BHSU School of Education Lesson Plan Format

PART A: PLANNING
Grade Level: _K_______

Date: _______________________

Targeted Content: ____Social Studies_______________

_English Language Arts_______
For Lessons Taught: # of Students __20____
# of Girls ___8____
# of IEP Students __4___
High Ability Students _2______

Integrated Content:
# of Boys _12______
# of ELL Students: __0__ # of

State Content Standard and/or Common Core Standard(s):

Target Standard(s): K.G.1.1 Recognize that maps and globes represent places.
1.G.1.3 Distinguish between landmasses and bodies of water using maps and
globes
Supporting Standard(s): K.ELA.W.2: Use a combination of drawing, dictating,
and writing to compose informative/explanatory texts in which they name what
they are writing about and supply some information about the topic.
K.ELA.SL.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
K.ELA.SL.4: Describe familiar people, places, things, and events, and with
prompting and support, provide additional detail.
Instructional Setting: Check all that apply:
Whole Group
X
Small Group
Individual Student X

Centers
Workshop
Lab

Other (list)

Lesson Focus: The focus of this lesson is for students to be able to identify that maps
and globes represent everything on Earth.
Learning Outcome(s): As a result of this lesson, students will be able to answer 4
questions as a class, given at the end of the lesson for a way of representing Earth and
identify land and water.
Assessment Measures:
Formative Assessment(s): worksheet to be filled out by the student, but will be
done as a whole group at the end of the lesson.
Summative Assessment(s): none
Differentiation: Students who struggle with handwriting: Allow extra time for worksheet,
allow students to tell the teacher or an aide the answers and the teacher can help them
write them.
Kinesthetic learners: Allow students to trace their fingers around the continents and
oceans on the globe.
High-ability learner: Have the student re-create a map of the United States or world
labeling all the oceans.

Use of technology allows helps with differentiation for visual learners.

Materials: Me on the Map book by Joan Sweeney
World map on Smart Board
Paper
Markers
Pencil
Globe
Books:
All the Water in the World by George Ella Lyon
Hello Ocean by Pam Munoz Ryan

PART B: DELIVERY OF INSTRUCTION

Introduction:
Procedures for Teaching and Learning:
1. Tell students you are going to read them a book about different types of maps.
a. Can anyone describe what a map is?
i. A representation, usually on a flat surface, showing the Earths
features in their respective forms, sizes, and relationships according
to some convention of representation. (dictionary.com)
b. What are some maps you have seen?
c. Instruct students to pay attention to what maps represent in the story.
2. Read Me on the Map aloud to students.
a. Allow students to make connections in the story
i. Turn and share time half-way through for students to talk to partner
about their connections.
3. Show students a map on the SMART board and ask them, what does this map
represent?
a. Map of the Earth
i. Where are we?
ii. What features do you see?
b. Discuss details of the world map.
i. Point out the continents
1. North America
2. South America
3. Asia
4. Europe
5. Africa
6. Australia
7. Europe
ii. Point out the oceans
1. Pacific
2. Atlantic
3. Arctic
4. Indian
5. Southern
4. Pull out a globe.

a. What does this globe represent?

i. Discuss representation of the Earth from a globe and the world map.
Closure: Great job today on working so hard on skills for looking at maps and globes.
You all did a wonderful job on locating the oceans on both the map and the globe. Anytime
you are exploring a map or globe, you will be able to identify these landmarks!
Assignment: See attached worksheet: Maps, Globes, and You.