| Title: Map Skills
Grade Level: Second Grade
Lesson Objectives:
- Students will be able to find coordinates on a grid.
- Students will be able to apply knowledge of how to use a map key to locate key places in a community.
- Students will be able to explain how a place is beneficial to a community.
National Standards:
- NCSS: People, Places, and Environment.
Rationale:
It is important for students to learn how to read a map and to be able to find specific places. Students need to know how to give directions to someone that will lead them to the correct place. Talking about why the different places on the placards are important is a great way to connect back to prior lessons.
Suggested Time: 40 Minutes
Organization of Instruction:
- Review of terms
- Whole Group Discussion
- Individual Student Work
- Activity
- Whole Group Discussion
- Individual Student Work
- Closing
Materials/Resources Needed:
- Social Studies Alive! Big Book
- Whiteboard
- Sticky Notes
- Interactive notebooks p. 8 and 9
- 2 Rulers
- Student Handout 3.4
- Masking Tape
- Placards 3.5 A-3.51
Procedure:
- Review: Who remembers what new words we learned about in social studies yesterday?
- Map
- Key
- Symbol
- Have students take out their notebooks; explain and complete page 8.
- Have the students come and sit on the rug. Draw a 5 by 5 grid on the board.
- Do you know what this is called?
- A grid is a set of lines that form squares; a grid is another tool that helps us identify the exact location of places on a map.
- Add coordinates to the grid: columns 1-5, rows A-E, explain how we have to use both the letters and numbers to name a square (letter first).
- Draw symbols (circle, triangle, square, star, diamond) in five different squares.
- Give rulers to two children, have them come up to the board. Assign one student to be the letter and one student to be the number.
- Name a set of coordinates to identify a grid square (i.e. A2); have the two students move their rulers along Row A and Column 5 until they meet. Have them name the symbol in the square.
- Repeat with different students and a different symbol.
- Put sticky notes with students’ names in several grid squares. Whose name is in B3? Repeat with several names.
- Show students worksheet 3.4. Read the directions aloud and practice finding letters (label the squares on the board).
- Have the students identify letters in specific grid squares; what letter is in D4?
- Spell a few of the students’ names using the grid coordinates.
- Explain the worksheet; have the students go back to their seat and work.
- While the students are working, create a floor grid with masking tape; put a placard in each square.
- Have the students put the sheet in the basket and meet on the floor around the grid.
- Name a square; have one student stand on the letter and one on the number, they need to walk until they meet. Have them name the place they land on. Continue until all places are named.
- Talk about the places in the community and how each place is valuable to the people living in the community.
- Read aloud page 20 in the big book.
- Have the students go back to their seats and open up their notebooks to page 9. Read the directions; do a few together and have the students complete the rest on their own.
- Closing: Review the terms grid, symbol, key, and map.
Assessment:
Formative:
Do the students participate in discussion?
Do the students give the correct name for the square?
Summative:
The worksheet will be collected and used to determine who needs further instruction on how to use a grid to find a specific place.
Adapting of Instruction:
- Gearing Up: Have the students design their own grids and direct a partner to certain places using coordinates.
- Gearing Down: Complete the worksheet together using the grid drawn on the board.
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