Grade 01 Unit 01 Exemplar Lesson 03: School Locations Grade 1 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 how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson students learn about relative location of things in the classroom and build map skills. They learn about jobs in the school, build map skills as they interpret maps, and create a simple map of the school showing important places. They follow directions to locate places on the map and describe the locations relative to other locations. 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. 1.4 Geography. The student understands the relative location of places. The student is expected to: 1.4A Locate places using the four cardinal directions. 1.4B Describe the location of self and objects relative to other locations in the classroom and school. 1.5 Geography. The student understands the purpose of maps and globes. The student is expected to: 1.5A Create and use simple maps such as maps of the home, classroom, school, and community. Skills TEKS 1.17 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: 1.17A Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. 1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: 1.18A Express ideas orally based on knowledge and experiences. 1.19 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 1.19A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. GETTING READY FOR INSTRUCTION Performance Indicators page 1 of 13
Grade 01 Unit 01 PI 02 Complete a map of the school showing important places. Follow directions to locate places on the map and orally describe their locations relative to other locations Standard(s): 1.4B, 1.5A, 1.17A, 1.18A, 1.19A ELPS ELPS.c.1C, ELPS.c.2I Key Understandings Maps show the location of places and objects in relation to other places and objects. Grade 1 How do we describe the relative location of people, places, and objects? How do we describe locations using directions? Can I describe where an object is located using cardinal direction terms? Can I find an object or location by following someone s directions? Can I produce a map of my surroundings? Will someone else be able to follow my map? Vocabulary of Instruction map location relative location direction north south east west over under near far above below beside between left right Materials cardinal directions signs for classroom walls clipboards and pencils compass copies of the parent letter enlarged school map large map of the school with cardinal directions marked manipulatives for classroom use (1 per student and 1 for the teacher) manipulatives such as Teddy Bear counters manipulatives that students can take home (1 per student) map of school (1 per student) pocket chart pocket chart with Location Vocabulary cards small maps of the school, one per student, with cardinal directions clearly indicated small objects that can easily be hidden in the room small plastic bags for the manipulative and map 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. Teacher Resource: Location Cards (1 set, cut apart, for use in pocket chart) Resources Possible optional web resources for Bird s eye view maps: Amon Carter Museum: http://www.birdseyeviews.org/ Library of Congress: http://memory.loc.gov/ammem/pmhtml/ Possible optional suggested picture book: Me On the Map by Joan Sweeney Advance Preparation page 2 of 13
1. Become familiar with content and procedures for the lesson, including the idea that students understand relative location as they learn where places are in the school, how to get around, how to describe relative locations of places, and read and create maps. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Prepare materials and handouts for use in the lesson. Make location vocabulary cards for display in the pocket chart. (Use the examples in the Teacher Resource: Location Vocabulary Cards, or create your own. Add other terms as needed.) Possible words include: up, down, over, under, beside, in front of, behind, between, left, right, north, south, east and west. Make cardinal direction signs and post them on the appropriate walls of the classroom. Locate pictures of authority figures/school helpers or take photos with a digital camera. Locate a compass. Enlarge a simple map of the school to display (Perhaps create one from the school map used for safety drills. Add a compass rose showing the cardinal directions if one is not on the original map.) Make student copies of the map of the school, 2 copies per student. Prepare letter to parents to send home with students along with the map. Sample Letter: Dear Parents, Today at school we practiced using direction words to tell how to get from one location to another on the map of our school. Let us show you what we learned! Hide 3-5 small objects around the room for the Explore activity. Background Information Relative Location the position of a place in relation to another place. Cardinal Direction North, south, east, west are the cardinal directions; these are the primary points on the compass. Definitions courtesy of the Center [defunct]. (2000). Glossary. Austin: Texas Education Agency. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Simon Says 1. Play Simon Says using relative location terms (include the terms over, under, near, far, left, right). Give directions, such as: Hold the pencil over your head. Hold the pencil under your chin. Turn to the left. Turn to the right. Stand in front of your chair. Stand behind your chair. 2. As students act out the directions, place the appropriate vocabulary card in the pocket chart. EXPLORE Following Relative Location Directions 1. Before students arrive in the classroom, hide 3-5 small objects. Also place the cardinal direction signs appropriately in the room. 2. Tell students there are objects hidden in the classroom that they will try to find by following directions. 3. A student volunteer follows oral directions to find the object(s). An example of directions could be: Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 3 minutes Attachments: pocket chart Teacher Resource: Location Cards (1 set, cut apart) The purpose of this section of the lesson is for students to focus on words that describe location. Review prior learning regarding relative location. TEKS: 1.4B Instructional Note: Terms referring to relative location were introduced in Kindergarten including: up, down, over, under, beside, in front of, behind, between, left, and right. Suggested Day 1 (cont d) 10 minutes small objects that can easily be hidden in the room pocket chart with Location Vocabulary cards used in Engage section page 3 of 13
Walk until you reach the bookshelf. Look under the bottom shelf on the right. Emphasize the academic vocabulary terms related to relative location. The purpose of this section of the lesson is to introduce words used to identify relative location. TEKS: 1.4B Grade 1 4. Repeat the process until all objects are found. Use the relative location terms: up, down, over, under, above, below, beside, between, in front of, behind, left, right. EXPLAIN Relative location 1. Model for the students how to describe the relative location of objects in the room. (e.g., the sink is near the door to the classroom or the teacher s desk is to the left of the file cabinet.) 2. In pairs, students give directions to each other using relative location terms. (Refer to the pocket chart with location cards.) EXPLORE Cardinal directions 1. Introduce cardinal directions to students. Post the cardinal directions signs on appropriate classroom walls. 2. Show the compass to students. Ask them to watch the needle carefully as you rotate the compass. Explain that the needle of the compass always points north. 3. Hold the compass next to a copy of the map. With students gathered in a circle, show a small school map and turn it so that the directions match the cardinal directions. Emphasize that the needle on the compass, which points north, matches the compass rose on the map. Write North on the map so it is correctly placed. Suggested Day 1 (cont d) 3 minutes pocket chart with Location Vocabulary cards The purpose of this section of the lesson is to provide students an opportunity to demonstrate their knowledge and understanding of location words. TEKS: 1.4B Suggested Day 1 (cont d) 10 minutes cardinal directions signs for classroom walls compass small copy of map of the school with compass rose The purpose of this section of the lesson is to introduce cardinal directions TEKS: 1.4A, 1.4B 4. Direct student attention to the cardinal direction signs posted on the classroom walls. Have students face North in the classroom. Explain that the cardinal directions (north, south, east, and west) are other terms that can be used to provide directions to a location. 5. Help students make the connection between directions in real life and directions on maps. 6. Hold the school map up (or display on a document camera) so that North is at the top of the map. Explain that North is at the top of a map. 7. Put one of the objects that had been hidden in the previous Explore section back in its location. 8. This time, give directions to find the object, combining cardinal directions and the other relative location terms. (Walk north toward the bookshelf, and look under the bottom shelf on the right or to the east.) 9. A student volunteer follows the directions to locate the object. EXPLAIN Understanding of Location Suggested Day 1 (cont d) 4 minutes 1. Student pairs take turns giving directions to objects in the classroom using cardinal directions. (e.g., Mary s desk is on the north side of the room. The bookshelf is on the south side of the room near the window. The picture of George Washington is on the west wall, to the left of the flag.) EXPLORE Tools to help us locate places Suggested Day 2 10 minutes 1. Display the large map of the school. page 4 of 13
2. Point out important locations, such as the front of the school, the front office, the Principal s office, the Assistant Principal s office, the Nurse s office, the library, the First grade classrooms. 3. Ask questions such as: Where might we find the Principal, the Nurse, and the Librarian? Ask a student volunteer to answer and point to the location of a place on the map. 4. Ask questions such as: 5. Say: What words could we use to tell someone how to find these places on the map? Point to the relative location terms and the cardinal directions in the pocket chart. Point to the compass rose on the map. What does this tell us? (directions, which way is north, south, east, west) Can you describe the relative location of the place on the map. (e.g., The Nurse s office is near the Principal s office. The Nurse s office is north of the Principal s office.) We are going to practice using those words to tell how to find people and places in the school. 6. Divide students into pairs. 7. Distribute to each student a map of the school and a manipulative. (Teddy Bear counters work well, but any small figure or even a picture of a figure, would work.) 8. Point out the cardinal directions compass rose on the map. 9. Give students directions. Model performance on the large map using a manipulative (Teddy Bear Counter or other) while students follow the directions with their manipulative on their small map. (e.g., Where is the front door of the school? Place your Teddy Bear Counter at the front door.) large map of the school with cardinal directions marked pocket chart with location words from Day 1 student copies of the school map (1 per student) manipulatives for classroom use (1 per student and 1 for the teacher) manipulatives that students can take home (1 per student) small plastic bags for the manipulative and map copies of the parent letter The purpose of this part of this section is to introduce the school map and directional words. TEKS: 1.4A, 1.4B Instructional Note: This activity is difficult for students as they work to recognize the 3-dimensional world they live in as a 2- dimensional map. If desired, a map and manipulative may be sent home with each student to share with his/her family. In small plastic bags, place the map and one manipulative, as well as a letter to parents. Sample Letter: Grade 1 Dear Parents, Today at school we practiced using direction words to tell how to get from one location to another on the map of our school. Let me show you what we learned! Words: up, down, over, under, beside, in front of, behind, between, left, right, north, south, east, and west. 10. Continue to give directions, modeling use of the cardinal directions and other relative location terms while modeling the steps on the large map and allowing students to follow the directions on their small maps. Example: Let s go to the library to find the librarian. Enter the school, turn right, walk down the hall and turn left. Walk to the back of the library to the Librarian s office. (Manipulate the Teddy Bear to show him following the directions. Repeat the directions and have students practice along with you.) 11. Give directions to another place, and continue modeling, using words such as: Now let s go to the Principal s office on our map. We would walk out of the library and go north. Then we d continue to walk north down the hall until we get to the water fountain. We d turn right at the water fountain and head east. We d walk east until we arrive at the door of the Principal s office. As directions are given, students should manipulate their Teddy Bear to follow the directions. 12. In another set of directions, stop and ask student volunteers to tell you what directions should be given next. An example could be: page 5 of 13
From the Principal s office let s go to visit the Nurse. From the Principal s office, walk down the hall heading west. What should we do next? (Turn right at the water fountain.) Where is the Nurse s office? (on the right just past Mrs. Jones classroom) 13. Continue as needed to provide ample practice and develop understanding. Carefully guide students as they learn and practice this skill. EXPLAIN Practice using words and a map 1. Write a list of locations on the chalkboard. 2. Read the name of a place on the list. (e.g. the computer lab, the gym, the cafeteria, our classroom) 3. Students work with their partner to find the location named, and then give and figure out and give/follow directions from one location in the school to another (e.g. How would you go from the front door to our classroom?) 4. Repeat as time allows and as students need. Suggested Day 2 (cont d) 5 minutes small maps of the school, one per student, with cardinal directions clearly indicated manipulatives such as Teddy Bear counters The purpose of this section of the lesson is to provide students an opportunity to practice using vocabulary and a map to give and follow directions. 5. Teacher circulates, listening, probing with questions, and ensuring students are giving correct directions and using proper directional language. EXPLORE/EXPLAIN Tour the school 1. Direct student attention again to the enlarged school map and its compass rose. 2. Again show students the compass. Students watch the needle carefully as the map is rotated to be oriented so north is at the top of the map. 3. Prepare to lead the students on a tour of the school. 4. Distribute to each student a copy of the school map, a clipboard or other hard surface to write on, and a pencil. 5. Lead students to various locations in the school to find the school helpers. Say the directions aloud as you walk. 6. As the teacher leads, students draw a line on their map to show their route. Pause and allow students to practice describing their relative location and the directions they are going. (For example: We are standing in front of the Principal s office. We are behind the Nurse s office.) ELABORATE A map is a bird s eye view 1. Ask students to pretend they are a bird flying over the school. Help them make the connection between looking at a map and seeing the real life place from above. (The map of the school we used shows a bird s eye view of the school. It shows what a bird would see if it was flying overhead.) 2. Explore other maps of other places that might be familiar to students, such as their hometown or a nearby city. 3. Students, in pairs, take turns giving directions. Suggested Day 2 (cont d) 15 minutes enlarged school map compass small maps of the school clipboards and pencils The purpose of this section is to give students real life practice using a map. TEKS: 1.4A, 1.4B; 1.5A; 1.17A; 1.18A; 1.19A Instructional Note: This activity is difficult for students as they work to recognize the 3-dimensional world they live in as a 2- dimensional map. Words: up, down, over, under, beside, in front of, behind, between, left, right, north, south, east, and west. Suggested Day 3 (cont d) 10 minutes The purpose of this section is to show students examples of various maps that show a bird's-eye view. TEKS: 1.4A, 1.4B; 1.5A; 1.17A; 1.18A; 1.19A Instructional Note: Bird s eye views of many Texas towns can be found at Amon Carter Museum site: http://www.birdseyeviews.org/ Or at the Library of Congress: http://memory.loc.gov/ammem/pmhtml/ Google Earth provides a bird s eye view of almost any location. EVALUATE Making and using a map Suggested Day 3 (cont d) 30 minutes page 6 of 13
Grade 01 Unit 01 PI 02 Complete a map of the school showing important places. Follow directions to locate places on the map and orally describe their locations relative to other locations Standard(s): 1.4B, 1.5A, 1.17A, 1.18A, 1.19A ELPS ELPS.c.1C, ELPS.c.2I 1. Distribute a blank copy of the school map to each student. 2. Give directions to students to follow and locate places. (Example: Find and label the gym. From the gym, head north out the double doors and turn east. Where are you? (the cafeteria) Label the cafeteria.) map of school (1 per student) The purpose of this section of the lesson is to evaluate student learning. TEKS: 1.4B; 1.5A; 1.17A; 1.18A; 1.19A Instructional Note: Grade 1 It may be helpful to pull students up individually or in small groups to evaluate the Performance Indicator. 3. Pose questions that require students to orally describe their locations relative to other locations. (Example: Where is the water fountain in relation to the Principal s office? (west) Describe the location of the library.) 4. Use a rubric to evaluate student learning. page 7 of 13
Location Vocabulary Cards Grade 1 Unit: 1 over under 2012, TESCCC 05/07/12 page 1 of 6
Unit: 1 left right 2012, TESCCC 05/07/12 page 2 of 6
Unit: 1 above below 2012, TESCCC 05/07/12 page 3 of 6
Unit: 1 near far 2012, TESCCC 05/07/12 page 4 of 6
Unit: 1 north N south S 2012, TESCCC 05/07/12 page 5 of 6
Unit: 1 east E west W Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/ 2012, TESCCC 05/07/12 page 6 of 6