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Kindergarten Maps Unit Overview
Calhoun ISD Social Studies Curriculum Design Project
Essential
Questions
Enduring Understandings GLCEs Assessments
District
Resources
What do maps and
globes represent?
What is in our
environment?
Maps and globes represent places.
Everything has a place.
There natural (nature-made) and
human (man-made) characteristics
in our environment.
Key Terms & Vocabulary
Map
Globe
Up, down, in, out, below, above
Environment
Human characteristic – people made
objects or ways people have
changed the environment.
Natural characteristic – landforms
such as rivers, lakes, forests, etc.
G1.0.1
Recognize that maps and globes
represent places.
G1.0.2
Use environmental directions or
positional words to identify
significant locations in the
classroom.
G2.0.1
Identify and describe places in
the immediate environment.
Summative (Required):
Kindergarten Maps Unit Assessment
Formative (Optional):
My Classroom
My Environment
District
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Calhoun ISD Social Studies Curriculum Design Project
Kindergarten Maps Unit Lessons Breakdown
Title GLCEs Included Resources Needed Resources Suggested Resources
Lesson 1 My
Environment
G2.0.1 My Environment worksheet
Environment Card Game
There is a Map on My Lap by Tish
Rabe
Follow That Map by Scot Ritchie
Lesson 2 Identifying and
Using Maps
and Globes
G1.0.1
G1.0.2
G2.0.1
Maps and Globes
Discovery Education Video:
Understanding Maps: Key
to Everywhere K-2 (15
min. 11 Segments)
Me on the Map by Joan
Sweeney
My Global Address by Tamara
Nunn
Maps and Globes: Differences by
C. Bohanon-Brown
Buried Treasure: All about using a
map by Kirsten Hall
Lesson 3 Classroom
Locations
G1.0.2
My Classroom worksheet Classroom Map
Chart Paper
Can You Read a Map? by Rozanne
Lanczak Williams
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 1
Title: My Environment
Grade Level: Kindergarten
Unit of Study: Maps
Estimated Pace: 4-6 Days
Abstract: Students will recognize places in their environment.
GLCE:
G2.0.1 Identify and describe places in the immediate environment.
Key Concepts: environment and location / Human and Natural Characteristics
Important Questions to Ask:
What is your environment? (It is your surroundings or area around you.)
Where is your environment? In (your city or town), in (school), in classroom, in
(teacher’s) classroom.
Sequence of Activities:
Day One: Identify what an environment is.
1. Brainstorm on chart paper places students have gone (home, school, store, playground,
church, library, beach, zoo). Show pictures of these environments if available.
2. Have students talk with a partner about different places they have visited.
3. Talk with the students about how these places are all different environments. Explain
what an environment is to your students: Environment is your surroundings or area
around you.
Day Two: Where is your environment? Identifying things in that environment that are
Natural and Human characteristics. (Natural: Nature-Made) (Human: Man-Made)
1. Review what an environment is.
2. Talk with students about where they are right now. Explain to them that this is their
environment now. As the day goes on their environment will change.
3. Go on an “Environment Walk:”
Go to the Library in your school. Ask the students where their environment is
now? Talk about things that they see in their environment. Talk about what things are
Human Characteristics in that environment and what things are Natural Characteristics.
Make a list of what they say. Talk with them about what rules are in this environment.
Take the students outside, depending on the weather. Talk to them about where
their environment is now. Talk about things they see in this environment that are Human
Characteristics and Natural Characteristics. Write these ideas down. Talk about what
special rules students need to follow in this environment.
4. Take students back to the classroom. Ask the students if their environment now is the
Library? They should say NO! We are in the classroom. The classroom is our
environment now.
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
5. Brainstorm the different environments they visited. On chart paper list the Natural
Characteristics (Nature-Made), and Human Characteristics (Man-Made) objects they
encountered.
Day Three: Reviewing what and where an environment is, and what Natural and Human
Characteristics are.
1. Review what and where an environment is based on the activities completed above,
along with Natural and Human Characteristics.
2. Explain to the students that they are going to play an environment game. Show the
students the three different environment cards. Talk briefly about things that they would
find in each environment. Hang the cards up in three different locations in your
classroom. Next, pass out small picture cards of things that are found in each
environment. Give one to every child. Tell them that you are going to play a little music
and they are to move around the room and switch cards with everyone they pass. When
the music stops they need to look at their card and decide what environment it belongs in
and go stand by that environment card in the room. Once there, the student needs to hold
up their card for all to see. The teacher then can call on each environment area to name
off what objects the students are holding, and the class needs to decide if that object
belongs to that environment and if it is a Natural or Human Characteristic. Repeat as
many times as teacher wants.
3. Gather students for a discussion. Tell them that for homework, you would like them to
draw and label three objects that they ONLY find in their kitchen at home and three
objects that they ONLY find in their bathroom. They must write on the lines provided,
what the object is. Give some examples (ie. toaster in the kitchen, toilet in the
bathroom).Worksheet Attached: “My Environment” Homework.
Day Four: Discussion on Worksheet completed from Day Three: Environment Homework
1. Start a discussion with the kids as to what they found in each environment. Make a chart
on white board or chart paper. Label one side “Kitchen” and the other side “Bathroom.”
Draw or write things that the kids found in each environment. Talk about why you would
or would not find them in the other environment.
Extension Activities:
Follow playground maps to specific locations (swings, slide, sandbox, trees, garden)
Create student-centered useful maps
Connections:
English Language Arts
Mathematics
Instructional Resources:
Equipment/Manipulative
Playground Map
Chart Paper
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Student Resources
Teacher Resources
Suggested Resources
Follow That Map by Scot Ritchie
There is a Map on My Lap by Tish Rabe
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 1 Homework
My Environment Name _________________
Draw and label three things you can only find in your
kitchen.
Draw and label three things you can only find in your
bathroom.
This is a
________________________ .
This is a
________________________ .
This is a
________________________ .
This is a
________________________ .
This is a
________________________ .
This is a
________________________ .
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 2
Title: Identifying and Using Maps and Globes
Grade Level: Kindergarten
Unit of Study: Maps
Estimated Pace: 4-6 Days
Abstract: The students will recognize that maps and globes represent places.
GLCE: G1.0.1 Recognize that maps and globes represent places.
G1.0.2 Use environmental directions or positional words to identify significant locations in the
classroom environment.
G2.0.1 Identify and describe places in the immediate environment (ie. classroom, home,
playground).
Key Concepts:
Maps
Globes
Positional Words (up, down, in, out, below, above)
Direction
Essential Questions to Ask:
Why do we use maps and globes?
What do maps and globes represent?
How do we use maps? Globes?
Sequence of Activities:
Activity One-Identify Maps and Globes
1. Read Me on the Map (or another comparable text about maps) and identify tools that people use to
locate places.
2. Show examples of maps and globes. These could be maps of the world, your school or a map of a
local zoo.
Suggested Resource: Discovery Education Video: Understanding Maps: Key to Everywhere, 15 min.,
11 Segments.
Activity Two-Create a Classroom Map
1. Review and discuss what maps and globes represent.
2. On chart paper, draw a map of the classroom and label the general areas. Encourage students to
give input to help create the map.
(Suggestions: If needed, create the classroom map over a period of days. The teacher could create
portions of the map prior to lesson. You could use clip art or photos to add detail to the map).
3. The following can be done once the map is complete.
Place an object in one of the general areas of the classroom that is indicated on the map. Give a
child a sticky note and have him/her place it on the map (to show the location of the object). This
can be repeated to show multiple locations and ways to indicate a location on a map.
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Activity Three-Using a Map
1. Prior to beginning this activity, hide an object in the classroom that could be located on the map.
Show the location of the object by placing a sticky note on the map. The child must figure out
where the object is located by reading the map, then go find the object.
2. Review key concepts from previous activities.
3. As a variation:
Have one or more students go into the hallway.
Allow one or more students to hide a single object in the classroom. The teacher (or
student) will then mark the location on the map.
Allow the students to re-enter and attempt to locate the hidden object.
If the student(s) is unable to locate the object, students will give directions/positional words
to assist.
As time allows, continue the game with other student participation.
Revisit the game as needed. This game could be continued as a center within the classroom
to encourage the independent use of classroom maps.
Connections:
English Language Arts
Mathematics
Instructional Resources:
Equipment/Manipulative
Maps and Globes
Student Resources
Teacher Resources
United Streaming Video
Understanding Maps: Key to Everywhere
K-2 (15 min. 11 Segments)
Suggested Resources
Me on the Map by Joan Sweeney
My Global Address by Tamara Nunn
Maps and Globes: Differences by C. Bohanon-Brown
Buried Treasure: All About Using a Map New York: Children’s Press 2003
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Lesson 3
Title: Classroom Locations
Grade Level: Kindergarten
Unit of Study: Maps
Estimated Pace: Two 20 min. lessons
Materials needed: Copy worksheet – MY CLASSROOM – one per student.
Abstract: Students will use environmental directions or positional words to identify significant
locations around the classroom.
GLCE:
G1.0.2 Use environmental directions or positional words to identify significant locations in
the classroom.
Key Concepts:
Up, down, in, out, below, above
Direction
Important Questions to Ask:
What words do we use to locate places in a classroom?
Day One - Sequence of Activities:
1. Give each student an item (ie. pencil, teddy bear counter, eraser, etc.).
2. Give students directions on where to place their item, such as, “Put your pencil up, put your
pencil down, put your pencil under your chair, put your pencil behind your back,” etc.
Day Two - Sequence of Activities: Copy Worksheet – MY CLASSROOM – one per student.
1. Remind students of the direction words “in, out, up, down, above, below.”
2. Choose items around the classroom to practice these location words.
Examples:
a. “Look up…what do you see?”
b. “Look down…what do you see?”
c. “What is below the clock?”
d. “What is above the door?”
e. “What is below the board?”
f. Point to a box or tub, “What is in the box?”
g. Point to another box or tub, “What can you take out of the box?”
3. Pass out worksheet MY CLASSROOM and give oral directions.
a. Look at the desk in the middle of the classroom.
b. Below the desk, draw a rug.
c. Above the desk, draw a clock.
d. Look at the box on the desk.
e. Draw a heart in the box.
f. Draw stars out of the box.
g. Look at the books.
h. Start at the books and draw an arrow pointing up.
i. Start at the books and draw an arrow pointing down.
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Kindergarten Maps Unit
Calhoun ISD Social Studies Curriculum Design Project
Extension Activities:
Use directional words for practice in other areas in the school. (Library, Gym, Computer Lab,
Office, Art)
Follow a map to practice finding safety drill locations
Create student-centered useful maps
In your classroom, using sticky notes, label locations visited by students throughout the year.
Connections:
English Language Arts
Mathematics
Instructional Resources:
Equipment/Manipulative
Classroom Map
Chart Paper
Teacher Resources
Suggested Reading
Can You Read a Map? by Rozanne Lanczak Williams
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