STEPP Lesson Plan Form

Teacher: Dylan Delehoy

School: Lincoln Middle School

Date:
Grade Level:

Title: Measuring Distance With Map Scale

11/11/14

Content Area: Social Studies

Lesson #: 1 of 1

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Standard: 2. Geography
Prepared Graduates: Develop spatial understanding, perspectives, and personal connections to the
world

Understandings: (Big Ideas)

Students will understand the relationship between maps and what they represent in the real world. This
means understanding the relationship of what map scale shows on a map and how that relates to real
world distances.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
-What are some different kinds of maps?
-How can we organize and communicate information about our world?
-Is knowing how to read a map still an important skill today?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)
I can: measure distances on a map using map scale
This means: using map scale to measure distances on a map, to solve problems, and to make inferences
about the real world

List of Assessments: (Write the number of the learning target associated with each assessment)
The worksheets that students will be assessed from have students both measure distances as well as
solve problems using map scale.

Colorado State University College of Health and Human Sciences

Page 1

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice

Measuring Distances Using Map Scale

-Learning a new skill to use while reading a map

35 Minutes
-Three worksheets, Kuwait map, Doc Cam, Half sheet of paper (for ruler)
Show the map of Kuwait under the Doc Cam and briefly describe the location of Kuwait
and show the relationship of the bigger map and the zoomed in map of Kuwait. Zoom
the Doc Cam in on the map of Kuwait and have a student come up to the board to point
to where the scale is on the map.
Ask Students:
What does map scale represent? What does this maps scale measure? What unit of
measurement does this map use? What are some quick methods of measuring map
scale? (ex. using fingers, pencil)
Use the last question to lead into lesson of demonstrating how to construct a map scale
ruler for a map.

-Anticipatory Set (5 Mins)

-Introduce A Beach Day worksheet (bonus box is otional). Students follow along while
you model how to make a scale ruler with blank, half sheet of paper and demonstrate
how to do first problem (5 Mins)
-Student work time on first worksheet, students may begin Using a Map Scale
worksheet if they finish or wait until next demonstration (5 mins)
- Model making another scale ruler for the Using a Map Scale worksheet (#6 is
optional) and explain why it is important to make a new ruler for every new map.
Introduce optional Rock Band Tour worksheet (5 mins)
-Student work time, when finished they can take a laptop and play geography games
posted on class website or work on Google maps project (10 mins)
-Closure (5 mins)

Colorado State University College of Health and Human Sciences

Page 2

STEPP Lesson Plan Form

-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.

- Go over answers to worksheets as a class, have students grade their own papers
-Refer back to the learning target for the day and have students self asses their
performance on their daily warm-up sheets

The optional questions on the worksheets are more conceptual and require critical
thinking in addition to using map scale skills.
The optional Rock Band Tour worksheet requires more critical thinking, planning, as
well as numeracy skills to challenge more advanced students who will most likely finish
the two other worksheets ahead of schedule
Students will be assessed based on their performance on the two assigned worksheets.
The required questions will measure their proficiency in using map scale as a tool, and
the optional questions/worksheet will measure their ability to apply the skill to more
conceptual problems.

Colorado State University College of Health and Human Sciences

Page 3

STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)
The lesson went very well. The students were actively engaged and were able to get
through both required worksheets and almost all of the students worked on the optional
worksheet, even if they didnt turn it in. The combined score for both worksheets was 15
points with two extra credit points allowing for 17 points total. The average score without
extra credit taken into account was 14.23 (95%) and with extra credit it was 14.65 (98%).
This is a very high score, but that does not mean that the worksheets were too easy for the
students. Measuring distance with map scale is a straightforward skill that the students
either get, or dont get, so it was expected that a lot of students would get 100% or more
with extra credit. In fact, 17 out of the 26 students scored 15 or above. This shows that a
strong majority of the class grasped the skill well enough to not only get every question
correct, but even go on and apply the skill to more complicated problems.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I think that for an introduction lesson, the worksheets were at the right level for most of the
students, and most of them had fun working on the optional material. If I could have, I
would have liked to have spent time explaining small vs. large scale representations, but
Ms. Panighetti was not planning on covering that this year because of time restraints. It
would have been nice to show a video that explains small/large scale.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The students will definitely revisit map scale either as a warm up or another quick activity in
the next lesson. The students did very well with this skill, so it wont be necessary to
reteach. This is one of the last map skills to be taught this year and it, along with the other
map skills the students have been learning, will be used in all subsequent units.

Colorado State University College of Health and Human Sciences

Page 4

Name

Period

Rock Band Tour

0 100 200 300 Miles

Your rock band just hit the big time! Now its time to plan your first US tour. You must
visit all nine of these cities to play for your fans, but make sure to plan the shortest
route since you will be paying for the gas your tour bus uses!
a. Ringgold, Texas
b. New Roads, Louisiana
c. Hollidaysburg, Pennsylvania

d. Time, Illinois
e. Belleville, Indiana
f. Celebration, Florida

g. Centennial, Wyoming
h. What Cheer, Iowa
i. Dateland, Arizona

Directions: Plan the shortest possible route for your tour bus. The route must
include all nine cities in any order that you choose.
1. Your tour bus drives in straight lines, so use a ruler to draw lines from dot to dot.
2. Use the map scale to estimate how far you will travel: about

miles.

Bonus Box: If gasoline costs $3.00 a gallon, and your tour bus can go 20 miles per gallon of gas, how much money
will your band spend on gas for the whole tour?

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Answer Key for Rock Band Tour

Answers may vary, depending on the route that each student chooses. One possible route:
Dateland, Centennial, What Cheer, Time, Belleville, Hollidaysburg, Celebration, New Roads,
Ringgold. This route is approximately 3,800 miles.

Bonus Box: Answers may vary depending on route chosen. For a 3,800 mile route it will be $570

The Mailbox www.themailboxcompanion.com December/January 20067