2nd Grade Social Studies Lesson Plan: Maps and Globes

Objective

Students will be able to distinguish between a map and a globe, identify basic map features (title, compass rose, map key, symbols), and use a simple map to locate places. Students will correctly label at least 3 out of 4 map features on an assessment.

Standards

• C3 Framework D2.Geo.1.K-2 — Construct maps, graphs, and other representations of familiar places.
• C3 Framework D2.Geo.3.K-2 — Use maps, globes, and other simple geographic representations to identify cultural and environmental characteristics of places.

Materials

• Classroom globe
• Large wall map of the United States
• Simple neighborhood map (printed, 1 per student)
• Map feature anchor chart (title, compass rose, map key)
• Compass rose template for coloring
• "Me on the Map" by Joan Sweeney
• Treasure map activity sheet
• Crayons, pencils

Warm-Up (5 minutes)

Hold up the classroom globe and a flat wall map side by side. Ask: "What is the same about these two things? What is different?" Write student observations on the board in a T-chart (Same / Different). Guide students to notice: both show places on Earth, but the globe is round like the real Earth and the map is flat like a piece of paper. Both use colors — blue for water, green and brown for land. Introduce today's focus: learning how to read and use maps.

Direct Instruction (12 minutes)

Read "Me on the Map" by Joan Sweeney aloud. Pause to discuss the concept of zooming in — from the universe, to Earth, to the country, to the state, to the city, to the street, to the house, to the room. This gives students a sense of scale.

Then transition to the wall map. Introduce four key map features using the anchor chart:

1. Title — Tells us what the map shows. Point to the title on the wall map ("United States of America").
2. Compass Rose — Shows directions: North, South, East, West. Have students point up (N), down (S), right (E), left (W). Practice: "What direction is that wall? What direction is the door?"
3. Map Key/Legend — Explains what symbols on the map mean. Show examples: a star means capital city, a dot means a regular city, blue lines mean rivers.
4. Symbols — The pictures and shapes used on maps that stand for real things.

Point to your state on the map. Ask students to identify the title, find the compass rose, and use the map key to locate the state capital.

Guided Practice (10 minutes)

Distribute the printed neighborhood map to each student. This is a simple, fictional neighborhood map with streets, a school, a park, a library, houses, and a pond. It includes a title, compass rose, and map key. Work through it together:

• "What is the title of this map?" (Our Neighborhood)
• "Find the compass rose. Point to North. Now point to South."
• "Use the map key. What does the tree symbol mean?" (Park)
• "Where is the school? Is it North or South of the park?"
• "If you walk East from the library, what do you reach?"

Have students answer with a partner first, then share with the class. This builds confidence before independent work.

Independent Practice (10 minutes)

Students complete the "Treasure Map" activity. They receive a blank map grid with a few pre-drawn landmarks (a tree, a house, an X). Students must:

1. Add a title to their map
2. Draw and label a compass rose
3. Create a map key with at least 3 symbols (they invent the symbols and what they represent)
4. Draw the symbols on the map in different locations
5. Write 2 directions to find the treasure: "Start at the tree. Walk East 3 squares. Then walk North 2 squares. The treasure is here!"

This activity requires students to both create and use map features, reinforcing all four skills from direct instruction.

Assessment

• Formative: During guided practice, check that students can point to each map feature when asked. Note which students confuse East and West.
• Summative: Collect treasure maps. Score on a rubric: title present (1 point), compass rose with correct labels (1 point), map key with 3 symbols (1 point), directions that make sense (1 point). Total of 4 points.

Differentiation

• Struggling learners: Provide a pre-drawn compass rose and map key template — students just fill in the labels and symbols. Work in a small teacher-led group during independent practice. Focus on just North and South before adding East and West.
• ELL students: Label the anchor chart with pictures alongside words. Provide a bilingual word list (map, globe, North, South, East, West, compass rose, key). Use gesture-based direction practice (physically turning North, South, East, West in the classroom).
• Advanced learners: Have them draw a map of the actual classroom or school with an accurate compass rose and detailed map key. Introduce the concepts of continents and oceans using the globe. Challenge them to write 4-step directions instead of 2-step.
• Students with IEPs: Provide a partially completed treasure map (title and compass rose already done). Use color-coded directions (North = blue arrow, South = red arrow). Allow verbal directions instead of written ones. Offer a larger map grid for easier drawing.

Closure (3 minutes)

Ask students to hold up their treasure maps. Select 2 students to read their directions aloud while the class follows along on their own maps to see if the directions lead to the right spot. Review the four map features one more time by pointing to the anchor chart and having students call out each name. Close with the question: "Why are maps important? When would you need to use one?" Take a few responses and connect to real life — using maps on phones, in cars, or to find places in a new building.