1. Topic

The purpose of this lesson is to have the students' gain an understanding
of maps. The students will learn the components of a map, particularly
the legend, the key, the symbols and the area. The students will develop
their own map of a garden they will be planting in their upcoming
science lesson. The students have background knowledge in mapping
due to the exposure of maps in previous lessons 


2. Content

Maps are part of everyday life. Students will need to be able to
read and understand the basic components of a map.
Developing a map will help us organize information in a clear understandable
format



3. Goals: Aims/Outcomes

Following an oral tutorial given by the teacher on maps and their
components, and a viewing of various example maps and their components,
grade 2 students will correctly identify by oral response, with 100%
accuracy; the components discussed using the example maps 


4. Objectives

Following a group discussion on developing, arranging and assigning
symbols for plants to be planted in a future gardening lesson, grade
2 students, given a blank map will be able to, with 100% accuracy,
correctly copy the model map from the board with the correct corresponding
symbol from the legend and key.response, with 100% accuracy; the components
discussed using the example maps 


5. Materials and Aids

4 Maps to be used as examples 2 Maps to be used for identifying
components.
25 Blank maps for constructing their own maps
25 pencils
25 packs of crayons



6. Procedures/Methods

A. Introduction
The teacher will start a discussion by asking the students if they
have ever used a map and why. The teacher will then ask the students
why maps are important. The teacher will ask students if they know
what the basic components of a map are and how to use them. After
the students respond the teacher will discuss the importance of maps
and why people use them and also discuss the basic components of a
map. The teacher will then tell the students that they, as a group
will be making their own class map of a garden they will be planting.



B. Development
The teacher will start by discussing the importance of maps. The
teacher will ask the students the following questions:
1. What is a map?
2. Have you ever used a map and why?
3. Why are maps important?
4. Is it important to know how to read a map and why?
5. Does anyone know what the legend, key, symbols, or area is on a
map?
The teacher will then discuss all of the questions asked in detail.
The teacher will display four examples of maps and point out the legend,
key, symbols, and area on each map. The teacher will discuss what
each component is used for on a map and why. The teacher will ask
students if they have any questions. The teacher will then display
two more examples of maps and ask the students, as a large group to
identify each component discussed.



C. Practice
The teacher will explain to the students that they will be planting
a garden in the near future and will need to map out the plants that
they will be planting. The teacher will explain why they need to map
out the garden. The teacher will tell the students that by making
a map of the garden everyone will know where to plant the plants and
have a neat organized garden. The map will also be important after
the plants have been planted to tell which plant has been planted
where.



D. Independent Practice
The teacher will tell the students that they will be planting four
of each of these types of plants: peppers, tomatoes, carrots and lettuce.
The teacher will then distribute a blank map to the students that
will have a box for the legend, key and symbols. The area of the map
will have a square, two rectangles, a circle and a triangle. The teacher
will draw the same map on the board and ask the students what they
would like to plant in each of the shapes and come to an agreement
of the arrangement. The teacher will then ask the students what type
of symbol they would like to use for each plant and come to an agreement
of the symbols. The teacher will then plot out the arrangement on
the board using the symbols established by the class. The teacher
will complete the legend and key portion on the map as well. 


E. Accommodations (Differentiated Instruction)
The teacher will then instruct the students to copy the model map
from the board to complete their own map. The students will use crayons
to draw the symbols in the legend and key. The students will also
use crayons to fill in the shapes with the correct corresponding symbol.



F. Checking for understanding
Have students compile small groups of 34 students to compare their
map and the example maps. Teacher walks around listening to feedback
from the small groups. 


G. Closure
Review the components of the map and ask the students what each
component is and what it is used for. Review the model of the map
and ask the students if all of the components are included on the
map. Review each symbol and what it represents. Review what plant
will be planted in each shape. Ask the students if they have any questions
about the map or the components.



7. Evaluation

The students' understanding of the components of the map will be
informally assessed through large group participation in a class discussion.
Teacher observation of individual participation in class discussion
will also be used.
The students' understanding of the map development will be formally
assessed on an individual basis. The teacher will observe each map
for correct completion



8. Teacher Reflection

Display the maps in the classroom or bulletin board to allow everyone
the opportunity to share their success. 

