Alief ISD
Social Studies Lesson Plans
2nd Grade Unit 2
Maps – Grids and Symbols
Date:
Desired Results:
Reading maps can give information about
communities.
Time Allotted: 3 days
Assessment:
Objective/TEKS:
I can use symbols found on a map to
help me locate places. 2.5 A
Day 1
Anticipatory Set:
Before class, hide “treasure” in a secure place in the classroom. Choose a place the items are
not likely to be found. Tell the students you have hidden a “treasure” for them in the classroom
and that they have one minute to find it. When they can’t do so, explain that a map could help
them. Tell them they will get another chance to find the treasure when they learn how to use a
map.
Instructional Input:
Materials: treats for the treasure (stickers, erasers, pencils), 3 ft. piece of butcher paper,
markers
Modeled:
Draw a 3ft. square on the butcher paper to represent your classroom. Sketch locations of key
objects and furniture in your classroom. Use simple symbols to represent the objects. Tell the
students that this drawing is a map of your classroom. It uses pictures to show where things
are. A map is a drawing of any real place, it’s smaller that the real place, and shows what the
place looks like from above. Explain to students that the map symbols and key are tools that
help us find places on the map. Call attention to the symbols on your classroom map. Guide
students to infer what each symbol represent. Create a map key on the map. Copy each
symbols from the map onto the key and than write a word for each symbol. (You can prepare
the map before class to save time for the guided practice.
Guided Practice:
Tell students they will use the map to find the treasure. Students will work in groups of five to
find the treasure. Have five students leave the classroom. Mark an X on the map showing
where the treasure is hidden. Tell the students to come back to the classroom and use the
map to locate the treasure. The first student to find the treasure gives the treat to each person
in the group. Send the next group out, hide the treasure in a new spot and repeat the process.
Check for
understanding:
Monitor students as
they are working in
small groups.
Check for
misconceptions
and
misunderstandings,
and then re-teach.
Vocabulary:
Symbols
Grid
Compass rose
Key
Independent Practice:
None today
Closure:
TTW will ask “how were you able to find the treasure?” “Would it take less time with or without
a map?” “Why is a map important?”
Grade 2
Maps
1
Alief ISD
Day 2
Anticipatory Set:
Project transparency #3. Ask what do you see? What does this drawing show? What is the girl
looking at? Why do you think she is looking at a map? Introduce the vocabulary words:
symbols, key, grid and compass rose
Instructional Input:
Materials: transparency #3(picture of a girl at the city park), Social Studies Alive textbook,
blank paper
Modeled:
Read aloud pages 17-21. Discuss the differences between a map and the place the map
represents. Call special attention the vocabulary words. Ask question to check for
understanding.
TTW model how to use a Frayer’s Model for vocabulary words.
Word
Sentence
Definition
Picture
Guided Practice:
TTW assist students as they complete the vocabulary words.
Independent Practice:
None today
Closure:
Students will share their picture and sentence for the vocabulary words.
Day 3
Anticipatory Set:
Introduce a grid map. Draw symbols such as stars, triangle, rectangle, diamond, and circle in
five random squares. Give rulers to two children. Have them come to the map. Assign one
student a letter; assign the other students a number. Name a set coordinates, such as E5,
have students move their rulers along row E and column 5 until the meet at the designated
square. Have them name the symbol in the square.
Instructional Input:
Materials: 2 rulers, grid map on butcher paper, large sticky notes, transparency of secret
message
How will you check
for understanding?
Modeled:
Guided Practice:
Display transparency of the secret message and distribute a copy to students. Have students
practice identifying letters in specific grid squares, example “what letter is in A3? Have
students practice spelling simple words by indicating the squares in which the letters are
found. Example, what word is spelled by the letters in B3 and E4? (no) Spell a few names to
help with the secret message. For example, A1,B2, A3 spells Mark.
Independent Practice:
Explain that they can reveal the secret coded message by matching the codes to the letters in
the grid. Model how to find the first few letters for the students. Move around the room
monitoring the students as they complete the message.
Closure
TTW will have a student read the secret message.
Grade 2
Maps
2