grade 01 social studies unit 01 exemplar lesson 03: school locations · 2013-08-19 · grade 01...
TRANSCRIPT
Grade 1
Social Studies
Unit: 01
Lesson: 03
Suggested Duration: 3 days
Grade 01 Social Studies Unit 01 Exemplar Lesson 03: School LocationsGrade 01 Social Studies Unit 01 Exemplar Lesson 03: School Locations
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 howyour district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linkedthe 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.
Social Studies 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
Last Updated 04/2492013 page 1 of 13
Grade 01 Social Studies 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.
— 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’seye 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
Grade 1
Social Studies
Unit: 01
Lesson: 03
Suggested Duration: 3 days
Last Updated 04/2492013 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 Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Simon Says
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1 – 3 minutes
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.
Materials:
pocket chart
Attachments:
Teacher Resource: Location Cards (1 set,
cut apart)
Purpose:
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.
EXPLORE – Following Relative Location Directions Suggested Day 1 (cont’d) – 10 minutes
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:
Materials:
small objects that can easily be hidden in
the room
pocket chart with Location Vocabulary cards
used in Engage section
Purpose:
Grade 1
Social Studies
Unit: 01
Lesson: 03
Suggested Duration: 3 days
Last Updated 04/2492013 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.
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.
The purpose of this section of the lesson is to introduce
words used to identify relative location.
TEKS: 1.4B
EXPLAIN – Relative location Suggested Day 1 (cont’d) – 3 minutes
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’sdesk 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.)
Materials:
pocket chart with Location Vocabulary cards
Purpose:
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
EXPLORE – Cardinal directions Suggested Day 1 (cont’d) – 10 minutes
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.
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.
Materials:
cardinal directions signs for classroom walls
compass
small copy of map of the school with
compass rose
Purpose:
The purpose of this section of the lesson is to introduce
cardinal directions
TEKS: 1.4A, 1.4B
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. Materials:
Grade 1
Social Studies
Unit: 01
Lesson: 03
Suggested Duration: 3 days
Last Updated 04/2492013 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’soffice, 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:
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. TheNurse’s office is north of the Principal’s office.)
5. Say:
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.)
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 theschool, 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 walkout of the library and go north. Then we’d continue to walknorth down the hall until we get to the water fountain. We’d turnright at the water fountain and head east. We’d walk east untilwe arrive at the door of the Principal’s office. As directions aregiven, 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:
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
Purpose:
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:
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.
Grade 1
Social Studies
Unit: 01
Lesson: 03
Suggested Duration: 3 days
Last Updated 04/2492013 page 5 of 13
From the Principal’s office let’s go to visit the Nurse. From thePrincipal’s office, walk down the hall heading west. What shouldwe 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 Suggested Day 2 (cont’d) – 5 minutes
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.
5. Teacher circulates, listening, probing with questions, and ensuring
students are giving correct directions and using proper directional
language.
Materials:
small maps of the school, one per student,
with cardinal directions clearly indicated
manipulatives such as Teddy Bear counters
Purpose:
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.
EXPLORE/EXPLAIN – Tour the school Suggested Day 2 (cont’d) – 15 minutes
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.)
Materials:
enlarged school map
compass
small maps of the school
clipboards and pencils
Purpose:
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.
ELABORATE – A map is a bird’seye view Suggested Day 3 (cont’d) – 10 minutes
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’seyeview” of the school. It shows what a bird would see if it was flyingoverhead.)
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.
Purpose:
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’seye views of many Texas towns canbe 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’seye view ofalmost any location.
EVALUATE – Making and using a map Suggested Day 3 (cont’d) – 30 minutes
Grade 1
Social Studies
Unit: 01
Lesson: 03
Suggested Duration: 3 days
Last Updated 04/2492013 page 6 of 13
Grade 01 Social Studies 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.)
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.
Materials:
map of school (1 per student)
Purpose:
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:
It may be helpful to pull students up individually or in small
groups to evaluate the Performance Indicator.
Grade 1
Social Studies
Unit: 01
Lesson: 03
Suggested Duration: 3 days
Last Updated 04/2492013 page 7 of 13
Grade 1 Social Studies
Unit: 1 Lesson: 03
©2012, TESCCC 05/07/12 page 1 of 6
Location Vocabulary Cards
over
under
Grade 1 Social Studies
Unit: 1 Lesson: 03
©2012, TESCCC 05/07/12 page 6 of 6
east
west
E
W
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/