Theme Topic: Geography & Mapping Grade 2

1. Lesson 1 - The central focus of this learning segment is to incorporate cardinal directions to students’ map of the playground in order to find living and nonliving things (science connection). Students will apply the mapping skills they have learned in the prior lessons in order to take their map and will create directions for their partner to find one living and one nonliving thing on the playground. Then, all students will be given my directions to find a real treasure on the playground. Objectives: Students will be able to identify and describe specific map characteristics to adults and peers. Students will be able to create questions for their specific playground map area using specific cardinal directions and specific map features. Read aloud the nonfiction book, “Maps, Maps, Maps”, by Kelly Boswell. This informational text includes many of the map concepts we have learned and is a great tool to use for assessment of student comprehension. I will then explain what today’s learning task involves. I will begin by showing an exemplar playground map under the document camera, and note the rubric I used to assess this student citing specific features that were included. I will then tell students that today, on their map 2, they will choose a spot where they will place one living thing and one nonliving thing (called their “treasures”). Students will have the opportunity to challenge one another in finding their treasure using cardinal directions and landmarks. Once the student finds the “treasure mark”, they will identify whether the object is living or nonliving, draw it, and describe it using at least 5 adjectives using a graphic organizer that I provide them. Students will have the opportunity to challenge one another in finding their treasure using cardinal directions and landmarks. Once the student finds the “treasure mark”, they will identify whether the object is living or nonliving, draw it, and describe it using at least 5 adjectives using a graphic organizer that I provide them.

2. Science

3. Social Studies

3.1. Lesson 1 - As an introduction to this unit, have the whole class participate in filling in a concept web about maps. While the students are filling in the web, show them examples of different kinds of maps. Then introduce them to cardinal directions. I will place a N, S, E, and W appropriately on the walls of the classroom. To make sure all of the students comprehend correctly have the students stand up and face north, south, and so on. Once they understand, then have students identify an object in the classroom by using a series of directional clues to aid the students to identify a mystery object. Next, divide the students into pairs and have one child guide their partner to an object using the directional clues. For example, take four giant steps east, now take three tiny steps north.

3.2. Lesson 2 - The central focus for this lesson is to introduce students to the concept of maps (what they are, why we use them, etc.) and gain an idea regarding their background knowledge in order to plan for further instruction in this mapping unit. Students will complete a KWL chart and begin some exploration of where they are in our great big world. ~Google Earth exploration of our world ~ I will then explain that this is a type of map that shows information. I will ask what type of information we can get from this map (students will Turn & Talk). ~Read aloud, “Me on the Map”, by Joan Sweeney. ~students complete flip book and worksheet titled, “Me on the Map”.

4. Michelle Cagliano :)

5. Lesson 2 - Students will be able to identify and describe specific map characteristics to adults and peers. Students will be able to create their own map of the playground area using specific map features and specific nearby landmarks. Students will be working with an assigned partner to complete this project, and they each must create a map collaboratively. I will ask students to discuss some specific map features they think I will be looking for (ex. map legend (map key), symbols, a compass rose, a map title, a map scale). After this class discussion, I will place the Map Rubric under the document camera and review the specific ways student work samples will be graded or assessed. I will ask students to think about their room map and if they included all of these aspects on their prior work. If not, that is something to think about and include on this map. Each student will be given a copy so they may self-assess their work before handing it in for scoring. Activity: We will walk out to the playground before I provide some additional instruction. When we get outside, I will demonstrate what a landmark is, and how they should be incorporated into their maps. I will say, “Everybody point to Paca Middle School. Is this landmark North, South, East, or West of the playground?” I will say, “Now, point to Tangier Smith Elementary School. Is this landmark North, South, East, or West of the playground?” “Note and add these landmarks when you are creating your map.” During the exploration, I will circulate to provide guiding questions, suggestions, and tips to students, noting their comprehension on my formative assessment data sheet.

6. Lesson 2 Students will incorporate their knowledge of maps and cardinal directions to predict climate in areas of the world. Students will be introduced to Flipgrid, an app that incorporates student video responses to spark discussion. I will begin with posing a question to my students, “Using cardinal directions we have learned in this unit and your knowledge of the World, record a statement regarding climate.” Students will use Flipgrid to record their response. Later on in the lesson, students will have the opportunity to visit this grid again in to see if their statement was true or false, and reflect on it by recording another response. First, we will view a video Recess Below Zero, and discuss what we have discovered from the video. Where do these children live in the world? Review world map. We will read the book, “North, South, East, West: A Rookie Read-About Science”, by Anna Fowler. This book discusses the change in climate when traveling North and South from the equator. I will have students get up and we will recreate a pseudo map of the US using children holding up wipe boards with their choice of location such as Antarctica, South America, North America, the North Pole, Africa, Australia.

7. Math

7.1. Lesson 1 = Focusing on some specific features of maps that they will use to create their own map. ~“Mapping Penny’s World”, by Loreen Leedy, that demonstrates some key map concepts and specific map features that students will be using in their learning task. ~ Students will create their own map of their bedroom. Students must create and incorporate a map key, a compass rose, a title, symbols, and labels on their map. I will model a map I completed of my room, and demonstrate the types of symbols and labels I added to my map. I will ask students some questions about my map to assess their comprehension in what is being required of them for their own task. ~Students will be shown and provided a Map Rubric that I will be using to assess their maps. This rubric will be reviewed and each student will be given a copy so they may self-assess their work before handing it in for scoring. Struggling students will be directed to go to my back table for scaffolded assistance to successfully complete their map.