Mapping Landmarks

Grade Level

1st Grade

Duration

30 minutes

Unit

Mapping Our Neighborhood (Lesson 3 of 5)

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Learning Objectives (Aligned to Common Core Standards)

• I can use a map to locate important places.
• I can identify landmarks and physical features on a map of Washington, DC.
• I can describe why these landmarks are important.

Common Core State Standards (Social Studies and ELA Integration)

• CCSS.ELA-LITERACY.RI.1.7
  Use the illustrations and details in a text to describe its key ideas.
• CCSS.ELA-LITERACY.SL.1.1
  Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.SL.1.2
  Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Note: While Common Core does not include specific geography standards for 1st grade, integrating critical ELA standards supports social studies skills development.

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Materials

• Large colorful map of Washington, DC with clear landmarks and physical features
• Laminated small maps for pairs of students
• Visual cards with landmark photos (e.g., Capitol Building, Washington Monument, Lincoln Memorial, Potomac River)
• Dyslexia-friendly printed labels and map key (using OpenDyslexic font and high contrast colors)
• Chart paper and markers
• "I can..." statement poster
• Sticky notes

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Success Criteria

• I can point to and name at least three landmarks on a map of Washington, DC.
• I can explain one interesting fact about each landmark.
• I can work with a partner to find landmarks on a smaller map.

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Lesson Procedure

1. Introduction & “I Can” Statement (5 minutes)

• Gather the students in a circle and show the large map of Washington, DC.
• Read aloud the “I can” statements. Write them visibly on the board.
• Ask: “Have you ever used a map? What kinds of places can we find on a map?”
• Briefly discuss what a landmark and physical feature means — use photos for visuals.

2. Guided Practice: Locating Landmarks on the Map (10 minutes)

• Display the large map and point out 3-4 key landmarks with images and label cards.
• Use “think aloud” to describe characteristics, e.g., “The Washington Monument is very tall and white.”
• Ask students to take turns coming up and placing sticky notes on the map where you say a landmark’s name.
• Prompt: “Can you find the Potomac River? What color is it on the map? It’s a physical feature that flows through the city.”

3. Partner Activity: Small Map Exploration (10 minutes)

• Split the class into pairs and hand out laminated small maps and landmark cards.
• Each pair will locate landmarks on their map using the cards as clues.
• Encourage students to describe each landmark to their partner using full sentences, e.g., “This is the Lincoln Memorial. It looks like a big building with columns.”
• Circulate to provide support, prompt deeper thinking, and check understanding.

4. Wrap Up & Review (5 minutes)

• Regroup and ask a few pairs to share one landmark they found and one fact about it.
• Reinforce “I can” statements and success criteria.
• Use a quick thumbs-up/thumbs-down: “Can you find landmarks confidently on a map now?”
• Preview next lesson: “Next time, we will make our own map of our school neighborhood!”

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Differentiation Strategies

• For students with dyslexia or reading difficulties:
  Use dyslexia-friendly fonts, simplified labels, and read all instructions aloud clearly. Provide one-on-one or small group support as needed.
• For English Language Learners (ELLs):
  Provide picture cues and model language using sentence frames, e.g., “This is the ___. It is __.” Support vocabulary by pre-teaching key words.
• For students needing additional support:
  Pair with a buddy for map activities, use tactile map versions if available, and break tasks into smaller, manageable steps.

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Extension Activities (For Advanced Learners)

• Create a simple “I Spy” map challenge: Find and mark lesser-known landmarks on the map.
• Research and share a favorite landmark’s history or story in a short oral presentation.
• Use a blank map to draw and label their own landmarks with guidance.

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Assessment

• Observation during partner work for ability to locate landmarks.
• Participation in whole-group sticky note activity.
• Oral sharing of landmark facts during wrap-up.
• Formative check using thumbs up/down for understanding.

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Teacher Reflection (Post-Lesson Notes)

• Did students engage with the map and landmarks?
• Were all students able to participate successfully in locating landmarks?
• What scaffolds worked best?
• How can the lesson be improved for the next class?

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This lesson plan combines hands-on map exploration, social engagement, and age-appropriate language to meet Common Core ELA standards through social studies content. It provides clear success criteria, integrates differentiated supports, and encourages curiosity about local geography.