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Grade 1 Social Studies Unit: 01 Lesson: 03 Suggested Duration: 3 days Grade 01 Social Studies Unit 01 Exemplar Lesson 03: School Locations Grade 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 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 . 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

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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 2 of 6

left

right

Grade 1 Social Studies

Unit: 1 Lesson: 03

©2012, TESCCC 05/07/12 page 3 of 6

above

below

Grade 1 Social Studies

Unit: 1 Lesson: 03

©2012, TESCCC 05/07/12 page 4 of 6

near

far

Grade 1 Social Studies

Unit: 1 Lesson: 03

©2012, TESCCC 05/07/12 page 5 of 6

north

south

N

S

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/