Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Teacher(s) Name: Alexandria Walker; Jarrett Jefferson; Kelly O’Brien; Brittany Hinkley
Thematic Unit Theme/Title/Grade Level: Geography / “What’s ALL Around Me?” / 1st Grade
Wiki space address: http://ucf1geographyf11th.wikispaces.com/
Daily Lesson Plan Day/Title: Monday: “Let’s Make a Map!”
Tuesday: “What Surrounds Me?”
Wednesday: “What Goes on a Map?”
Thursday: “Florida Sight Seeing!”
Friday: “Where We’ve Been!”
Learning Objectives
What will students accomplish / be
able to do at the end of this lesson?
Be sure to set significant (related to
SSS), challenging and appropriate
learning goals!
1. Students will be able to identify a variety of physical features and
bodies of water on a map.
2. Students will be able to label their local community, Florida, the
Atlantic Ocean, and the Gulf of Mexico on their own.
3. Students will be able to identify key elements of maps.
NCSS Theme/
NGSSS- Next Generation
Sunshine State Standards
List each standard. Cutting and
pasting from the website is
allowed. These can be downloaded
from the Florida Dept of Education
http://flstandards.org.
4. Students will create and understand a basic map using key
elements such as cardinal directions, and map symbols.
SS.1.G.1.4 – Identify a variety of physical features using a map and globe.
SS.1.G.1.5 – Locate on maps and globs the students’ local community,
Florida, the Atlantic Ocean, and the Gulf of Mexico.
SS.1.G.1.2. – Identify key elements (compass rose, cardinal rose, cardinal
directions, title, key/legends with symbols) of maps and globes.
SS.1.G.1.3 – Construct a basic map using key elements including cardinal
directions and map symbols.
Assessment
 How will student learning be
assessed? Authentic/Alternative
assessments?
 Does your assessment align with
your objectives, standards and
procedures?
 Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes
Unit Pre-Assessment:
Class pretest on the characteristics of maps; including key elements,
symbols, legends, etc.
Unit Post-Assessment:
Class pretest on the characteristics of maps; including key elements,
symbols, legends, etc.
On-going Assessment:
Day 2:
Throughout the lesson for Day 2, students are review previous learned
skills and learning new material regarding Cardinal Directions, Florida’s
peninsula, and its surrounding bodies of water. Throughout the activity,
students are looking at models and labeling their Florida map as they go.
The teacher is making mental notes and physical notes (in her recording
notebook) of students’ comprehension of the lesson’s material.
Day 3: Teacher will be doing constant observations of students work and
materials. Students will place all activity sheets in their suitcase as well
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
as add to the front of their suitcase.
Day 4:
Go around the classroom and observe the students at the centers and see
what they know as they fill out the worksheet.
In addition, the worksheet itself is an on-going assessment since it is used
to test what they know about cardinal directions, legend/key, and
symbols by using it with the maps.
Design for Instruction
Student Activities & Procedures
 What best practice strategies will be
implemented?
 How will you communicate student
expectations?
 What products will be developed
and created by students?
 Consider Contextual Factors
(learning differences/learning
environment/learning styles) that
may be in place in your future
classroom.
Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented students,
Learning/Reading disabilities (SLD),
etc.
“Let’s Make A Map!” (Day 1)
1. “Good Morning Class!” Ask the question “Have any of you seen or
used a map before?” –Let some students share- “Great, well this
week we are going to be learning about maps and we will have
some fun activities related to maps and places.”
2. After I introduce what we are learning for the day and during the
week I will pass out a Map Skills Quiz to each student. This
assessment is just to see what the students know about maps. It
will not count as a grade.
3. When the students are done with the quiz I will go over the
answers then begin the lesson.
4. The lesson will introduce them to Cardinal Directions, Key, Legend,
Compass Rose, Title of a Map, Symbols and some physical features
of Orlando through a PowerPoint presentation.
5. Students will get a worksheet so they can label the map and have
the definitions of these words.
6. Read Aloud “Me On The Map”.
7. Activity: This activity goes along with the book. Each student will
create a map of the classroom using elements we learned about
earlier in the class.
8. Activity: Students will create a suitcase to put their assignments
and projects in during the week. Students will also receive a
Florida cut out that will be labeled with a heart where they live and
with a star the capitol. Which will be used during the week as well.
9. Explain Note To Parents-I will pass the ‘note to parents’ out to each
student and letting them know its important that it reaches their
families.
10. Go over any questions and tell the students to put their work away
and have them return to their seats.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
“What Surrounds Me?” (Day 2)
Anticipatory Set:
 The teacher will excitedly greet the students for today’s lesson.
The students will meet on the reading carpet as the teacher
presents the book There’s A Map on My Lap for a read-aloud. The
students will then return to their seats and begin the lesson for
today.
1. “Good Morning class! How is everyone doing today?” (allot time
for students to answer).
2. “I’m glad to know that everyone is doing well and ready to learn!
That makes Ms/Mr_____ very happy! When I say so, quietly, with
silent walking feet, please come to the Reading Carpet and sit crisscross-applesauce in silent mouse voices.” (Teacher retrieves
There’s a Map on My Lap! Author: Tish Rabe)
3. “Okay students, quietly push in your chairs and join me at the
Reading Carpet. We will read this short Dr. Suess book to
introduce today’s lesson and activity.”
4. The teacher will read aloud There’s a Map on My Lap! Author: Tish
Rabe to the class.
5. “Wow, what a fantastic class I have! Thank you boys and girls for
sitting so nicely and quietly. Please return to seats so that we may
begin today’s lesson.”
Review:
 To begin today’s lesson, the students will begin by taking one
moment to discuss and review what they learned from Monday.
The teacher will then call on volunteers to answer as whole group.
The teacher will then inform the students that they will be building
on those skills and learning cardinal directions and where to locate
certain things on a personal Florida Map. Then students are asked
to retrieve their Florida Suitcase that they started making the
previous day. The teacher will retrieve the handout Florida Outline
Map on the Interactive White Board.
6. “Students please take one minute to share with an elbow partner
what we learned yesterday?” (ESOL STRATEGY: Use of small
group)
7. “By raising a quiet hand, what did we learn yesterday?” (ESOL
STRATEGY: Use preview/review activates)
8. Student response: “What a Map is and Map making!” … “Yes! We
learned that a map is a flat drawing of a place and simple map
making skills such as where the ‘title’ of the map, ‘key’ is located
and that the key tells what ‘symbols’ are represented on the map.”
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
“Today, we are going to build upon those skills and learn cardinal
directions and where to locate important place on the Florida
Map.” (Teacher will pull up the blank Florida outline on the
interactive white board (IWB)). (ESOL STRATEGY: Use of visuals).
Lesson:
 The teacher will begin a class discussion by introducing an outlined
map of Florida. Next, she will get the students’ brains working by
asking whether or not they think the Florida is a Peninsula or an
Island. Before they volunteer answers, students will share with an
elbow partner as to whether or not they believe Florida is a
peninsula or an island.
 After partner sharing, the teacher will ask students to join her on
the reading carpet one more time (active movements to get the
students engaged). For the sake of the lesson, we will say that the
front of the classroom is north and the teacher will be sitting in the
North direction of the classroom. The teacher will have students
point to the East side of the classroom to show where the Sun is.
 Students will then take part in a whole group activity where they
stand in their place on the reading carpet and using the compass
located on the IWB, the students will turn and face which ever
direction the teacher has stated.
9. The teacher points to the map of Florida; then asks the students:
“What state is this an outline of?” (Simultaneously, the teacher is
passing out the outline of Florida map worksheet) … Student
Responds: “Florida.” Teacher: “Yes! You are correct. This is a map
of Florida, the state that we all live in!” (ESOL STRATEGY: Place
language in meaningful context). (Teacher writes “Florida” on top
of the state’s outline on the IWB).
10. “Students, please label the title your map “Florida” like I have done
on the IWB.” (Review of Title) (Teacher writes the word/title of
‘Florida’ on top of the Florida outline. (ESOL STRATEGY:
Modeling).
11. The teacher will then ask the students, “Is Florida a peninsula or an
island?” (Student answers will vary).
12. “Mmmhmmm looks like we have a class divided. Before I call on
volunteers, let me give you the definition of each and then I will ask
whether Florida is a peninsula or island. An island is a body of land
surround by water on all four sides. Now, with your elbow
partner, discuss whether or not you believe Florida is a peninsula
or an island.” (Teacher opens a picture of an island, from the
wikispace on the IWB for students to visually see). Teacher writes
“island” on top of the picture on the IWB. (ESOL STRATEGY: Use
of visuals.)
13. “Ah! I see we have some light bulbs going off! A peninsula is a body
of land that is surrounded by water on three sides.”
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
(Teacher opens a picture of Florida, a peninsula, from the
wikispace on the IWB for students to visually see). Teacher writes
“peninsula” on top of the picture on the IWB. (ESOL STRATEGY:
Use of visuals.)
14. “Now, is Florida considered an island or a peninsula?” Student
Response: “Peninsula.” “Yes! That is correct! Florida, the state we
live in, is a peninsula.”
15. “Great Job everyone! Now please, quickly and quietly join me on
the Reading Carpet one more time and make sure everyone can see
out the right side of the classroom windows!” (Teacher places the
large compass picture on the IWB and retrieves a physical compass
to join students in the circle; ensuring that SHE is facing North (as
well as the front board of the classroom).
16. The teacher will explain what “N, E, S, and W” represent on the
compass (explaining their names and pointing to their directions
within the classroom) and what a compass is: a guide to cardinal
directions on a map, it guides explorers on adventures, helps mom
and dad find their way around the city, etc.
17. The teacher will ask the students, “Where is the Sun?” (Students
point in the East direction towards the right side classroom
windows). “Look at the Compass in the middle of the circle, or up
on the IWB; what direction is the Sun in?” (Students respond “E for
East”). “Yes! Great Job Everyone!”
18. “Now, stand up quietly in your place. I am going to say a direction
and I want you to turn your entire body to face that direction.
Please keep your hands, feet, arms, bottoms, and anything else to
yourself. If you need some extra help, you can always look to the
front or North direction of the classroom at the IWB with the
compass on it!”
19. Teacher states every direction as students face the proper way.
During each direction, the teacher will hand a student a capitol N,
E, S, or W on a piece of paper and tape it to that specific wall’s
direction!
20. “Wow! You all did great! To review, listen to me carefully: Cardinal
Directions are the directions of North, East, South, and West.
Please have a seat so that we may complete today’s activity!”
Activity:
 Students will then return to their seats and draw a compass
(similar to the one located on the IWB) on their Florida outlined
map. The teacher will then tell the students to locate the body of
water found on the EAST side of Florida – repeated for all three
sides of Florida. In doing so, the students are labeling their
handout with the bodies of water that surround Florida.
 Students will then label ‘Orlando’ with a star sticker to show the
city in which the live in.
21. “Above the key box on your Florida map, please draw a compass
like the one you see on the IWB in the north direction of the
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
classroom! Label the four cardinal directions as well!”
22. “Because Florida is a peninsula, it is surrounded by bodies of water
on three sides.
Up front, I have a picture of Florida and the names of the
surrounding bodies of water. Using the compass on your Florida
map, what body of is located EAST of Florida?” Student Respond:
“The Atlantic Ocean is to the East of Florida!”
23. “Yes! That is correct;, now to the left side of Florida on your Florida
Map, label the body of water “Atlantic Ocean.”
24. “What body of water is to the West of Florida?” Student volunteer
responds: “The Gulf of Mexico!” … “Yes! WOW! You all are doing
fantastic! Let’s label the Gulf of Mexico on our Florida Maps.”
25. “To the south of Florida, at its very tip, we have the ‘Straits of
Florida.’ A strait is a narrow body of water connecting to seas or
two large areas of water. In our case, the Straits of Florida are
connecting the Gulf of Mexico and the Atlantic Ocean.” … “Please
label the ‘Straits of Florida on your Florida Map!”
26. “Students we are now going to label where we are located in
Florida.” “What city do we live in?”… Student(s) respond,
“Orlando.”
27. “Yes that is correct. (Simultaneously passing out star stickers to all
students) Let’s put one star sticker to represent Orlando.”
28. “Watch Mr./Mrs. _____ draw his/her star on the IWB. Look on your
map of Florida and place your star sticker in the same spot as
Mr./Mrs. ____. … Great job everyone!”
29. “You see the box, labeled ‘key,’ located in the bottom-left corner of
the Florida outline, please put another star sticker in that box.
(Review of Key and Symbol Usage) Next to the star, with neat and
clear handwriting, write the word Orlando; the city we all live in.”
Wrap Up:
 To provide students with a prelude to the next day, the teacher will
ask the students of any major theme parks that are located within
Florida. The teacher will show the short Disney Video clip.
30. “I was thinking, isn’t there a few special theme parks located in
Orlando, Florida? … (allot students time to think) … “Who can help
me; what theme parks am I thinking of?” (Students Respond:
Disney World and See World).
31. “AH! Yes, those are the theme parks! By a quite show of hands,
who has been to Sea World or Disney World?” “WOW! That’s quite
a few of you!”
32. “You all have done such a fantastic job today! We have about 10
minutes until we move onto Specials! If you would like, you may
take out your crayons and color Florida green and the surrounding
bodies of water blue! When you are finished, please place your
Florida Map worksheet in your paper suitcase! We will be using
them throughout the week!”
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
“What Goes on a Map?” (Day 3)
1. Begin Day 3 with a review from prior day.
Start with Mickey Mouse “blabberize”.
Mickey Mouse's Blabberize
(ESOL and ESE strategy: relating a familiar character to the subject)
2. Ask students as a class to announce the cardinal directions in order,
starting with North.
3. Complete a quick activity in which students will visually find objects
around the room. You, the teacher, will make four columns on the board:
labeled North, East, South, and West. Have the students categorize the
items into which direction of the room they are on, while you write them
on the board. Students will be encouraged to use their creation of the
classroom map as a reference.
A representation of above activity:
(ESOL and ESE strategy: connecting real life examples to the subject)
5. Begin the day’s lesson by establishing the following vocabulary; provide
the pictures to further their understanding:
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Map: A flat drawing of a place.

Compass Rose: The compass rose displays the direction of the
cardinal directions.

Legend: The legend is a box that explains the symbols used on the
map.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Key: The key is the same as the legend. It is a table that explains
the symbols used on the map.

Symbols: The symbols are images used to signify something. They
are explained on the legend/key.

Scale: The scale is a ruler on a map that measures a distance to
find out the larger, real distance on Earth.
0

50 miles
100 miles
150 miles___
Map Title: The title tells you what place the map is representing.
(ESOL and ESE strategy: Providing visuals to reinforce vocabulary)
5. Answer any questions students may have. Then, introduce map skills
with
this
video:
http://www.webrangers.us/activities/readingmap/?id=21
6. Answer any questions the students may have. Review vocabulary and
pictures if necessary, then pass out a worksheet to each student.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
(ESOL and ESE strategy: Providing visuals to reinforce vocabulary)
7. Direct students to cut out the four vocabulary words at the bottom of
the map and then glue them to the appropriate part of the map. Make
yourself available during this time and walk around the classroom.
Provide help if needed.
8. When finished with the worksheet, instruct students to put their
worksheet in their unit briefcase. On the outside of their briefcase, direct
each student draw each of the map elements discussed in class: Map title,
compass rose, scale, and legend.
9. To close the day’s lesson, read The Sunshine Champs: A Story about
Florida to the class. During the story, use Google maps to “travel” to each
new destination in the book. While traveling, have the students correctly
mark each place on their individual maps.
(ESOL and ESE strategy: A read aloud to help students make connections
in literature)
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
Florida Sight Seeing (Day 4)
I.
Procedure
1. Anticipatory Set:
a. Start by saying, “How many of you guys have been to
or seen a Theme Park in pictures?”
b. Pull up a Map of Bush Gardens (See Materials) on the
Interactive White Board.
2. Review:
a. Begin review of Wednesday’s material of learning
the elements of a Map. Which include Legends, keys,
symbols, and cardinal directions.
b. Make sure to tell the class each of these pieces makes
up a map and is useful to us trying to read a map.
c. Point to the Legend on the Bush Gardens Map (IBW)
and tell the class this is the legend where all the
symbols are located and what they stand for.
d. Have a couple students come to the IBW and ask
them, one at a time to locate a specific symbol on the
map by pointing to it on the IBW. For example, “Can
you locate one First Aid station on the map for me?”
e. Repeat this for Cardinal Directions as well.
3. Map Scavenger Hunt Activity!
a. Hand out the Worksheet labeled Florida Sightseeing
Scavenger Hunt to each student.
b. Form the class into five groups.
c. Make sure a map of Disney World, Bush Gardens, Sea
World, Everglades and Islands of Adventure is
located on a table in the classroom with their
appropriate paper tents. One map per table (5 tables
in total).
d. Tell the class that they are going to participate in a
scavenger hunt with their group.
e. Each group will have about 5-10minutes at their
table to answer the three questions associated with
map.
f. Rotate around the tables to assist students.
g. Once the groups have finished their first table, the
rotate to the next one.
h. Repeat f until all groups have had a chance to visit all
the tables.
4. Wrap-up
a. Go over each answer out loud by calling on students.
(Can pull up each map on the IBW and have the
students demonstrate themselves)
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)
b. Quickly go over once again what cardinal directions,
legends/keys, and symbols stand for.
c. Hand out their Geography Folders to each student.
d. Tell them to place the worksheet in their folder and
draw the spots they’ve seen on the maps on their
Florida Map. (If they need assistance, pull up a map
of Florida)
e. Make sure to collect the folders once they’ve
finished.
ESOL ACCOMADATIONS
 Providing Visuals (Maps)
 Modeling
 Group Activities
 Repetition
 Bolded words in questions
“Where We’ve Been!” (Day 5)
1. Teacher will review what was learned on the previous day and
touch on the entire week’s information.
2. “What a great Friday morning this is class! Today we will be
sharing your pictures you brought in today about places you have
been or want to visit in Florida.”
3. Activity: I will have a big map of Florida on the bulletin board
Students will come up and share their photo and write their initials
of where they have been. They will place their photo on the side of
the map.
4. After every student has presented their photo I will take time for
any questions or other comments and go over where the students
have been or want to go.
5. Post Test: Students will receive the same test they took on Monday
and this will be counted as a Test grade.
6. Activity: Students will create a little flip book of important
information they have learned throughout the week.
Resources/Materials
Day 1:
I.
Materials

Book: “Me On The Map”


Paper
Crayons
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)





Florida Cut-Outs
Big piece of paper for creating suitcase
Powerpoint presentation (definitions)
Pictures of compass, map
Note to Parents handout
Day 2:
I.
Materials
 There’s a Map on My Lap! By: Tish Rabe
 Florida Outline Map (Located within the Lesson Plan)
 Physical Compass
 Four 8.5 x 11” Computer Paper labeled “N,” “S,” “E,” and “W.”
 Star Stickers
 Pencils
 Crayons (Blue and Green)
 Interactive White Board
 Compass Picture
http://upload.wikimedia.org/wikipedia/commons/8/8d/Simple_c
ompass_rose.svg
 Florida Outline Map:
http://www.enchantedlearning.com/usa/states/florida/outline/
 Island Picture
http://www.thewallpapers.org/wallpapers/17/1737/thumb/320_
Aerial_View_of_Monu_Island_Fiji_pictures.jpg
 Cartoon Peninsula (Florida) Picture
http://www.doh.state.fl.us/chdlee/WIC/Images/MapOfFlorida.jpg
 Picture of Florida and Surrounding Bodies of Water
http://www.ezilon.com/maps/images/usa/florida_simple.gif
 Suitcase creation from Monday
Day 3:
I.






Materials
Access to the internet
Whiteboard
Expo Markers
Visual Vocabulary document
Map Elements worksheet for each student
The Sunshine Champs: A Story about Florida book
Day 4:
I.
Materials
 Disney World Map located here:
http://www.wdwinfo.com/maps/MK.htm
 Bush Gardens Map located here:
http://www.buschgardens.com/Bgt/Explore/ParkMap.pdf
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)






Sea World Map located here:
http://www.floridathemeparks.com/images/SeaWorldOrlando2.jpg
Everglades Map located here:
http://www.everglades.national-park.com/ever1.htm
Islands of Adventure Map located here:
http://www.universalorlando.com/Images/PrintableMapsI
OA_tcm13-20824.pdf
Scavenger Hunt Worksheets (Located within the Lesson
Plan)
Interactive White Board
5 Paper Tents (labeled Disney World, Bush Gardens, Sea
World, Everglades & Islands of Adventure)
Day 5:
I.




Materials
Map of Florida
Students photos
Paper
Crayons
Discussion Notes: Make comments here related to ideas for assessment measures, homework, parent
involvement, field trips, or extension to the unit plan ideas.