Grade 2

Social Studies

Unit: 02

Lesson: 02

Suggested Duration: 2 days

Grade 02 Social Studies Unit 02 Exemplar Lesson 02: Where is Texas?Grade 02 Social Studies Unit 02 Exemplar Lesson 02: Where is Texas?

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this

lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration

for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand howyour district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linkedthe TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional

Materials.)

Lesson Synopsis

This lesson focuses on the geographic concept of location. Students interpret maps to gather information and they locate places of

significance, including Texas, on maps and globes.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are

required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in

a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at

http://www.tea.state.tx.us/index2.aspx?id=6148.

2.5 Geography. The student uses simple geographic tools such as maps and globes. The student is expected

to:

2.5A Interpret information on maps and globes using basic map elements such as title, orientation (north,

south, east, west), and legend/map keys.

2.6 Geography. The student understands the locations and characteristics of places and regions in the

community, state, and nation. The student is expected to:

2.6A Identify major landforms and bodies of water, including each of the continents and each of the

oceans, on maps and globes.

2.6B Locate places of significance, including the local community, Texas, the state capital, the U.S. capital,

major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.

Social Studies Skills TEKS

2.18 Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including electronic technology. The student is expected to:

2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps,

electronic sources, literature, reference sources, and artifacts.

2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is

expected to:

2.19A Express ideas orally based on knowledge and experiences.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Social Studies Unit 02 PI 02

Identify the state of Texas on a map and a globe by pointing to it. Using basic map elements, orally tell at least two pieces of information that can be

gained from looking at the map/globe.

Standard(s): 2.5A , 2.6B , 2.18B

ELPS ELPS.c.3B , ELPS.c.3D

Key Understandings

Last Updated 05/03/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 7  

Maps and globes help people understand the location of places.

—    How do people use maps and globes to understand the location of places?

—    What information can we gain from maps and globes?

—    What are the earth’s major landforms and bodies of water?

—    Can I locate significant places on maps and globes?

Vocabulary of Instruction

map

location

map element

legend

globe

cardinal direction

orientation

coast

Materials

chart paper

globe(s)

graduated cups or other objects (Russian nesting dolls, etc.) that fit inside each other (4 objects to model how the school is in

the town, which is in the state, which is in the country)

map of the United States

physical map of the world without labels (1 per student)

projectable map or class map of Texas

projectable map or class map of the local community or town

projectable map or class map of the school

projectable map or class map of the United States

projectable version of the map of the world

variety of maps (floor maps, globes, map puzzles, map websites, atlases, and maps from the social studies textbook)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student

assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site

and are not accessible on the public website.

Handout: Reading Maps and Globes (1 per student)

Resources

None identified

Advance Preparation

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Prepare materials and handouts as needed.

6. Prepare map and globe stations for Day 2.

Background Information

Students will need much practice differentiating between their community, state and nation. This is a particularly difficult concept for students to grasp. It is

essential that students get to touch maps and globes. It is recommended that students look at, refer to, and use maps during many parts of the

instructional day to reinforce these skills. For example, students can use maps to locate places in stories they read, plot the home cities or states of

authors, locate the countries of origin from different fairy tales, etc. Understanding their location in the world around them is a foundational skill that will be

vital for student learning.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These

Grade 2

Social Studies

Unit: 02

Lesson: 02

Suggested Duration: 2 days

Last Updated 05/03/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 7  

lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each

unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be

saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Where do we live? 

Notes for Teacher

Suggested Day 1 – 10 minutes

1. Using a projectable map or a large class map, show students the United

States, then Texas, then the local community/ town, then their school.

2. Reverse the process, showing first the school, then the local

community/town, then Texas, then the United States.

3. Repeat the process three times and have the students name the location

as it is shown.

4. Model a sentence showing the relationship between the school, local

community, Texas, and the United States. (e.g., The school is in

_________ (town name). _____ (town name) is a community in Texas.

Texas is a state that is part of the United States.) Use a concrete

model as well as words.

5. Demonstrate the idea by modeling putting graduated cups or other objects

one inside the other.

6. Invite student volunteers to use the graduated cups while repeating the

sentence.

7. The rest of the class repeats the sentence while the student volunteer acts

it out.

8. Repeat several more times.

Materials:

projectable map or class map of the United

States

projectable map or class map of Texas

projectable map or class map of the local

community or town

projectable map or class map of the school

graduated cups or other objects (Russian

nesting dolls, etc.) that fit inside each other

(4 objects to model how the school is in the

town, which is in the state, which is in the

country)

Purpose:

Students begin to learn about the location of their

community, state, and nation.

TEKS: 2.6B

Instructional Note:

Helping students grasp the abstract idea that the town is in

the state (Texas) which is in the country (United States) is

difficult. Pointing to the visual while modeling the sentence

at the same time as using a concrete model (such as cups

in graduated sizes or Russian nesting dolls) can help.

EXPLORE – Where in the world am I? Suggested Day 1 (cont’d) – 20 minutes

1. Display a map and a globe.

2. Point out the elements of a map (title, orientation [north, south, east, west],

and legend/map keys).

3. Say:

Maps and globes help people understand the location of places.

They model where things are located.

A globe is a 3-dimensional representation of Earth. Maps are 2-

dimensional representations of the world.

Today we are going to use maps and globes to look at locations.

We can learn many things by reading and interpreting

information from maps and globes.

4. Set up stations that include a variety of maps on which students can locate

the United States, Texas, and the local community, as well as the state

capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada,

and Mexico. Suggestions include: floor maps, globes, map puzzles, map

websites, atlases, and maps from the social studies textbook. Set up

enough stations so pairs or groups of 4 can explore.

5. In groups of four, students explore the maps and globes, locating the

United States, Texas, and their community.

6. Students also note other information they find on the maps, being ready to

share with the class.

Materials:

chart paper

variety of maps (floor maps, globes, map

puzzles, map websites, atlases, and maps

from the social studies textbook)

globe(s)

Purpose:

Students are engaged in exploring maps, learning to read

and interpret information from maps, and learning about

the location of their community, state and nation.

TEKS: 2.5A, 2.6B

Grade 2

Social Studies

Unit: 02

Lesson: 02

Suggested Duration: 2 days

Last Updated 05/03/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 7  

7. Teacher circulates, ensuring correct information is being shared in student

discussions, probing with questions, correcting or providing additional

information as needed, and noting areas where further information will be

required.

8. Once students have had a chance to explore the maps, facilitate a brief

discussion allowing students to share what they found and ask questions.

Encourage students to use correct academic language to describe the

location of places (examples: The capital of Texas is near the center of

the state. Texas is part of the United States. The coast of Texas is the

Gulf of Mexico. Canada is north of Texas and the United States.)

9. Prompt students to look for specific places, including the local community,

Texas, the state capital, the U.S. capital, major cities in Texas, the coast of

Texas, Canada, Mexico, and the United States

10. Begin a word wall for this lesson/unit by writing academic vocabulary words

on the board, chart paper, or other means. (words could include: map,

globe, city, coast, and any other academic vocabulary terms that arise

during discussion.) Add to the list throughout the lesson and unit.

EXPLAIN – Map and Globe Partner Practice Suggested Day 1 (cont’d) – 5 minutes

1. While still at their stations, students think for several seconds about what

they have learned in the Explore section above.

2. Students prepare to say a sentence that tells about what they learned and

uses at least two of the vocabulary terms

3. Group members take turns saying their sentences.

EXPLORE – Map and Globe Partner Practice Suggested Day 1 (cont’d) – 5 minutes

1. While still at their stations, demonstrate and then help students orient

maps so that North is “up.”

2. Guide students to recall prior learning. (See Instructional Note.)

3. Introduce students to the elements that a map needs (use TODAL: T =

title, O = orientation, D = date, A = author, L = legend).

4. Add terms to the word wall chart begun above (examples: title,

orientation, direction, legend)

5. Allow time for students to find the map elements and use academic

language to identify them. (e.g., The legend on my map is in the bottom

left corner. It gives the code to read the map. Rivers are blue lines on

this map.)

Instructional Note:

In Kindergarten and Grade 1 students read and created

maps and began to build geography skills related to ideas

including maps, globes, direction, cardinal directions,

location, and relative location.

EXPLAIN – Map and Globe Partner Practice Suggested Day 1 (cont’d) – 10 minutes

1. Students return to their seats and sit in pairs.

2. Distribute to each student the Handout: Reading Maps and Globes.

3. Also distribute at least one map (or globe) per student.

4. As the teacher gives directions, students use their map to find and identify

what is described. (e.g., Put your finger on the map’s legend. Put yourfinger on the Gulf of Mexico near the coast of Texas.)

5. As students correctly identify elements of a map and significant locations in

the U.S., Texas, and their community, they put a checkmark in the left

column of their handout.

6. If desired and if time allows, students can quiz each other as well.

Materials:

variety of maps

globe(s)

Attachments:

Handout: Reading Maps and Globes

TEKS: 2.5A, 2.6B

EXPLORE – Learning about continents and oceans Suggested Day 2 – 15 minutes

1. Post the question, What does a world map look like? Materials

Grade 2

Social Studies

Unit: 02

Lesson: 02

Suggested Duration: 2 days

Last Updated 05/03/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 7  

2. Distribute a copy of a physical map of the world (without labels) to each

student.

3. Project the same map so all students can see it.

4. In pairs, students briefly explore their map, noticing features, formulating

questions, discussing what they see, etc.

5. Teacher circulates, probing with questions, listening to discussions.

6. Facilitate a discussion where students ask questions and share information

from the map.

7. List several of the student questions on the board (or chart paper).

8. Model finding the map’s TODAL (title, orientation, date, author, andlegend).

9. Lead the discussion, modeling use of academic language, so students

discover bodies of water (especially oceans) and landforms (continents,

mountains, etc.).

10. Students label each continent while teacher defines the term using words

such as:

Continents are large land masses. There are often many

countries on a continent.

11. Follow the same process with oceans.

12. Teacher circulates, checking students’ maps as they work and listening toconversations about the map.

13. Reinforce the learning from the previous Explore section by leading

students to locate Texas, the United States, and North America.

14. Students color North America their favorite color as a reminder that this is

the continent on which we live.

chart paper

physical map of the world without labels (1

per student)

projectable version of the map of the world

TEKS: 2.6A

Instructional Notes:

Choose a map that will be easy for children to read and that

shows major landforms and bodies of water, including

each of the continents and each of the oceans (2.6A)

EXPLAIN – Map and Globe Partner Practice Suggested Day 2 (cont’d) – 5 minutes

1. Students check their work against a partner’s map and share with theirpartner two things they learned about maps and globes. (Students should

use at least three academic language terms during their discussion. Refer

to the word wall or chart paper list.)

TEKS: 2.5A, 2.6A

ELABORATE Suggested Day 2 (cont’d) – 10 minutes

1. Ask:

How have we used maps?

2. Students share with their shoulder partner information about how they

have used maps.

3. Make the statement in the Key Understanding:

Maps and globes help people understand the location of places

4. Ask Guiding Questions and facilitate a discussion to make sure students

have gained the knowledge so they can answer them.

—    How do people use maps and globes to understand the location of places?

—    What information can we gain from maps and globes?

—    What are the earth’s major landforms and bodies of water?

—    Can I locate significant places on maps and globes?

5. Allow students to talk to a partner about the questions, using appropriate

academic vocabulary terms, before sharing with the class during a

discussion of the learning.

TEKS: 2.5A, 2.6A, 2.6B

Grade 2

Social Studies

Unit: 02

Lesson: 02

Suggested Duration: 2 days

Last Updated 05/03/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 7  

EVALUATE Suggested Day 2 (cont’d) – 20 minutes

Grade 02 Social Studies Unit 02 PI 02

Identify the state of Texas on a map and a globe by pointing to it. Using basic map

elements, orally tell at least two pieces of information that can be gained from looking at

the map/globe.

Standard(s): 2.5A , 2.6B , 2.18B

ELPS ELPS.c.3B , ELPS.c.3D

1. Provide students with a globe and a different map than the ones they used

above.

2. Students individually identify the state of Texas on a map and a globe by

pointing to it.

3. Using the correct academic terms, students orally tell at least two pieces of

information that can be gained from looking at the map/globe.

Materials:

map of the United States

globe

TEKS: 2.5A, 2.6B, 2.18B

Instructional Note:

The Evaluate part of the lesson could be accomplished,

scored, and recorded during the Explain section above as

students indicate their readiness. It could also be finished

at another time of the day.

Grade 2

Social Studies

Unit: 02

Lesson: 02

Suggested Duration: 2 days

Last Updated 05/03/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 7  

Grade 2 Social Studies

Unit: 02 Lesson: 02

©2013, TESCCC 05/03/13 page 1 of 1

Reading Maps and Globes

I can: Notes

1. Find and use the title of a map

2. Orient the map and use the orientation to find locations by cardinal directions (north, south, east, west)

3. Find and use the legend

4. Locate on a map/globe: the local community

5. Locate on a map/globe: Texas

6. Locate on a map/globe: the state capital

7. Locate on a map/globe: the U.S. capital

8. Locate on a map/globe: major cities in Texas

9. Locate on a map/globe: the coast of Texas

10. Locate on a map/globe: Canada

11. Locate on a map/globe: Mexico

12. Locate on a map/globe: the United States