Beacon Lesson Plan Library
Create A Map!
Bay District Schools
Students are independently and actively involved in creating their own school campus maps and they also review two- and three- dimensional shapes.
The student uses simple maps, globes, and other three-dimensional models to identify and locate places.
The student knows two-dimensional shapes (for example, circles, squares, rectangles, triangles), describing similarities and differences.
The student sorts three-dimensional objects by varied attributes (for example, identifying which can roll, stack, or slide).
The student sorts three-dimensional objects according to geometric shapes (for example, cubes, spheres, cylinders, cones).
The student knows terms that describe relative location (for example, near, far, up, down, left, right, behind, in front).
The student knows the locations of various places in the school (for example, office, library, playground, cafeteria, bathrooms).
Materials for creating maps:
-Individual school campus maps (teacher creates own school campus map for students to use)
-Building site shapes (teacher makes construction paper shapes and attaches
photographs of the sites for students to attach to their individual maps)
-Pencils and glue
-Wooden/plastic shapes (enough for every child)
-Wooden shape blocks
-Drawing paper, markers, pencils and glue
-Building site shapes
-School campus maps
-Wooden and cardboard map puzzles
1. Gather materials for today's lesson activity: school campus maps, building site shapes, glue, and pencils.
2. Gather review materials: wooden/plastic shapes, wooden shape blocks, wooden and cardboard puzzles, old maps, drawing paper, markers and pencils, scissors and shapes flashcards.
Day 5 of the unit, Shapes are Everywhere at School!
NOTE: (*ONLY addresses simple maps and NOT globes and other three-dimensional models)
1. Review two- and three-dimensional shapes using shape flashcards and involves students in a discussion of their similarities/differences. Involve students in sorting shapes by geometric shapes, attributes and map skills.
*Ask specific questions such as: Can you find the sphere? Great, it is a round geometric solid. Or Sue, show me where our principal's office is on the school campus map. Yes, that is right! Good job.
*Other questions would review the relative location of places on campus. Can you tell me who is across from the principalís office? Where is our classroom in relation to the nurseís office? Are we next to her? Near her? Across campus from her?
2. Students create their own school campus map at their desks or designated areas.
a) Tell students that they will be making their own school campus maps today.
b) Hand out materials- school campus maps, building site shapes, glue and pencils.
c) Explain that they will place the building site shapes in the appropriate locations on the school campus maps.
d) Move around the classroom, observing the students as they work and redirecting as needed. He/she will be looking for specific understanding of the school campus and building site locations.
e) Allow sufficient time to complete the school campus maps and ask specific questions about maps and location of sites. Some key questions may includ the following:
-Why do need a school campus map?
-Can you locate the cafeteria on the school campus map?
-Are maps helpful to us when we try to find a specific location?
-Ask other questions that would help students review the relative location aspect of the lesson. Use words like near, far, across from, etc.
f) Collect the completed school campus maps.
This is an excellent opportunity to observe students at work and formatively assess their understanding of the use of maps and building site locations in relation to the school campus map. Ask specific questions such as: Joey, why do we use maps? Correct, they help us to know how to get to certain locations. Or Matt, can you show me where to place our classroom on the school campus map? No? Remember, our classroom is located in the media complex. Use this information to reinforce, redirect and reaffirm the students' progress!
3. Throughout the day, provide opportunities to review and reinforce skills learned throughout the previous lessons, using the following suggested activities:
a) Play I Spy Game (As described in Lesson #2, Let's Learn the Shapes!)
b) Shape flashcards (use in group or with peers)
c) Building site shapes and school campus map; allow students to go to various
sites during the day
d) Wooden/plastic shapes to explore, manipulate, sort during free or play time
e) Drawing paper, markers or pencils to create with during free art time
f) Grab bag activity (three-dimensional shaped items)
g) Shape Search (try to discover shapes within the classroom)
h) Review time provided at the end of the day to discuss lesson objectives
Formative assessment occurs throughout each stage of the lesson. See lesson procedures for specific criteria.
1. Provide extra help to ESE and ESOL students as needed, provide one-on-one reinforcement and lots of hands-on activities.
2. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3703. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, ďAssociated Files.Ē This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).