Exploring City Maps

Grade Level

1st Grade

Duration

30 minutes

Unit

Mapping Our World Together – Lesson 3 of 5

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.

"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.

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.

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.

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?"

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.

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.

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.

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.

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.