Lesson Three: What do maps tell us?
Objective: Students will be able to write about how they get to school.
1. Read Aloud (LINKandENGAGE)
-Lesson will begin with teacher reviewing key vocabulary: map and location. Students will practice saying these words and teacher will reinforce kid-friendly definitions given to students during the first lesson.
-Teacher will then read the story, This Is The Way We Go To School by Edith Baer aloud to students. The story is about the different ways students get to school. The book has pictures of different cultures and different ways people across the world travel to school. This book is a great way for students to see the connection between people who live on the map of the world. Teacher should emphasize that people live differently at different places on the map.
-After reading, the teacher will ask students to turn and talk about the prompt: "Think about how you come to school. Tell your neighbor how you come to school."
-Students will act of the book again, like in the first lesson. Teachers can prep props for students (a giant bus or bike purhaps? or allow students to help make the props).
2. Writing (ACTIVE LEARNING)
-Model for students how to complete the writing activity. Students will write on a piece of paper that is shaped like a schoolbus.
-On a line, they will write how they get to school (bus, walk, car, etc.) and then they will draw a picture of themselves getting to school on the paper.
-While students are working, teacher will walk around and assist students where needed.
3 Share (REFLECTION)
-Students will stand in a circle and share how we get to school.
-While students are sharing, the teacher will mark tallies on a tally chart to see how many students "ride a bus" "walk" or "ride in a car" to school.
-After, students will add the tallies up on the chart and write the numbers on the chart. Teacher will link to math by asking the students which way had the most or least.
4 Family Mapping (NOWandTHEN)
- As a previous night homework assignment, ask parents where they are from (country or state).
-Lay a huge map of the world and lay it out on the carpet.
-Help students place a dot where their family is from and ask students what they notice afterwards. Also, count the number of kids from each
continent.
-After, hang the map inside the classroom so students can look at it throughout the week.
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Va SOLs
Civics K.8. The student will demonstrate that being a good citizen involves
Geo K.4.b The student will use simple maps and globes to
b) describe places referenced in stories and real-life
situations;
Other Subject Areas:
LA k.12. The student will write to communicate ideas for a variety of purposes.
Math k.2.a & b
a) tell how many are in the set by counting the number of objects
orally;
b) write the numeral to tell how many are in the set; and
Math K. 13 The student will gather data by counting and
tallying.
National visual arts 4 Understand the visual arts in relation to history and cultures.
National visual arts 6 Making connections between visual arts and other disciplines.
----------------------------------------
Materials: This is the Way we go to School book, props for read aloud act out, writing prompt paper, graph, floor map of the world, and dots.
Differentiation:
-ELL: Supported by pictures and conversations during share time. In addition, students are supported by the family mapping assignment, which
encourages students to talk at home with their parents about where they are from. This helps students be supported in an academic way at
home.
-Kinesthetic Learners: Students putting dots on the map is a hands on and concrete way to look at maps. In addition, students are writing about how they get to school, and writing is a kinesthetic activity.
-Auditory: supported by listening to others speak during the share time and during the read aloud activity.
-Visual: supported by the pictures in the read aloud and the large map on the floor during the family mapping activity.
-Intrapersonal: students are asked to think about their own lives and where they are personally on the map.
-Interpersonal: students will hold conversations during the share time which enrich the learning for all.
Assessment:Formative assessment will occur during the writing prompt and during the family mapping activity. Teacher will look to see if students are able to complete a writing about how they get to school.
Objective: Students will be able to write about how they get to school.
1. Read Aloud (LINKandENGAGE)
-Lesson will begin with teacher reviewing key vocabulary: map and location. Students will practice saying these words and teacher will reinforce kid-friendly definitions given to students during the first lesson.
-Teacher will then read the story, This Is The Way We Go To School by Edith Baer aloud to students. The story is about the different ways students get to school. The book has pictures of different cultures and different ways people across the world travel to school. This book is a great way for students to see the connection between people who live on the map of the world. Teacher should emphasize that people live differently at different places on the map.
-After reading, the teacher will ask students to turn and talk about the prompt: "Think about how you come to school. Tell your neighbor how you come to school."
-Students will act of the book again, like in the first lesson. Teachers can prep props for students (a giant bus or bike purhaps? or allow students to help make the props).
2. Writing (ACTIVE LEARNING)
-Model for students how to complete the writing activity. Students will write on a piece of paper that is shaped like a schoolbus.
-On a line, they will write how they get to school (bus, walk, car, etc.) and then they will draw a picture of themselves getting to school on the paper.
-While students are working, teacher will walk around and assist students where needed.
3 Share (REFLECTION)
-Students will stand in a circle and share how we get to school.
-While students are sharing, the teacher will mark tallies on a tally chart to see how many students "ride a bus" "walk" or "ride in a car" to school.
-After, students will add the tallies up on the chart and write the numbers on the chart. Teacher will link to math by asking the students which way had the most or least.
4 Family Mapping (NOWandTHEN)
- As a previous night homework assignment, ask parents where they are from (country or state).
-Lay a huge map of the world and lay it out on the carpet.
-Help students place a dot where their family is from and ask students what they notice afterwards. Also, count the number of kids from each
continent.
-After, hang the map inside the classroom so students can look at it throughout the week.
-------------------------------------
Va SOLs
Civics K.8. The student will demonstrate that being a good citizen involves
Geo K.4.b The student will use simple maps and globes to
b) describe places referenced in stories and real-life
situations;
Other Subject Areas:
LA k.12. The student will write to communicate ideas for a variety of purposes.
Math k.2.a & b
a) tell how many are in the set by counting the number of objects
orally;
b) write the numeral to tell how many are in the set; and
Math K. 13 The student will gather data by counting and
tallying.
National visual arts 4 Understand the visual arts in relation to history and cultures.
National visual arts 6 Making connections between visual arts and other disciplines.
----------------------------------------
Materials: This is the Way we go to School book, props for read aloud act out, writing prompt paper, graph, floor map of the world, and dots.
Differentiation:
-ELL: Supported by pictures and conversations during share time. In addition, students are supported by the family mapping assignment, which
encourages students to talk at home with their parents about where they are from. This helps students be supported in an academic way at
home.
-Kinesthetic Learners: Students putting dots on the map is a hands on and concrete way to look at maps. In addition, students are writing about how they get to school, and writing is a kinesthetic activity.
-Auditory: supported by listening to others speak during the share time and during the read aloud activity.
-Visual: supported by the pictures in the read aloud and the large map on the floor during the family mapping activity.
-Intrapersonal: students are asked to think about their own lives and where they are personally on the map.
-Interpersonal: students will hold conversations during the share time which enrich the learning for all.
Assessment:Formative assessment will occur during the writing prompt and during the family mapping activity. Teacher will look to see if students are able to complete a writing about how they get to school.