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Birdseye View, Mapping

Subject:

Social Studies  

Grades:

1, 2  

Title – Birdseye View, Mapping
By – Nancy Hagerty
Primary Subject – Social Studies
Secondary Subjects –
Grade Level – 1-2
My Place In The World
Birdseye View

Objective: The students will work collaboratively to demonstrate an understanding of birdseye view by illustrating a group-designed model on paper.

Benchmark 5.1.3: Organize information to make and interpret simple maps of their local surroundings and simple graphs and tables of social data drawn from their experience.

Materials:
— Teacher prepared model of a room with various items in it.
— Assorted items of different shapes, enough for each student to choose one.
— Enough shoeboxes for each group of 4-5 students.
— Teacher sticky putty.
— Large sheet of construction paper for each group.
— Assorted markers, pencils.

Anticipatory Set:
The teacher will ask the students to pretend they are birds. They are to fly over the model of a room that is set upon the floor and return to their seats.

Purpose:
We are going to learn new things about the places people live. One of the ways we can learn about new places is by looking at maps. Maps are a special kind of picture taken from way above the surface area, similar to how a bird might see something. This is why we call it getting a “birdseye view.”

Input:
— Who can tell me what items they saw in the room as they flew over my model? Students will list the items they saw.
— The teacher will have samples for each child to hold and examine.
— Students will select an item and place it on the floor.
— Students will stand above the object to get a “birdseye view” of the item.
— The teacher will ask the students if the item looks the same or different than it did while they were holding it.
— The students will assist the teacher in drawing the items in the model from a birdseye view.
— The teacher will use metacognition to explain the process involved in drawing.
— The students may be asked to come up and draw an item.
— The drawing will be done on a white board so errors can be easily corrected.

Check for Understanding:
— The teacher will deliberately draw an item incorrectly and wait for a response.
— Students will be encouraged to explain and/or fix the problem.
— Responses will indicate the appropriate time to move on.

Guided Practice:
— Each student will return to their table with their selected item.
— Each table will be given a shoebox and a piece of construction paper.
— Students will be given enough putty to anchor their item into the box.
— Students will be given one minute on the timer to place their items in the box.
— Students will take turns drawing their item as seen from a birdseye perspective.
— The members of the group will have to agree on the student’s placement and sketch.

NOTE: the teacher will circulate and make note of the process and problem-solving skills the students are using, such as,
1. Different angles for successful drawing.
2. The position of the box in relation to the student.
3. Group comments and suggestions/concerns about the sketches.

Closure:
— The students will assemble together on the carpet to discuss their finished projects.
— We will reflect about what was easy/difficult about the assignment and why.
— Are the sketches the same or different?
— What would happen if each mapmaker didn’t draw things exactly the way that they really looked?

Independent Practice:
— “More Map Views” worksheet from Nystrom, Primary Social Studies Skills. Level A, activity sheet 8-IIIA.
Please note, the above worksheet was not provided by the author, but the lesson plan can be performed without the worksheet or one could be made by the teacher.

Extension:
— Various maps and pictures will be displayed and labeled throughout the room with a corresponding letter. Students will be given a “voting ballot” to record the letter for each map or picture that depicts a birdseye view.
— Students will be encouraged to bring in different types of maps/pictures depicting birdseye view.

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