Houston Baptist University

School of Education
Lesson Plan Format

Subject: Social Studies & Art

Time Estimate: 2 days Grade Level: 4
Unit: Geography Topic: Geographic Tools

Goal(s):
The student develops critical thinking and imagination on geographic tools to collect, analyze, and
interpret data.

Objective(s):
TLW explore and communicate ideas drawn from life experiences and from the imagination as sources
for original works of art
TLW apply geographic data, including legends, symbols, scales, and compass roses, to construct maps

TEKS: 6.A (Social Studies); 1.A (Art)

Vocabulary: legends, symbols, scales, compass roses

Materials/Resources/Technology needs/Room set up: graph paper, pencil, Crayons, rulers, social
studies notebook, white board, a map of the school inside, glue, scissors, word bank, projector and
display board

Instructional Procedures

Focusing Event:
Read a book that talks about a child walking somewhere. Or can play a blindfold game where the
teacher guides the student to walk around the classroom by just giving words as directions.

Teaching/Learning Procedures:
Day 1:
 Students are to sit at their desks and have their social studies notebook
 They will see a displayed map and are going to be given a map to glue on their notebook
o The map is to be glued in a horizontal view
 Students will cut the word bank and place it in front of them to see
o The word bank is the vocabulary words
o Or can cut after presenting information
 As the teacher presents the information of the map and describes why it is found in a map, the
students have time in between to paste and write the information
Day 2:
 Give instructions to the students that they will create their own map
o Can be their route from school to home
 o Can be from class to ancillary, lunch or recess
 Write on the board the geographic data that is supposed to be found in their map
 Give time for students to color their map

Formative Check (ongoing or specific):

The teacher will go around the classroom while the students are doing their maps to revise that they are
including all geographic data.

Reteaching (alternative used as needed):

Label the class by making it like what a map will look. Play a scavenger hunt by giving directions that
make it hard for the students to find. At the end of a certain time, ask the students why it is hard for
them. Play again, but this time use the number of steps and other elements to make it easy. At the end
of the game, ask the students why the second time was easier. Then, present the elements of
geographic data within a map.

Closure:
Revise what we have learned by writing in their notebooks the importance of having geographic data in
a map

Assessment/Summative Evaluation:
Ask the students why they included a certain geographic data and to explain what it is, can be when
walking around or at a separate time.

Modifications/Notes
Try not to take to much time in coloring or exact drawing. The point of drawing a map is to make sure
the students are displaying geographical data.

For special ed. Students, may want to print a compass rose and help them in the process of their
drawing, can even make it simpler by asking them to draw the classroom.