Exploring City Maps

Grade Level

1st Grade

Duration

30 minutes

Unit

Mapping Our World Together – Lesson 3 of 5

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Learning Objectives (Aligned with Common Core State Standards)

Social Studies (aligned with Common Core ELA integration):

• CCSS.ELA-LITERACY.RI.1.7: Use the illustrations and details in a text to describe its key ideas (applied here with maps and images).
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics, texts, and experiences.
• CCSS.ELA-LITERACY.W.1.8: Recall information from experiences or gather information from provided sources to answer a question.

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"I Can..." Statements

• I can describe features on maps of different cities.
• I can explain how my neighborhood is alike and different from other cities.
• I can listen to and share ideas with my classmates about places.

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Success Criteria

• I can identify parks, schools, and homes on maps.
• I can explain at least one similarity and one difference between my neighborhood and another city.
• I can share my ideas clearly with my classmates.

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Materials Needed

• Large printed maps of the students’ neighborhood (created in previous lessons)
• Colorful large maps (printouts) of three cities around the world (examples: New York City, Tokyo, Rio de Janeiro)
• Sticky notes or small colored dots for marking features
• Whiteboard or chart paper for mapping similarities/differences
• Dyslexia-friendly map labels (simple font like OpenDyslexic, high contrast colors)
• Magnifying glasses (optional, for engagement)
• Visual vocabulary cards for “park,” “school,” “home,” “map,” “city,” etc.

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Lesson Procedure

1. Introduction and Review (5 minutes)

• Briefly review what a map is and the map symbols learned so far.
• Show the neighborhood map created in Lesson 1 and invite a few students to point to parks, schools, and homes.
• Explain: "Today, we will look at maps of places far away and see what is the same or different about where we live and other cities!"

2. Direct Teaching & Guided Exploration (10 minutes)

• Present the three city maps to the class.
• Use the visual vocabulary cards, pointing out parks, schools, and homes on each city map.
• For each city, ask: "Can you find a park? A school? A home?"
• Use sticky notes or dots for students to mark these on the maps as they identify features.
• Facilitate a group discussion:
  • What looks the same on these maps?
  • What looks different?

3. Group Collaborative Activity (10 minutes)

• In pairs or small groups (3-4 students), give each group one city map and a neighborhood map.
• Each group uses colored dots to mark parks, schools, and homes on both maps.
• Groups then talk together and write (or dictate to the teacher) one similarity and one difference between the two maps, which the teacher records on the whiteboard/chart paper.

4. Sharing and Wrap-Up (5 minutes)

• Each group shares one similarity and one difference with the whole class.
• Recap learning: explain how maps tell stories about places and cultures by showing what’s in them.
• End with a simple reflection question: "What did you learn today about the places where people live?"

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Differentiation Strategies

• For Diverse Learners:

  • Provide dyslexia-friendly map labels and vocabulary cards in clear, large fonts with high contrast colors.
  • Use tactile maps or raised-line drawings for students with sensory needs.
  • Allow students to work in pairs/groups for peer support.
  • Provide sentence starters for sharing ideas (e.g., "One thing that's the same is...").

• For English Language Learners (ELLs):

  • Pair verbal instructions with visual supports (pictures, symbols).
  • Use repetition and choral reading of key vocabulary.
  • Encourage use of the home language for concepts before connecting to English terms.

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Extension Activities for Advanced Learners

• Challenge students to draw their own map of a city they choose and label parks, schools, and homes.
• Have students research a new city and present two facts about it, connecting features on their maps.
• Introduce basic cardinal directions (north, south, east, west) and ask advanced learners to describe locations of features using these terms.

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Assessment

• Formative assessment during group discussions by listening for accurate identification and comparisons.
• Evaluate group charts/recorded similarities and differences for understanding.
• Use exit tickets with “I can…” statements where students draw or point out one similarity and one difference.

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Notes for Teachers

• Keep language simple and use repetition to reinforce new vocabulary.
• Use plenty of visuals as this is a key strategy for young learners.
• Manage time closely; use timers if necessary to keep transitions smooth.
• Encourage all students to participate by affirming contributions.

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This lesson offers an engaging, hands-on approach helping 1st graders compare their local environment with global cities, fostering early geographic literacy and cultural appreciation consistent with Common Core standards.