Lesson Plan April 11

Elementary Education Year 1 Lesson Plan Template
Part 1: Lesson Overview

School and classroom: Date:4/11/24 Grade:1st
Maryville Elementary School, Granite City IL, Mrs. Cox, Room 14
Lesson topic: Me On The Map Lesson length: 40-50 minutes
Part 2: Learning Standards
SS.G.1.1.
Standard
Construct and interpret maps and other representations to navigate a familiar place.
State
Part 3: Lesson Objective

By the end of the lesson, students will be more familiar with different forms of maps and how to use them to locate places they are
familiar with on them.
Part 4: Assessment Plan:

At the beginning of the lesson, I will ask them how many of them have ever used a map or globe before. This is to gauge
how much prior knowledge they may have. During the lesson I will be paying close attention to who is raising their hand
to contribute ideas to the KWL chart, answering questions, and doing their work. I will be walking around when they
have their white boards at their desks to make sure they are not just coloring and are on task and understanding. I will
periodically ask for thumbs up, down, sideways for understanding throughout the lesson. I will periodically ask if there
are any questions. At the end of the lesson, I will ask if there are any questions and when they are done with their
packets, I will be collecting them to check for participation and understanding of the lesson.
This lesson will take about 40-50 minutes.
 First, I will have all of the students go to their spots on the carpet and sit criss cross apple sauce and face
forward.
 I will then get out the KWL chart, and we will do the what I know and what I want to know part before reading
the book.
1. The primary question will be what do you know and want to know about maps and how to find yourself
on them.
2. I will take 4-5 responses for each section (all from different students).
 I will then read the book, Me On The Map to the class.

 We will then finish our KWL chart and do the what I learned section.
1. I will take 4-5 answers for this section as well.
2. I will ask leading questions if needed.
 I will then have the junior teacher of the week come up with the pointer and point to the displayed maps on
the wall. The students together will answer the following questions as the junior teacher points to the locations
on the maps:
1. What continent do we live on?
2. What country do we live in?
3. What state do we live in?
Revised Fall December 18, 2023

4. What city do you live in?
 Have students return to their desks and have two or three students pass out the map dry erase boards and dry
erase markers to the students while I place the globe in the front of the room and open Google maps.
 Ask the students if anyone knows what the name of the object (the globe) is called?
1. Ask if anyone has ever used one before and how?
 Pull up planet view on Google Earth, and ask if anyone knows the name of the planet we live on ( take a raised
hand to answer).
 Zoom in to North America view on Google Earth. Pull a stick from the names and ask that student to come up
and point to North America on the globe.
1. Have students at their desk label North America on their dry erase maps.
 Go to Country view (USA) on Google Earth, and pull another student’s name to come up and point to the
United States on the globe.
1. Have students at their desk label the country on their boards, walk around and check.
 Go to the state view on Google Earth (Illinois) and pull a student’s name and ask them to point to the state on
the globe (or the map, if I need to differentiate for the student).
1. Have students find and circle Illinois on their boards and walk around and check.
 Go to city view on Google Maps (Granite City). Ask students again what city they live in (answer as a class).
 Then I will pull up their school on Google Earth. I will ask them if anyone recognizes this building (take a raised
hand).
Part 6: Behavior Management (give behavior expectations to the class)

When we go back to the carpet, I will ask a student to tell me my expectations, and repeat them so the students know
what is expected of them. If students are not engaged or understanding how to do the KWL chart, I will ask leading
questions to help them open up. For example, I can ask if any of them have ever used a map or if they have ever been to
a different state or country and see if they can locate that on a map. I will use the flat tire shh method to keep the talking
under control, as well as the hocus pocus time to focus. If a student is really acting up, I will give a warning that I will
take a minute of their fun time first, then I will take a minute. When students are participating and following directions
well, I will have them clip up.
Part 7: Instructional Materials and Resources

 Print out and staple packets for the students
 Create the outline for the KWL chart
 Have the Me On The Map book ready to go
 Make sure the map dry erase boards and dry erase markers are out and ready to be passed out
 Have the different Google Earth pages pulled up on the computer and ready to go
 Have the globe out and make sure the maps are displayed on the wall
 Make sure students have a pencil and markers or crayons available
 Have name sticks ready to go to pull names to come to the board
 I will need the computer, the white board, and the projector all ready to go

Part 8: Closure
 I will wrap the lesson up by having two or three different students collect the boards and dry erase
markers from their classmates. While they do this, I will pass out their Me On The Map packets and
ask if anyone has any questions.
 I will tell students to get out their crayons or markers and do their packet.
1. I will walk around while they do this and make sure the students are staying focused and
finishing the packet before they just color everything.
2. While walking around, I will answer any questions they may have and/or help correct students’
errors I may see.
3. I will then collect their packets when they are done.
Commentary: Think about and plan for What ifs. These are thoughts of things that might cause you to change your
lesson ex. The technology is unavailable during your lesson How will you compensate or modify your lesson to handle it
If we are out of the large notecard paper for the KWL chart, I will use the whiteboard. If Google Earth is not working,
then I will skip this portion and have the students focus more on the globe, the map, and the dry erase maps at their
desks, and we can do the Google Earth activity the following week or they can do it the next day with my CT. If we
begin to run out of time, I will give them their packets but tell them I won’t collect them until the end of the day so that
they have their free time to work on it later that day (this is an ungraded packet, just checking for participation and
understanding).

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Elementary Education Year 1 Lesson Plan Template

Part 1: Lesson Overview

Part 3: Lesson Objective

Part 4: Assessment Plan:

This lesson will take about 40-50 minutes.

 I will then read the book, Me On The Map to the class.

Revised Fall December 18, 2023

Part 6: Behavior Management (give behavior expectations to the class)

Part 7: Instructional Materials and Resources

 Create the outline for the KWL chart

 Have the Me On The Map book ready to go

 Make sure students have a pencil and markers or crayons available

 Have name sticks ready to go to pull names to come to the board

Revised Fall December 18, 2023

Revised Fall December 18, 2023

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