important to all of us on a map of our school and city. So let's put our thinking caps on and have some fun!

Instructional Procedures:
(2 min.) 1 T- Please take out your social studies books. Turn your books to pages 86 and 87 and look at the picture on those two pages. What do you see?
S- Students respond
(2 min.) 2 T- What type of places do you see on the map?
S- Students respond
T- Yes, those were all very good answers. Places such as the post office, school, streets, houses, the park and even an antique store.
(5 min.) 1,2,3 T- We will now learn what this map is all about. Let us read on pages 86 and 87 to find out. (Students read to each other)
(2 min.) 3 T- Let us talk about what a map is. Can anyone tell me what the book said a map is?
S- Students respond (A map is a picture of a place.)
(2 min.) 2 T- What place does Wendy's map show?

S- Students respond (Her neighborhood.)

(5 min.) 2 T- Let us look at this worksheet that I have just given to you. It is the same map that we see in our books. I want you to trace Wendy's route from home to her school. What landmarks does Wendy pass?
S- Students respond (post office, homes, stores, and the park)
T- Very good. The map shows that Wendy would pass by the post office, homes, stores, and the park.
(5 min.) 1 T- Let us look at the overhead again. I will show you two maps and I want to see if you can tell me what the map is a picture of. What is this a map of?
S- Students respond (Our school)
T- What is this a map of?
S- Students respond (Our town)
(6 min.) 2 T- We will now break up into groups to work on an activity. Each row will form a group. Each group will be given a worksheet. There are different places on the map with numbers by them. I want you to read the questions and answer them by putting a number in each blank.

Assessment:
(7 min.) 1,2,3
Each student will be given a worksheet with questions on it. The students will have to use the Internet web page http://worldkids.net/pooh/100aker. html to answer their questions on the worksheet. The worksheet requires each student to look at the map found on this web page. It is a map of Winnie the Pooh's neighborhood. They will have to tell what the map is a picture of, and locate three places found on the map. The last question will be, What is a map? The answer to the question is a picture of a place.

Closure:
(2 min.)
Can anyone tell me what you have learned today? Students respond various answers. That is correct. We have learned about recognizing a map and locating places on a map. We have also learned that a map is a picture of a place. Everyone needs to remember this important information about maps because tomorrow we will learn how to read a map.

Transition into the Next Lesson:
(2 min.)
Class, I would like for you to go home and discuss with your family what you learned today in class. You can have someone help you to make a map of something that is special to you. We will use that map tomorrow when we learn how to read maps. Try to figure out how to read a map without looking in your book! Please put away social studies and get ready for recess.

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