Geography Unit Plan

Shanice Cambra
December 12, 2014
ITE 322

Geography Lesson Plan 1

Title: Introduction to Human and Physical Characteristics of a Map
Duration: 45 minutes
Materials:
-Chart paper
-Markers
-Pictures of different maps
Standard/Benchmark
Social Studies
Standard 7:
Geography: WORLD IN SPACIAL TERMS- Use geographic representations to organize, analyze,
and present information on people, places, and environments and understand the nature and
interaction of geographic regions and societies around the world.
Benchmark SS.1.7.1:
Construct and use simple maps to represent physical and human characteristics of a community.
Assessment Task
Students will be able to:
1. Define physical and human characteristics on a map.
2. Differentiate characteristics on a map.
Pre-assessment:
1. The T chart created by students during the lesson will act as a pre-assessment.
2. The chart will determine what the students already know about maps, physical
characteristics, and human characteristics because they will be responsible to adding the
ideas to the chart.
3. The chart will help guide future lessons based on what they already know.
Activities/Instructional Strategies
Prior to lesson:
1. Collect various pictures of maps including that include physical and human characteristics.
2. Hang chart paper on an area in front of the students.
3. Make sure makers are readily available.
4. Have definitions for key terms available such as:
a. Map
b. Physical Characteristics: In addition to country borders, major cities and significant
bodies of water, physical maps indicate the location of landforms like deserts,
mountains and plains.
c. Human Characteristic: These are landmarks that are man made such as Roads,
dams, canals, power lines, water towers, cemeteries, fire stations, schools.

During lesson:
1. Call students to the rug in order to begin lesson.
2. Explain to students that you will be showing them pictures of different maps (name the
maps and their purpose as the pictures are shown to students) and you want them to look
very closely at the pictures.
3. Tell the students that you want them to remember at least one thing they noticed while
looking at the pictures because they will share out what they noticed.
4. Show pictures to the students and have them share their noticings with their AB partners
who have already been predetermined.
5. Have some students share out what they discussed with their partners.
6. Ask students if they know what a physical or human characteristic on a map is.
7. Explain to students what a physical and human characteristic of a map is use their noticings
in the definitions.
8. Bring students attention to the chart paper posted up earlier.
9. Draw a T chart with two columns labeled Physical Characteristics and Human
Characteristics.
10. Explain to students we will be going through the pictures again but this time we will be
writing what we notice into the appropriate column on the T chart.
11. Have students come up to write down their ideas.
12. Encourage children by pointing to different things on the maps and asking students to
clarify things on the different maps.
13. After the chart is completed go over it with the students.
14. Ask them if there should be anything else that needs to be put on the chart that we might
not have seem in the maps we looked at.
15. If the students do not see anything that needs to be added and their might be things missing
ask students questions to get them to notice the things they might be missing.
Connection to GLO(s):
1. Complex Thinker:
Students are able to think about how to categorize different characteristics.
2. Effective Communicator:
Students are able to effectively communicate their thoughts and ideas during pair
share and group share.
Enduring Understanding(s):
Maps are used to represent human and physical characteristics in a community.
Essential Questions:
What is a physical characteristic on a map?
What is a human characteristic on a map?
What do you notice about the different maps?
Why do you think maps have different characteristics?
Is there anything on our chart we may have missed?

Geography Lesson Plan 2

Title: Me on the Map
Duration: 90 minutes
Materials:
Teacher:
Me On The Map by Joan Sweeney
Large piece of white construction paper (or white board)
Markers (or Expo pens)
White computer/construction paper (for students)
Students:
Coloring material (crayons, color pencils, markers)
Pencil
Standard/Benchmark
Social Studies
Standard 7:
Geography: WORLD IN SPACIAL TERMS- Use geographic representations to organize, analyze,
and present information on people, places, and environments and understand the nature and
interaction of geographic regions and societies around the world.
Benchmark SS.1.7.1:
Construct and use simple maps to represent physical and human characteristics of a community.
Language Arts
Standard 2:
READING COMPREHENSION: Use reading strategies to construct meaning from a variety of
texts.
Benchmark LA.1.2.2:
Make and confirm predictions about what will happen next or what will be learned from a text by
previewing key words and illustrations.
Assessment Task
Students will be able to:
1. Produce a detailed classroom map that includes a title, name, date, labels, and where they
are on the map.
2. Students will be able to determine and label human and physical characteristics on their
maps using skills gained from previous lessons.
Formative:
1. The teacher will assess where they stand at the beginning of the lesson by listening to
conversations and thoughts shared during turn and talks. The teacher will also assess
whether the student is able to make predictions based on words and illustrations by
listening to the ideas being shared.

2. The teacher will assess what the students have learned by listening to the feedback the
students give to their peers at the end of the lesson.
Maps will also be collected and assessed according to the following rubric:
Advanced
The student is able
to independently
construct a detailed
classroom map that
includes a tittle,
name, date, labels,
and where they are
on the map.

Proficient
The student is able
to independently
construct a detailed
classroom map that
includes a tittle,
name, date, labels,
and where they are
on the map with
little error.

Partially Proficient
With help the
student is able to
construct a detailed
classroom map that
includes a tittle,
name, date, labels,
and where they are
on the map with
little error.

Novice
With help the
student is able to
construct a detailed
classroom map that
includes a tittle,
name, date, labels,
and where they are
on the map with
significant error.

Activities/Instructional Strategies
1. Before the lesson begins the teacher will tape the large white construction paper to the
wall/board closest to the area he/she will be reading the story.
2. The teacher will also make sure all materials necessary are set up and ready.
3. Students will come to the carpet and sit in their labeled rows for read aloud.
4. The teacher will introduce the story Me On The Map by asking the students what they
think the story is about based on the title of the story and the covers illustrations during
pair share so all students have the opportunity to share their predictions.
5. Students will then share out with the larger group.
6. Before the teacher begins the story the students will be asked to pay close attention to the
details in the illustrations.
7. Students will also be asked to keep in mind that they will be creating maps of their own at
the end of the lesson so they should think about what they might want to include in the
maps of their own.
8. The teacher will begin to read the story to the students.
9. After reading some of the story the teacher will ask them to turn and talk to a partner about
how their predictions about the book were correct or incorrect.
10. The pairs will be given opportunities to share their observations with the class before the
teacher continues on with the story.
11. The teacher will give them a few more turn and talk opportunities throughout the story.
The following questions will be asked:
a. Is there anything that really stands out to you about the maps?
b. Do the maps in the story share any similarities?
c. Do you think any of the maps in the story are missing anything?
12. The teacher will be walking around the groups listening to ideas while the students turn
and talk. This will give the teacher an idea of where each students stands.
13. After the story the teacher will ask students to help the teacher create a map of the
classroom using labels and characteristics they noticed in the book.
14. The teacher will draw out a very basic map of the classroom without being extremely

detailed so the students are able to be creative in the way they individually create their
maps. This map should solely be used as a basic template.
15. The teacher will ask the students what is missing on the map such as the creators name,
date, title, important locations and objects.
16. After labeling the map with the students the teacher will explain that they will be taking a
white piece of paper and they will be creating their own classroom map.
17. Students will be asked to use details and label the map so if someone from outside of the
classroom were to see the map they would know exactly where to find everything.
18. They will be told to use crayons, markers, or color pencils to add details to their maps.
19. The teacher will also tell the students to include the following things:
a. Name
b. Date
c. Map Title
d. Where they are on the map
e. Labels for all important spaces and objects
f. At least 1 human characteristic and 1 physical characteristic should be labeled.
They can also use letters and symbols to label these things.
20. All of the things listed above will also be written and posted either on a piece of paper or
on the white board.
21. Students will be asked to call out important places in the classroom. This list will also be
posted so students can refer back to it for spelling help.
22. Students will be asked to take a white sheet of paper and return to their desk to start
creating their maps.
23. Students will be given around 35 minutes to create their maps. During this time they are
allowed to stand up and look at different things in the classroom if it is necessary for the
creation of their maps.
24. After the students create their maps they will be asked to return to the carpet.
25. The students will be asked to share their maps with their classmates. They will be asked to
show each other their maps and tell their classmate two things:
a. What do you think your classmate did really well on his/her map?
b. What is something you think they could add if they made another map?
26. The four carpet rows will be divided into two groups.
27. One group will be asked to make a circle facing out in the middle of the carpet. The second
group will be asked to stand directly in front of one of their classmates in the circle.
28. The students will have about a minute to share their thoughts before the outer circle rotates
counterclockwise.
29. The students will share their thoughts while the teacher walks around the circle listening to
the different conversations going on.
30. After all students have gone they will be asked to turn in their maps and sit on the carpet.
31. To debrief the students will be asked to share anything that really stuck out for them during
the activity.
Connection to GLO(s):
1. Self-directed learner:
Students are able to create a map of their classroom with little to no help from
peers or the teacher.

2. Complex thinker
Students will be looking at the classroom around them and interpret that
information onto their classroom maps.
3. Quality producer:
Students are expected to use their best effort when creating their maps.
Enduring Understanding(s):
Maps are used to represent human and physical characteristics in a community.
Essential Questions:
1. Is there anything that really stands out to you about the maps?
2. Do the maps in the story share any similarities?
3. Do you think any of the maps in the story are missing anything?
4. What do you think your classmate did really well on his/her map?
5. What is something you think they could add if they made another map?
Possible follow up questions to the students answers include:
1. Why is it important to label a map?
2. Why do you think the maps in the story all had _____ in common?
3. Do you think maps need to have a lot of details?
4. How does having (a title, labels, symbols, details) help the person reading the map?
Integration with other content area
A language arts standard is incorporated into the beginning of this lesson. Students will
be given the opportunity to make predictions on the text we will be reading in the beginning of
the lesson. They will base their predictions on the books tittle and cover page. Students will be
able to validate their predictions through turn and talks during the lesson.

Geography Lesson Plan 3

Title: Map Our School
Duration: four to five 45-minute class sessions depending on the progression of students
Materials:
-Cameras (digital or film)
-Writing utensils (markers, crayons, pens, pencils)
-Poster papers
-Printer paper
Standard/Benchmark
Social Studies
Standard 7:
Geography: WORLD IN SPACIAL TERMS- Use geographic representations to organize,
analyze, and present information on people, places, and environments and understand the nature
and interaction of geographic regions and societies around the world.
Benchmark SS.1.7.1:
Construct and use simple maps to represent physical and human characteristics of a community.
Fine Arts
Standard 1: Visual Arts: Understand and apply art materials, techniques, and processes in the
creation of works of art and understand how the visual arts communicate a variety of ideas,
feelings, and experiences.
Benchmark FA.1.1.1: Use various types of art media.
Assessment Task
Formative:
Students will be observed throughout the project. Their progress will be based on their group
participation and their responses to questions during independent and group work. Finally their
progress will be assessed based on their answers to the following questions:
a. Something they liked about the project.
b. Something they disliked about the project.
c. Something they noticed during presentations.
d. Something they learned during the project.
Summative:
Their final projects will act as a summative assessment. It will show whether or not they
understand and can use the concepts of physical and human characteristics. The final projects
will be assessed based on whether or not it meets the following criteria:

a. All maps must have a physical and a human characteristic labeled and represented
with at least one photograph
b. Students must create a map of the entire school including everything in the gated
perimeter.
c. Students must use more than one type of art medium to create their map.
d. Students must be able to present how they created their maps, what the maps
represent, and what physical and human characteristics did they include in their
maps.
Activities/Instructional Strategies
Day 1:
2. Explain to students they will be creating maps using pictures they will be taking.
3. Tell students they will be mapping the school and that they will be adding human and
physical characteristics using pictures they take, pictures they draw, labels, and symbols.
4. They will also be presenting their maps to the class.
5. Show students an example of a map created using drawings, labels, and pictures.
6. Ask students how they might represent different landmarks on campus.
7. Refresh their memories on physical and human characteristics by referring to the chart
they previously created.
8. Tell the students the following criteria:
a. All maps must have a physical and a human characteristic labeled and represented
with at least one photograph
b. Students must create a map of the entire school including everything in the gated
perimeter.
c. Students must use more than one type of art medium to create their map.
d. Students must be able to present how they created their maps, what the maps
represent, and what physical and human characteristics did they include in their
maps.
9. After giving the students the criteria they will be split into groups to work on the creation
of their maps.
10. After students are split into groups with about 4-5 students they will go to their tables and
brainstorm and idea of how they want their maps to look like on a blank white sheet of
paper for the remaining part of the class or until they finish their plan.
Day 2:
1. Students will get into their groups and look over their plans that they made on day 1.
2. They will be told that they will get to walk around the campus to review their plans and
take photographs.
3. The students will be reminded to be respectful of others in the school before they leave
the classroom.
4. The students will walk around the entire campus editing their plans and taking
photographs that can be used to show physical and human characteristics of the school.
5. This will take the entire class period.
Day 3:
1. Students will get back into groups to receive instruction and materials.
2. The groups will be given a large poster paper and art supplies to transfer their plans into a

3.
4.
5.

final project at the end of instruction.

Students will be told that they will receive the photographs they had taken.
They will be reminded of the criteria for their final project and they will be shown the
example again.
Students will be given the opportunity to ask any questions before they begin working
with their groups.
Students will be given the remaining time to work on their final map project.

6.
Day 4:
2. Students will be asked to get into groups for a final time.
3. They will be asked to prepare what they will say during the presentation of their final
project.
4. Before presenting they will also need to write down a question that they must ask one of
their peers sometime during the presentations about their map project.
5. When ready students will then share their projects in small groups (paired with a another
group).
6. Then they will share out their projects in a large group setting.
7. Students will ask each other questions about their projects after each group presents.
8. If time permits students will debrief after the presentations.
9. Students will pair share and talk about:
a. Something they liked about the project.
b. Something they disliked about the project.
c. Something they noticed during presentations.
d. Something they learned during the project.
10. The students will be asked to use details and evidence when answering theses questions
during the debrief.
11. The students will also be given the opportunity to share out answers that they talked
about during the pair share.
Connection to GLO(s):
Effective and Ethical User of Technology:
Students will be able to demonstrate this when they are given their cameras to take
photographs for their projects.
Effective Communicator:
Students will be demonstrating this when creating their project and when presenting their
project with their peers.
Community Contributor:
Students will be working primarily in groups.
Self-directed Learner:
While working in groups students must still be responsible for their own contribution.
Complex Thinker:
Students are able to demonstrate this during the planning and execution of their projects.
Quality Producer:
Students are able to demonstrate this during the planning and execution of their projects.
Enduring Understanding(s):

Maps are used to represent human and physical characteristics in a community.

Essential Questions:
1. What is a Physical/Human Characteristic?
2. How can we represent these characteristics using photographs?
3. How can we symbolize/represent ______?
4. Something they liked about the project.
5. Something they disliked about the project.
6. Something they noticed during presentations.
7. Something they learned during the project.
Integration with other content area
This lesson is integrated with the fine arts. Students will be using different art mediums to
create their own maps. They will be learning how to put the skills they learned in previous
lessons to use during this project.