Map Lesson
Standard: 5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and full
factors (why people left/why people came)
Lesson Objective: Given a map, students will identify ⅞ places or things correctly.
resources
materials
ideas
strategies
academic language
content
vocabulary
questions
assessments
sticky notes
21 copies of guided and independent practice
color pencils and pens
Compass- a tool for finding direction
Date- when the map was made
Map- a picture or drawing of a specific place printed on a flat surface
Orientation- where the compass is located on the map shows where this place is located relative to the rest of the world
Legend- (aka a map key) symbols, colors, or lines to represent important places or landmarks on a map
The focus of this lesson is map skills, more specifically beginner map skills. Because I am teaching the first lesson of this unit, I will be introducing maps and their many parts. I will be focusing on determining their uses, purposes, and recognizing the many features.
Function: IDENTIFY
Discourse: They will be required to explain their thinking, analyze and interpret graphic representations (maps and legends), and compare and contrast maps.
Think-Pair-Share
higher-order thinking questions
Barefoot Island assessment
linked in materials
Why do you say that?
How and why might you use a map in this scenario?
Why are we looking at this map?
What are some things you notice about this map?
What does that symbol stand for?
Where is the __? How do you know that is it?
summative assessment
informal assessment
pair students according to Mrs. Rhodes suggestion
use a timer to keep track of time during activities
ask many higher-order thinking questions to build on student understanding
set clear expectations