Classroom Map
Name: Allison Weingarden
Time Allotted: 2-30 minute sessions
Grade Level: 1
Subject: Social Studies
Materials Required:
 Authentic maps of the school building (one per student)
 Large, white piece of construction paper
 Construction paper cutouts to represent the following:
o Teacher’s desk
o Listening center
o Horseshoe table
o Round table
o Bookshelves
o Computer table
o Student tables
 Scotch tape
 Several different colors of markers
 Colored pencils
 Crayons
 Bedroom map sheet (one per student)
Michigan Content Expectation:
1 – G1.0.1 Construct simple maps of the classroom to demonstrate aerial perspective
Student Objectives (visible to students):
1. I can create a map of my classroom.
2. I can create a map of my bedroom.
Teacher Objectives (for teacher use):
1. The students will create a map of the classroom by labeling the map with symbols and a map key
(legend) in order to score at least a three (75%) on the objective 1 assessment rubric. (Synthesis)
2. The students will create maps of their bedrooms by drawing and labeling the map with symbols
and a map key (legend) in order to score at least a three (75%) on all parts of the objective 2
assessment rubric. (Synthesis)
Assessment:
Objective 1 assessment (formal formative): Objective 1 will be assessed according to the following
rubric. Students not achieving at least a three (75%) on the rubric will be retaught the concept and
guided to place their desk symbol (or write their name on) the correct spot on the classroom map. In this
way, this assessment is formative, in that the teacher is able to see who is grasping the concept and who
needs further instruction.
4
Student places (or
writes) his or her
desk (or name) in
the correct spot on
the classroom
map.
3
Student places (or
writes) his or her
desk (or name)
within the correct
quadrant on the
classroom map.
2
Student places (or
writes) his or her
desk (or name)
within the correct
half of the
classroom map.
1
Student places (or
writes) his or her
desk (or name) on
the classroom
map, but not
within the correct
half of the map.
0
Student does not
place (or write)
his or her desk (or
name) on the map
at all.
TOTAL
SCORE:
_____/4
Objective 2 assessment (formal summative): Objective 2 will be assessed according to the following
rubric. This assessment can be both formative and summative. Students not achieving at least a three
(75%) on all parts of the rubric will be retaught the concept and provided with further instruction,
however; this will be the end of any whole group instruction on the concept. Therefore, it is a summative
assessment, as well.
4
Map includes at
least four different
parts of the
student’s
bedroom.
Map key includes
at least four
different parts of
the student’s
bedroom.
All four (or more)
symbols on the
map key match
those used in the
map.
TOTAL
SCORE:
_____/12
3
Map includes
three different
parts of the
student’s
bedroom.
Map key includes
three different
parts of the
student’s
bedroom.
Three symbols on
the map key
match those used
in the map.
2
Map includes two
different parts of
the student’s
bedroom.
1
Map includes one
part of the
student’s
bedroom.
0
Map is blank or
does not include
any parts of the
student’s
bedroom.
Map key includes Map key includes Map is blank or
two different parts one part of the
does not include
of the student’s
student’s
any parts of the
bedroom.
bedroom.
student’s
bedroom.
Two symbols on One symbol on
No symbols on
the map key match the map key
the map key
those used in the matches those
match those used
map.
used in the map. in the map.
Instructional Procedure:
1. Anticipatory Set:
a. “Who here has ever seen a map before? What is a map? What do we use it for?”
b. Review what students learned in previous lessons about maps and map keys. Allow
students to tell what they remember.
c. Tell students that today we will be creating our own maps.
d. Remind students to raise their hands in order to speak, to be respectful, and to be good
listeners.
2. State Purpose and Objective of Lesson:
a. “Today we will be creating a map of the classroom together, and then you will each
create your own maps of your bedrooms.”
b. “This is important because when we know how to create and read maps, we can learn a
lot about the places around us.”
3. Instructional Input:
a. Pass out the maps of the school building. Tell the students to find and point to our
classroom on the map. Circulate around the room to check that all students have located
the classroom.
b. Ask students to locate other parts of the school in this manner, such as: music room,
cafeteria, gymnasium, office, etc.
c. Ask students to locate the map key. Circulate to check that students have found the map
key.
d. Give the students two more minutes to explore the maps on their own and see what they
can find before collecting the maps.
Strategy #29: Scavenger Hunt
Real World Connections
e. Display the large, white piece of construction paper on the board. Tell the students that
this represents the classroom. Ask them what else they see in the classroom that should
be put onto the classroom map.
f. As students come up with ideas, pull out the cutouts representing those items and allow
the student who suggested them to put them onto the map with scotch tape.
g. If students suggest items that there are not cutouts for, allow the student to draw those
onto the map with a marker.
h. Student desk cutouts will be pre-labeled with each student’s name. Each student will
place his or her own desk onto the map. Students not sitting in a desk (from the other
class) will write their names on the tables where they sit in the spots where they are
sitting that day of class.
i. Draw a rectangle in one corner of the map. Explain that this will be the map key, and ask
students what a map key is (they should know this from previous lessons). Using the
same color marker that each cutout item is, draw that shape and color it in on the map key
(or have student volunteers come up and draw them, time depending). Make sure that the
symbols used in the map key match those used in the actual map.
j. Show students the bedroom map sheet. Point out the line at the top of the paper where it
says, “_____’s Bedroom.” Ask them what would make sense to put there (name). Remind
them that this is the first thing they should do when they get their paper. Sing the “Name
on Your Paper” song. (To the tune of “Shave and a Haircut”: “Name on your paper, first
thing!”).
k. Tell students they are going to be creating their own maps of their bedrooms. Tell
students to picture their bedrooms in their minds. What are some things they might see in
l.
m.
n.
o.
p.
their bedrooms that they might want to include in their maps? Allow students to generate
ideas, and put a list of ideas on the board (i.e. bed, dresser, toy box, desk, siblings’ bed,
closet, pet cage or fish tank, nightstand, bookshelf, laundry hamper, etc.). Tell students
that they must include in their maps at least four things they have in their bedrooms.
Point to the map key. Ask students what they think should go there (map key, symbols).
Remind the students that the symbols they use in their map keys need to match those used
in their maps (this includes colors).
Tell students that when they finish their maps, they need to raise their hands to get them
checked. A teacher must put a star on their map before they can turn it in (show the
students where to turn in their maps).
Dismiss students to go to their seats. Have the two paper passers of the day pass out the
bedroom map sheets.
While students are working, rotate around the room to monitor their progress. As students
finish, double-check that their maps contain all components of the rubric (at least four
items from their bedrooms, map key includes at least four items from their bedrooms,
symbols used in map key matches those used in the map). Only give the students a star if
they meet these requirements.
Once students have a star, they need to do a think, pair, share with another student who is
finished. They need to share what they included in their maps and why. Students can also
give each other feedback about each other’s maps.
Strategy #2: Think, Pair, Share
Cooperative Learning
4. Differentiation Consideration:
 Students who finish early may add more details to their bedroom maps or draw a map
of another area (another room of the house, another classroom, their daycare center,
the park or playground, etc.) on the back. They may also choose to get out their social
studies textbooks and reread the chapter on maps (read in the previous lesson as a
class).
 Students who need more time to finish may do so during other times of the school day
or as homework. There is no need to rush students to finish in this class period if they
need more time.
 Students who struggle to think of ideas to include in their maps may look at the list
generated on the board or add something to their maps that is not really in their
bedrooms but that they would like to have in their bedrooms.
5. Closure:
a. Invite student volunteers (three to four, time depending) to share their bedroom maps
with the class. Ask the students to explain what symbols they used in their map keys and
ask the class if those symbols match those used in the maps (the answer should be yes,
because in order to turn in their maps, they should have been checked by a teacher).
b. Ask students if they could understand where everything is in each volunteer’s bedroom
by looking at the map. How else could they use those (or similar) maps? What else could
they, as second graders, create maps of?
c. Tell students we will display their bedroom maps in the classroom for everyone to see.