Implementation
Procedure:
1. I will review what we have learned about maps prior to this class. We will look at a world map, United States map, and Flagstaff map. I will call on students to tell me which maps are which.
2. I will read a book about maps and community to the students. The book I will read is, Me On The Map by Joan Sweeney.
3. I will ask students if they know what a symbol is. We will go back through the book and see if we can find any symbols.
4. After looking through the book the students will write their examples on the board.
5. I will ask students if they know how to get to school from their home.
6. I will then pair students if the students seem to be struggling. If not then they will be on their own.
7. I will show the students my example of what they will be making. To review again I will ask them if they can tell me what type of map I created.
8. I will explain to the students that their maps need to have at least 3 physical features and 3 land features. They will also need to create a key for their map.
8. I will explain to the students that their maps need to have at least 3 physical features and 3 land features. They will also need to create a key for their map.
9. Students will open Google Drive and Create their own map of how they get to school each day.
10. Students will share their maps to one another.
11. Students can peer assess each others work
Technology Integration:
Throughout this lesson technology is constantly being used. When I review with the students I will use the computer to pull up different examples of maps (since I am only working with 3 students everything will be done by looking at the computer screen. If it were a larger class I would use a projector for this portion of the lesson).
Throughout this lesson technology is constantly being used. When I review with the students I will use the computer to pull up different examples of maps (since I am only working with 3 students everything will be done by looking at the computer screen. If it were a larger class I would use a projector for this portion of the lesson).
The students will then create their own maps using Google Drive. I will also be using Google Drive to assess the students work because they have the ability to share their work.
Differentiated Instruction:
Cognitive Delay- For students with cognitive delay I will have a simple key already created for them. This way the students just have to put the different symbols on the map.
Gifted- For gifted student will I have them expand on their map. For example, instead of just doing their school route they can try to make a map of their entire community.
ELL- For ELL students I will sit them next to a student who speaks their native language to help them throughout the entire process. If I don't have someone who speaks their native language I will put them next to a student who will try and help them the best they can.
REFLECTION
Designing Instruction:
I am using the instructional method I described because it has a lot of scaffolding. Every aspect of my lesson has some form of scaffolding to help the students understand and remember what we are learning. However, while there is a lot of scaffolding and modeling the students are still being creative by making their own maps. This method aligns best with what I know to work best because we are doing multiple things to learn one skill. I am not just asking my students to build a map; there is a lot of build up till we actually get to the map making. Since students are asked to create their own map using their own symbols they are using higher order thinking. Every student is going to have a different map forcing them to bring out some form of creativity. Technology in the classroom is a great supplementary tool and that is exactly what it is used as in my lesson. I use it for the main activity but I use other things throughout lesson. It is also the type of lesson that can be changed if technology fails that day. If the internet doesn't work then students can draw their maps using paper and markers.
Cognitive Delay- For students with cognitive delay I will have a simple key already created for them. This way the students just have to put the different symbols on the map.
Gifted- For gifted student will I have them expand on their map. For example, instead of just doing their school route they can try to make a map of their entire community.
ELL- For ELL students I will sit them next to a student who speaks their native language to help them throughout the entire process. If I don't have someone who speaks their native language I will put them next to a student who will try and help them the best they can.
REFLECTION
Designing Instruction:
I am using the instructional method I described because it has a lot of scaffolding. Every aspect of my lesson has some form of scaffolding to help the students understand and remember what we are learning. However, while there is a lot of scaffolding and modeling the students are still being creative by making their own maps. This method aligns best with what I know to work best because we are doing multiple things to learn one skill. I am not just asking my students to build a map; there is a lot of build up till we actually get to the map making. Since students are asked to create their own map using their own symbols they are using higher order thinking. Every student is going to have a different map forcing them to bring out some form of creativity. Technology in the classroom is a great supplementary tool and that is exactly what it is used as in my lesson. I use it for the main activity but I use other things throughout lesson. It is also the type of lesson that can be changed if technology fails that day. If the internet doesn't work then students can draw their maps using paper and markers.
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