Language Arts and Social Studies Unit Plan

Lesson #1

Situating the LessonThis is one of the first lessons in the geography unit for first grade students in DCPS. Students have previously learned about maps, what they look like, and what their purpose is. In writing, students have learned how to form an opinion, write a sentence about their opinion on a topic, and give a reason for that opinion. This lesson will introduce the different parts of maps, more specifically cardinal directions and a compass (north, south, east, and west), a title, a key, and symbols. Students will learn about different kinds of maps and compare similarities and differences between these different maps. Students conclude the lesson by writing an opinion piece about what they would like to draw a map of. This prompt gives students choice and connects with the final writing prompt, where students will choose something to draw a map of, label parts of the map, and ultimately give directions from different points on the map. Students will also learn the importance of spelling words correctly on their map so that anyone reading it does not get lost.

Methods of InquiryRead aloud (My Map Book, by Sara Fanelli), whole group discussion, compare and contrast (Venn Diagram Anchor Chart), Map BINGO, SMART Board Map Activity, writing reflection

Instructional GoalsBy the end of the lesson, 70% of the students will be able to identify at least 3/5 specific parts of a map and 2/4 of the cardinal directions, including the compass, north, south, east, west, the title, key, and symbols. They will do this by placing labels in the correct places of the map.

By the end of the lesson, 70% of the students will be able to write three sentences, using correct spelling, detailing what they would like to draw a map of and why. They will use the words “title” and “symbol” in their writing prompt.

Essential QuestionsWhat is geography?What is a map used for?Why do we use symbols on a map?What are different kinds of maps?What are the different parts of a map?Why is it important that a map is neat and labeled correctly with correct spelling?

What is an opinion?Why is it important to give reasons for why you have a certain opinion?Why is it important to spell words correctly?

State and/or Content StandardsSocial Studies Standard1.1. Students interpret maps, including the use of map elements to organize information about places and environment.1. Locate cardinal directions (e.g., north, east, south, and west) and apply them to maps and globes. (G)

Writing StandardCCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Instructional MaterialsSelection of mapsMy Map Book by Sara FanelliWhite Board and MarkersAnchor Chart PaperMarkersEquity SticksFour pieces of paper labeled “North” “South” “East” and “West”SMART BoardPictures of Maps from the Read AloudPointing WandBINGO CardsBINGO MarkersVocabulary Words to go on the Word WallWriter’s NotebookPencil

Set InductionI will display several maps throughout the classroom and give students the opportunity to walk around and look at the maps, very similar to a gallery walk. Students will return to the carpet and I will ask them various questions about the maps they just looked at. What are these maps of? Have you seen maps that look like this before? Have you ever used a map before? I will then ask students, “Why do we need maps?” I will let students share some of their reasons for why maps are an important tool for understanding geography and our surroundings. I will tell students that there are some parts of maps that we find on most maps. I will explain to students that most maps include a title, a compass (including north, south, east, and west), symbols to represent certain landmarks or items, and a key, in order to give details about what the symbols mean. I will write each of these words on the board and list a definition next to it so students can refer back to these words as we begin our read aloud.

As a class, we will read aloud My Map Book by Sara Fanelli. As we read the book, I will ask students to look for these important parts of maps that we listed on the white board. Does

every map have all of these parts to it? How do you create a title for a map? What are some of the symbols that we saw used in the different maps?

Procedures1. After the completion of the book, we will discuss different types of maps that we saw. I will use equity sticks and we will create a list of different kinds of maps on an anchor chart. Are some maps more useful than others? Which kinds of maps do we see more often? We will look at a selection of maps in the book and talk about what each map would be used for. When would someone need to use this map? As a class, we will create a chart that compares similarities and differences between the different maps in the book.

2. I will tell students that we are going to learn about why maps are important and why the labels and parts of maps are important when reading a map for directions or information. Once again, I will describe the parts of the map and with the help of the students, I will label them on a sample map. After I place a label on the map and show students where it belongs, I will ask students to repeat the name of the part of the map back to me. I will use the words on the board as a “word bank” to ensure that I have labeled all of the parts of the map. I will model this for students. Then, I will use equity sticks in order to engage students and have them attempt to tell me where certain parts of the map belong. I will also ask students what these parts of the map do and why they are important to include. During this time, we will talk about why it is important to spell these new vocabulary words correctly, especially when they are already written on the board for us. It is important to spell and label each part of the map correctly so someone reading it doesn’t get lost or confused.

3. I will then show students four words on construction paper. The four words will be North, South, East, and West. I will ask students what these words are, what do they mean? How are they used on a map? Where have you heard them before? I will explain that these words are called “cardinal directions.” I will draw a compass on the board, explaining to students what a compass is, and telling them that north is on the very top. The opposite of north is south, so south is on the very bottom of the compass. The east coast is on the right side of a map when we look at it, so east is on the right side of a compass. That leaves west to be on the left side of a compass. I will determine which way is north in the classroom. Together, we will label the walls of the room in order to determine which direction is north, which is south, which is east, and which is west. I will teach students the pneumonic device, “Never Eat Soggy Waffles” for how to remember the cardinal directions. I will practice going over the directions by asking students to go to the “South” side of the room, and have them move based on directions.

4. We will talk about the map key and symbols. I will explain to students the map key is just like a house or car key in that it “unlocks” the meaning of the symbols. The symbols are pictures that represent an item. For example, a pillow maybe be a symbol to represent a bed. Using a map from the book, I will show students how to find a place on the map by using the key. For example: If I want to know where the playground is, I can look at the key to see what the symbol for the playground is and find it on the map. If I see a letter on the map and want to know what it means, I can look at the key and see that it is the swing set.

5. We will discuss how maps get their titles. I will ask students to share how they think maps are given titles. Then, I will explain to students that titles tell us what the map is going to be about. I can look at all of the titles of the maps to find the one that I want to look at. I will show students some maps without titles and ask them to come up with a title that represents the pictures shown.

6. Each student will receive a BINGO card and pictures of the different parts of the map that we talked about today (title, key, symbols, north, south, east, west, and compass). I will leave the definitions on the board from the beginning of the lesson. Each BINGO card will have pictures on them, but students will need to correctly label each photo with the correct word name. This will engage students in writing and encourage them to continue to work with these new words, being aware of their spelling, as well. Students will be reminded to use the spelling of these words on the board. As a class, we will play Map BINGO. Each space on the BINGO board will have pictures and names of each of the parts of the map we talked about today. As I call certain spaces, students will mark their spaces. When a student calls BINGO!, they will list off the spaces that they have. As they list off the spaces, I will ask students to give me a definition for the word, I will ask another student where it is found on a map, and I will ask a third student why it is an important part of a map. We will play BINGO a few times until students are comfortable and familiar with the vocabulary terms.

7. As a closing activity, I will use the SMART Board and pull up pictures of maps from our read aloud. I will use equity sticks to give each student a turn to point out a particular part of a map. Students will use the pointing wand in order to do this. Every student will have at least one turn.

8. At the end of the lesson, I will ask students what their favorite kind of map is. I will let students share what their favorite type of map is. I will then ask students to think about all of the different kinds of maps that we looked at today. Students will be asked to take out their writer’s notebook. We will review what an opinion is and why it is important to give details in order to support your opinion. Students will answer the following questions, being sure to use the words title and symbols. Each question can be answered in one sentence. Students will have the definitions and words on the board to refer to. I will also create copies of these new words to add to our word wall. What would you like to draw a map of? Why? What symbols would you include?

AssessmentStudents will be informally assessed on their participation during our classroom discussion, during the accuracy during the compass activity (moving in the right or wrong direction), and their participation while identifying the different parts of the map and their importance. Students will be informally assessed on their spelling in their writing reflection at the end of the lesson and if they spelled the necessary words to include correctly. They will also be informally assessed on their spelling of the word names on their BINGO cards.

Students will be formally assessed on their response to the writing prompt. They will be assessed on their ability to write about their opinion and give one supporting detail for

why they feel strongly about their opinion. They will also be assessed on their use of the words “title” and “symbols.” They will also be formally assessed on their ability and accuracy of identifying the parts of a map during the final mapping activity for the day.

ReflectionI think that students will be highly engaged throughout the entire lesson and that it appeals to multiple types of learners. I like that I was able to incorporate lots of movement and connect this lesson to how maps are used in the real world. I think that students will benefit from the movement and it will help them to create muscle memory, making it easier for them to recall what each part of the map is and what the cardinal directions are. This lesson really sets the stage for the two lessons that follow and I think that students will be excited to continue to use and work with maps. Hopefully, it is not too much information for these students. This unit comes during the first weeks of the third quarter. If necessary, I would scale back some of the activities in the lesson, maybe choosing just BINGO or just the pointing game.

I think students will like that they are able to reflect on their favorite type of map. I feel as though most students have only seen one type of map and they will be intrigued that you can map almost anything. I like that I was able to give students some type of “choice” while still giving them structure in how they must answer the questions given. It also reiterates the fact that all maps have the same important parts to them, no matter what kind of map you decide you would like to draw.

Students may struggle with the vocabulary words in this lesson. It is for this reason that I wanted to write each word on the board and give a short definition next to it. Students who continue to struggle with the vocabulary words may benefit from drawing pictures of the words in order to help them better understand the meaning. These vocabulary words can also be incorporated into other reading and writing lessons, so with continual use and practice, students will start to become more comfortable and more familiar with these terms. Students who also struggle with these terms can play BINGO in different ways. For students above grade level, they can have just the word name for each term being used in the game. Students who are struggling or below grade level can have the picture, the definition, and the word. Struggling students could also create their own BINGO card, using pictures that they created for the different spaces.

Students may also struggle with spelling these new words correctly. I would emphasis to students that the words are on the board and I would possibly create a cloze copy for students to look at while they are writing. It is important that students try the best that they can to spell these words correctly. Incorrect words or information on a map can result in someone getting lost, therefore students should try their best to spell these new vocabulary words correctly.

Lesson #2

Situating the LessonIn the previous lesson, students have learned about and know how to identify different parts of a map, including the title, symbols, key, and compass, including north, south, east, and west. Students also learned that there are different kids of maps and determined how different maps can be used for different purposes. Students have learned the correct spelling of these new vocabulary words and are encouraged to use the words on the Word Wall in order to help them spell these new words correctly when they write. We have talked about why it is important to spell and label these words correctly and how incorrectly labeled or spelled words may cause someone to get lost when using a map! This lesson will focus on how to create a map. Students will create their own map of the classroom, labeling the title, compass (north, south, east, and west), key, and including symbols. Students will learn how to write directions from Point A to Point B, using the cardinal directions. This lesson will also stress the importance of neatness when creating a map so that it is easy to read and get from place to place without getting lost. Students have experience with explanatory texts. In this lesson, students will learn how to write to explain.

Methods of InquiryGeographic discovery, read aloud, problem solving, creative and hands-on learning, real-world application, modeling, labeling, partner work, and building direction skills.

Instructional GoalsBy the end of the lesson, 80% of students will be able to create their own map of the classroom, while correctly labeling 3/4 parts of their map including the title, compass (with north, south, east, west labeled as well), the key, and three symbols, and spelling 3/4 of these words correctly in their map.

By the end of the lesson, 80% of students will be able to give directions to a friend, using the map that they created, explaining what the map is a map of and how to get from one point to another, using and correctly spelling half of the cardinal directions that they use.

Essential QuestionsWhy do we use symbols on a map?How can you give directions using a map?What is important to include when giving directions?How do you tell others what a map symbol means?

What does explanatory writing look like?Why do we write to explain or inform?Why is it important to make sure that our writing is neat?When writing directions, what should we include?

State and/or Content StandardsSocial Studies Standard1.1. Students interpret maps, including the use of map elements to organize information about places and environment.1. Locate cardinal directions (e.g., north, east, south, and west) and apply them to maps and globes. (G)

Writing StandardCCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Instructional MaterialsPost It NotesMap of the United StatesEquity SticksMapping Penny’s World by Loreen LeedySMART Board/Overhead ProjectorPaperColoring SuppliesCloze copy of parts of a mapWriter’s NotebookMapping Direction Sentence StartersPencil

Set InductionI will give each student a Post-It Note and ask him or her to write his or her name on it. In the front of the room, I will pull down a map of the United States or if there isn’t one available, I will post a large map of the United States to the white board. Students will each be given the opportunity to stand up and share one place that they have been in the United States, outside of Washington, D.C. If a student hasn’t been outside of Washington, D.C. they can name a state or place that they hope to visit one day. I will help students find the state or place that they have been to on the map if they need help. As a class, we will look at all of the places and states that our friends have been to before. I will put a Post-It on the map, as well. We will also discuss what the difference is between visiting a place and visiting or being in a state.

Procedures1. I will ask students to help me remember the parts of the map that we talked about yesterday. Can anyone help me find those parts of the map on this map of the United States? I will ask students to refer to the Word Wall if they cannot remember some of the names of the parts. I will use equity sticks to call on students.

2. After we have identified the different parts of a map as a review from the previous day, I will point out the key, title, compass, and symbols. I will also show students some new things on the map of the United States, such as rivers, lakes, and mountains. These are all

parts of our geography. We will also review the compass and what N, S, E, and W mean. What do they stand for? I will ask students to point to the wall in the room that is labeled North. I will let students point to a wall and tell me what direction it is.3. I will tell students that since they have mastered the parts of a map, they will be able to create their own map today! We have looked at many different kinds of maps, but we are going to focus on making a map of something that everyone is familiar with, a map of our classroom! In order to learn more about how to make a map, we will read Mapping Penny’s World by Loreen Leedy. Throughout the read aloud, I will ask students to look at the different symbols that Lisa uses in the maps that she creates. Why does Lisa make all of these maps? How do they help her or someone else when giving or following directions?

4. After we have completed the read aloud, students will return to their desks. I will tell students that if a substitute or room parent came into our classroom, they might have a hard time finding the supplies that we have. Would creating a map help them find these supplies or certain things in our room? Why? I will help students decide that creating a map of the classroom and the things in it would be helpful to any new visitor to our classroom.

5. Everyone will be given a blank sheet of paper and a pencil. I will model to students how to make a map, using the SMART Board or overhead projector. Before we start working, I will ask students if they think it is important to draw this map as neatly as possible. Should items overlap? What would happen if the maps that we created weren’t neat? Would a visitor be able to read our maps if they were sloppy? Would she know where to go? I will stress the importance of neatness when creating these maps, in addition to correctly labeling and using correct spelling on their maps.

6. As a class, we will determine an appropriate title that will tell our reader what our maps are of. I will draw the biggest landmarks in our room, such as my desk, the white board, the front rug, and the desks. Students will tell me where things in the class are that could be added to the map. We will discuss what things are important and what things are okay to leave off of our map. We will also use our labeled walls in order to determine which direction is north on our map.

7. After we have laid the foundation of our map together as a class, students will be given time to create a key with at least 3 symbols in it. We will review what a symbol is and how to add it to our keys. Students may use coloring supplies to decorate their maps. Students will receive a cloze copy of the vocabulary words from the previous day, including pictures of what they look like and what they mean. Students will use this sheet as a reference to determine if they have labeled all of the necessary parts of their maps. We will also talk about the importance of spelling these words exactly how they are seen on the paper so no one gets lost.

8. After students have completed their maps and each student has three symbols in their key, they will be paired up with pre-determined partners. Students will sit with their partner and share their maps. They will each take turns asking their partner to find a specific place or thing on their map.

9. We will regroup and talk about how we can give directions, in writing, to our new classroom visitors. How could we tell someone to get from the white board to the pencil sharpener, for instance? We will review what it means to write to explain. What are we explaining when we are giving directions? We are explaining how to get from one point to another. What kind of directions can we use so that someone unfamiliar with our classroom will be able to find their way? We can reference or use the symbols to help explain. We can use the compass to explain which direction to walk. Would telling someone to turn left and right or walk straight work? How would they know when to stop?

10. I will model for students how to write a direction, explaining how to get from the white board to pencil sharpener. These directions should be detailed so that a person could use them even if they did not have our maps in front of them. It is important to first state the location that you are starting in.These are directions to get you from the white board to the pencil sharpener. Place your back to the white board.Next, you should tell them what direction to head.Heading south, walk toward the desks.Then, you should explain each time the person needs to move in a different direction.When you hit Table Group 3, turn right, and head west.I will remind students that when you are looking at a compass and north is at the top, then east is to the right. But if you are moving south, your compass is turned upside down and the west is to your right and the east is to your left. This is a concept that will really confuse students, so additional practice with this may be needed.When you hit the bookmark wall, look to the right of the bookmarks and the pencil sharpener is right there.All directions should take you step-by-step from beginning to end, in order to explain how to move throughout the room. These directions should make sense if you are or aren’t looking at a map.

11. Students will then open up their Writer’s notebook. I will write on the board, Using the map of my classroom, I am going to explain to you how to get from ___________________ to ____________________. Students will first decide what two points on their map they want to use. I will remind students that they must use at least two of the four cardinal directions (review North, South, East, and West). After students have decided point they will give directions from and to, I will give students a handout with sentence starters in order to help students write their direction.

These are the directions to get you from the _______________________ to the __________________.First, place you back to ______________________. Heading ______________________, _______________________________________. When you run into/get close to ______________________________, turn________________ and head _______________. When you get close to the _________________, you have arrived at the _____________________________.

If needed, students can walk around the room as they are writing and follow their directions. This will help students to see if their directions are accurate, helping students determine direction.AssessmentStudents will be informally assessed on their participation throughout the lesson, the neatness of their maps, and their ability to spell our new vocabulary words correctly. Students will also be informally assessed on the symbols that they created for their maps.

Students will formally be assessed on the maps that they created, more specifically if they have included an appropriate title, a compass rose with correct directions, a key, and three symbols. These symbols must be used in their map as well.

Students will also be formally assessed on the accuracy of their written map directions (did I end up at my destination?) and their use of at least two cardinal directions when giving these directions.

ReflectionI like how this activity builds off of the previous lesson. I like that students are able to identify where they have been on a map and I like that students are creating their own maps and working towards giving a stranger directions. These are important skills to know as you get older, and it is also something that students can easily practice at home with their families, getting them involved in what we are learning in the classroom. This lesson is engaging and really requires students to apply their knowledge and our new vocabulary words from the previous day in order to go a step further with it. It is much more than knowing what a symbol is, but to draw a symbol in the context in which a student would find it on a map. By starting off having students create a map of something they are familiar with, they are building the skills of how to read a map and are becoming familiar with how to give directions before they look at a map that is unfamiliar to them.

I like that it is easy to connect writing into this lesson. Students are writing as they are labeling and can focus on using correct spelling. Students also are able to write to explain. They are able to explain their thought process and how to move from one place to another. Explaining directions is a very useful skill to have and I think that students will be engaged and excited to choose the directions that they are giving. By writing directions, students are forced to apply their knowledge about mapping and put the words into sentences, using them in context. Labels and symbols created can even be added to the items in the class.

This lesson can be easily connected to the math curriculum. Students can learn about units and how to represent units on a map. Students can use the maps that they have created to determine appropriate units to use for their map and how far certain locations are from each other.

For further practice with giving directions, students can play a game where they hide an object and then point to a symbol on their map. The other student has to look at the key, determining what the symbol is, in order to find the hidden object. Students can also practice giving directions to move a classmate from one side of the room to the other.

Lesson #3

Situating the LessonIn the previous lesson, students created their own maps, labeling them with the most important parts of a map that we identified during the first lesson. Students then practiced writing directions, using explanatory language, in order to get a classroom visitor from one point to the other of our classroom. Students were given choice in what symbols they wanted to create and what places they would give directions to and from. Students have learned the importance of neatness when creating a map so that it is as clear as possible and the reader of the map won’t get lost. This lesson will focus on using written directions to get from one place to another. Students have practiced writing directions, and now they will practice using given directions to navigate throughout a specific location. During this lesson, students will continue to work on spelling and how to write an opinion piece, as they will reflect on their experience of using a map.

Methods of InquiryActivate prior knowledge, read aloud, interactive discovery, guided reflection, modeling

Instructional GoalsBy the end of the lesson, 85% of the students will be able to use a given map of the school to follow given directions, using a compass, to get to different locations around the building.

By the end of the lesson, 85% of the students will be able to write three sentences, determining what is important to include in written directions, focusing on the importance of details and organization.

Essential QuestionsHow do you use a compass?How do you use a map to give or receive directions?How can using the cardinal directions help me get to my destination?

What is an opinion?What is the importance of detail and ordering or sequencing events?What is organization? Why is it important when creating map directions?

State and/or Content StandardsSocial Studies Standard1.1. Students interpret maps, including the use of map elements to organize information about places and environment.1. Locate cardinal directions (e.g., north, east, south, and west) and apply them to maps and globes. (G)

Writing StandardCCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Instructional MaterialsThe Way to Captain Yankee’s by Anne RockwellWritten Directions from Lesson 2 Writing AssessmentMini compassesWritten directions for practice around schoolWriter’s NotebookPencil

Set InductionI will have typed up all of the student classroom directions from the written assessment the previous day. Each student will get a set of directions that isn’t their own. Students will practice reading and following written directions that their classmates have created to see if they can get from Point A to Point B. Students will be able given the opportunity to do this a few different times, switching directions with classmates.

After students have gotten the chance to follow at least two or three directions, they will sit on the rug and we will talk about this experience. Were the directions specific enough to get you from the beginning to the end? How did you use the compass and cardinal directions in order to help you get from Point A to Point B? Did you end up at the final destination?

Procedures1. I will explain to students that in the past two lessons, they have learned about parts of a map, they have learned how to create a map, and today they will practice using a map, similar to how they followed the directions in the set induction.

2. Students will be placed in pre-assigned groups of four. Each group will receive a map of the school and four mini compasses. I will let students look at the compasses and take some time to figure out how they work. Students can face the north wall of the classroom and see if their compass faces north. What happens when they start walking towards the east wall? We will talk about how the compass tells you what direction you are moving.

3. As a class, we will take a quick walk around the school, making sure that students understand the expectations of walking in the hallways and know where specific classrooms and places in the building are. As we walk around the school, students may look at their compasses to determine which direction they walk in to go north, south, east, and west. They will also practice using the maps of the school that they received.

4. When we return to the classroom, students will have the opportunity to ask any questions that they may have before they are given their walking directions. I will tell students that their goal for this activity is to follow the directions in order to arrive at the right location. Students should keep in mind and determine if the directions are detailed enough or if they cause confusion. The directions will be given in the same format as how the students wrote their directions in the previous writing prompt, so students should be familiar with how to read and work with these directions. Each student must use the map at least once before they return to the classroom. Each student will lead the group from one place to the next.

5. Students will have three different locations that they have to go to. There will be a note with new directions at each destination. Eventually, they will end up back in the classroom. Once students return to the classroom, we will talk about their experience. What was their opinion of the activity? Was it hard to read a map and follow the written directions? Did anyone get lost? What did you do in order to find your way?

6. I will tell students that we are going to read a story about someone who got lost and how she found her way by using a map. As we read the story, I will ask students if they had similar experiences to Miss Calico. What did Miss Calico do to find her way to her final destination? Did Miss Calico use the map correctly? The book uses the vocabulary words that we have learned in the past lessons so students will get to hear them more and will be encouraged to use them when their share their thoughts.

7. I will ask students what they thought about today’s activity. I will give everyone the opportunity to share his or her opinion. We will review what it means to have an opinion. As a reflection of today’s activity, students will be writing an opinion piece, detailing how they felt about the activity. Students will write three sentences, making sure to state their topic (opinion) at least one reason why they feel that way, and provide a conclusion. Students will also reflect on what is important when writing directions.How do you feel about using a map and following written directions? What is important information to include when writing someone directions?

AssessmentStudents will informally be assessed on their participation during the direction and map activities during the set induction and procedures sections. Students will be informally assessed on their behavior in the hallways and whether or not they maintained expectations.

Students will formally be assessed on their written reflection and whether they stated their opinion about the activity, gave a reason for having that opinion, and included a concluding sentence.

ReflectionI think that this activity is perfect to tie in all of the lessons and material that students have learned about maps thus far. Students are being asked to apply everything that they have learned about maps in a real-life scenario, by using the maps in order to get from Point A to

Point B. I like that students can work together in order to find their end destination and that they have practical practice with compasses.

This activity is the true definition of student-driven learning. I am hoping that by this point in the year, all students will understand the expectations in order to have this freedom to control some aspects of their learning. I think that it is important to give students a purpose for everything that we teach them. This lesson shows the purpose for understanding parts of maps and how to use a map. This activity can be done with parents as well, as they can create neighborhood maps and practice giving clear directions to each other. Students will enjoy the hands on nature of the lesson.

I am slightly hesitant to let students walk around the hallways unsupervised. It may be possible for this activity to get other staff members or room parents to help supervisor the students. I foresee this activity as being challenging for some students, especially those that continue to struggle with the idea of the compass and the four cardinal directions of north, south, east. I think that the compass will help with this confusion. Finding a song about the cardinal directions that they can whisper as they walk may also help students to better understand the north, south, east, and west directions.