Grade 1
Social Studies
Unit: 08
Lesson: 03
Suggested Duration: 3 days
Grade 01 Social Studies Unit 08 Exemplar Lesson 03: Why Maps Are Important
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
Students continue their study of maps. In this lesson, students practice locating places using the four cardinal directions. They come to
understand that a map is usually a flat, 2-dimensional representation of a 3-dimensional place on earth. They also continue to practice using
geographic tools such as a legend, a compass rose, and the four cardinal directions. The culminating activity is to create a map of the
playground and explain their learning using geographic terms.
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 to identify the location of places in the classroom, school, community, and beyond.
1.6
Geography. The student understands various physical and human characteristics. The student is expected to:
1.6A Identify and describe the physical characteristics of place such as landforms, bodies of water, natural
resources, and weather.
1.6C Identify and describe how the human characteristics of place such as shelter, clothing, food, and activities
are based upon geographic location.
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:
1.17B Obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer images,
literature, and artifacts.
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.
1.18B Create visual and written material including pictures, maps, timelines, and graphs.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Social Studies Unit 08 PI 03
Create a map of the playground. Write or dictate at least 3 sentences explaining the map using geographic terms. Use cardinal directions and include information
about relative location of items on the map.
Standard(s): 1.4A , 1.4B , 1.5A , 1.18A , 1.18B
ELPS ELPS.c.1C
Key Understandings
Maps provide information about places.
— Why do people use maps?
— How do maps help people?
Last Updated 05/07/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 6 Grade 1
Social Studies
Unit: 08
Lesson: 03
Suggested Duration: 3 days
— What information about a place can I gain from reading maps?
— What is a map key or legend?
— Objects or features are located by using what geographical tool?
— How are physical and human characteristics of place represented on maps?
— Can everything been seen from ground level?
— How does the appearance of objects change as the view point changes?
Vocabulary of Instruction
physical characteristics
bird’s­eye view
human characteristics of places
cardinal directions
aerial view
legend
Materials
Cardinal directions signs posted correctly on classroom walls
Chart paper or projection system
Computer with Google Earth downloaded
Drawing paper, 8 ½ X 11, or similar size
Maps: Tourist maps, maps of school, maps of buildings, maps of towns, etc. (Many are available online, or use maps from places you have
visited.)
Picture books of the fairy tale or other suggested books about mapping
Teacher-created questions about playground
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: National Parks in Texas
Resources
Advance Preparation
1.
2.
3.
4.
5.
6.
7.
8.
Become familiar with content and procedures for the lesson, including the idea that maps are tools that help us locate places and objects.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview websites according to district guidelines.
Become familiar with the content and procedures for this lesson.
Display vocabulary words on a “word wall” to be used during the lesson.
Gather picture books to use with lesson.
Determine which way is north in your classroom and on the playground. Prepare cardinal direction signs to be placed in your classroom
and outside on the playground.
9. Prepare a list of questions about the relative location of objects on the playground (see example attached).
10. Collect a variety of maps to allow students practice in reading maps. (tourist maps, street maps, building maps, etc.)
11. Prepare materials and handouts as needed.
Background Information
Physical characteristics of places are features such as landforms, bodies of water, natural resources, natural hazards, and weather. These result from climatic and
tectonic processes. (Definition from The Social Studies Center)
Human Characteristics of Places – features that have been added by humans such as houses
Geographical Tools – legends, symbols, cardinal directions, compass rose
Direction – the point toward which something faces. Example, when you ask someone to face forward, forward is a direction. When you ask someone to face north,
north is a direction; it is one of the four cardinal directions.
Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are
one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel
may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab
Last Updated 05/07/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 6 Grade 1
Social Studies
Unit: 08
Lesson: 03
Suggested Duration: 3 days
within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Simon Says: Cardinal directions
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1 ‒ 5 minutes
1. Post cardinal direction signs appropriately in the classroom (north, south, east,
and west).
Materials:
2. Direct students’ attention to the cardinal direction signs posted on the classroom
walls. Students read the signs.
3. Play Simon Says with your students using cardinal directions. “Simon says, take
3 steps north. Simon says hop two steps east.” What must they do to stay in
the game? Follow directions.
Ask:
Cardinal direction signs posted correctly on
classroom walls
Purpose:
Use Simon Says to practice cardinal directions.
TEKS: 1.4A; 1.4B; 1.5A; 1.6A; 1.6C; 1.17B; 1.18A; 1.18B
If there were a new park near our school, how might a new student
find their way to the park? (Someone could take them, they could get
directions from someone, they could get a map and follow it, etc.).
EXPLORE – Bird’s Eye View
Suggested Day 1 (continued) ‒ 10 minutes
1. Display the pictures of parks from Lesson 1 in this Unit and review the list of the
physical characteristics and the human characteristics found in the park. Read
the list of everything they see in the pictures. Ask questions such as:
Materials:
What might happen if you were in an airplane looking down on these
two pictures? What might you see? How would the park look?
2. Students turn and talk and come to the following or similar conclusions:
see more area
see things at a different angle
Computer with Google Earth downloaded
Purpose:
Learn about how perspective affects perception
TEKS: 1.4A; 1.4B; 1.5A; 1.6A; 1.6C; 1.17B; 1.18A; 1.18B
Instructional Note:
Consider an internet search for maps with a “bird­
eye” view of a community.
3. Are there other places besides an airplane where you might see a park
from a different angle? (A high building, a hot air balloon, the top of a tree,
riding on or putting a camera on a bird’s back – a bird’s­eye view)
4. Access prior learning from the previous lesson (Unit 7, Lesson 2) regarding online
or satellite maps, GIS, etc.
5. View the local community from a satellite virtual map or GIS program (such as
Google Earth). Find your town/school and then show students. Walk students
through a relative location in regards to where they are viewing.
EXPLAIN – Draw a map
Suggested Day 1 (continued) ‒ 10 minutes
1. Students place several items on the floor near their desks (a pencil, an eraser,
etc.) and stand above them looking down. Students sketch the items from this
perspective.
Materials:
2. Students pick up the objects and trade with a partner. The partner then looks at
the sketch and places the objects in the same place as indicated on the map.
Purpose:
3. Students describe to one another the location of the objects on the map using the
cardinal directions as well as terms of relative location.
Drawing paper, 8 ½ X 11, or similar size
Students use what they learned about bird’s eye
view to draw and describe a map.
TEKS: 1.4A; 1.4B; 1.5A; 1.6A; 1.6C; 1.17B; 1.18A; 1.18B
ENGAGE – Recall walk from previous lesson
Suggested Day 2 ‒ 5 minutes
1. Prompt students to recall the walk they took around the school to look for human
and physical characteristics of place.
Purpose:
2. Facilitate a discussion to recall those characteristics.
Remember human and physical characteristics of
place from previous lesson.
TEKS: 1.4A; 1.4B; 1.5A; 1.6A; 1.6C; 1.17B; 1.18A; 1.18B
EXPLORE – Take a walk
Last Updated 05/07/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 2 (continued) ‒ 10 minutes
page 3 of 6 Grade 1
Social Studies
Unit: 08
Lesson: 03
Suggested Duration: 3 days
1. Students take another walk around the school. Students take the lists they made
before.
Materials:
Cardinal direction signs (from the Engage
2. Students speculate on what they might see from the top of the school building or
section)
from the top of any tall building surrounding the school. (If there isn’t a tall building
nearby, have students imagine or remember if they had flown in an airplane, etc.) Purpose:
How is perspective different from a very high place?
3. Place cardinal directions signs on the playground.
4. Again play Simon Says. Students follow your directions to practice.
5. Take students on a “tour” of the playground by giving directions. For example:
Stand near the jungle gym and ask students to look east.
Practice following cardinal directions.
TEKS: 1.4A; 1.4B; 1.5A; 1.6A; 1.6C; 1.17B; 1.18A; 1.18B
Instructional Note:
Prepare cardinal direction signs and questions
for the playground.
Ask questions such as:
What is east of the jungle gym?
What direction do we need to walk to get to the soccer field?
EXPLAIN – Answer questions with a partner
Suggested Day 2 (continued) ‒ 5 minutes
1. Distribute student questions such as the following: (Sample questions to use as
an example. Write questions that go with your playground.)
Materials:
Teacher-created questions about playground
_______ is on the north end of the playground.
To get to the playground, we traveled ______ from the school.
The swings are ____ of the soccer field.
The sandbox is ______ of the swings but ______ of the ____.
Purpose:
Answer questions about the playground using
correct location vocabulary.
2. In pairs while still on the playground, students answer the questions.
TEKS: 1.4A; 1.4B; 1.5A; 1.6A; 1.6C; 1.17B; 1.18A; 1.18B
EXPLORE – Create a map
Suggested Day 2 (continued) ‒ 10 minutes
1. Tell the students a classic fairy tale of a person or animal that moves from one
location to another.
Materials:
2. Students retell the story to you as you create a map on chart paper or using a
projection system.
Picture books of the fairy tale or other suggested
books about mapping
Chart paper or projection system
3. Label your map with the cardinal directions (N S E W) and have the students retell
Attachments
the story (chronological order), using the proper directions when telling you what
comes next for your map (relative location).
Teacher Resource: National Parks in Texas
4. Guide students in creating a legend for your map and discuss the need for this.
Use textbook information if necessary to aid with students’ understanding of the
use of a map key.
5. Display the map of National Parks in Texas. Guide students in creating a legend
for the map with symbols for highways, rivers, and the parks.
6. Use the Teacher Resource: National Parks in Texas to demonstrate that maps
show a very effective set of directions: NSEW and practice the idea of directions
between two points (parks). Example: Big Thicket is north of Padre Island.
7. Students use the map to give relative directions between various places. Example:
Big Thicket is north of Padre Island.
ENGAGE/ELABORATE – Purpose of maps
Suggested Day 3 ‒ 5 minutes
1. Display a variety of maps.
Materials:
2. Students explore the maps and legends.
3. Ask questions such as:
Why would you need a map?
Where have you seen a map being used?
Who uses a map for their work?
Maps: tourist maps, maps of school, maps of
buildings, maps of towns, etc. (Many are available
online, or use maps from places you have
visited.)
Purpose:
Examine a variety of maps to provide more
information before drawing a map.
TEKS: 1.4A; 1.4B; 1.5A; 1.6A; 1.6C; 1.17B; 1.18A; 1.18B
Last Updated 05/07/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 6 Grade 1
Social Studies
Unit: 08
Lesson: 03
Suggested Duration: 3 days
EVALUATE – Create a map of the playground
Grade 01 Social Studies Unit 08 PI 03
Create a map of the playground. Write or dictate at least 3 sentences explaining the map using
geographic terms. Use cardinal directions and include information about relative location of
items on the map.
Standard(s): 1.4A , 1.4B , 1.5A , 1.18A , 1.18B
ELPS ELPS.c.1C
1. Take students to the playground again with clipboards, paper, and pencils.
2. Provide students an opportunity to observe and make notes regarding the relative
location of human and physical characteristics on the playground.
3. Using the legend and notes made previously, students create a map of their
playground including the legend for their map and at least 3 sentences explaining
the map using geographic terms. For example: The swings are north of the tree.
Last Updated 05/07/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
Suggested Day 3 (continued) ‒ 25 min
Materials:
White drawing paper, 8 ½ X 11 or 11 X 18
Clipboards
Pencils
Instructional Note:
Place cardinal direction signs out on the
playground before this activity.
Students will need one paper for the map and a
separate piece of paper for the explanation.
You may choose to have students gather their
information and make a sketch while outside, but
complete the drawing and writing back in the
classroom.
page 5 of 6 Grade 1
Social Studies
Unit: 08 Lesson: 03
National Parks in Texas
Develop a legend for this map:
______ Highway
_____ National Park
______ River
(2013). National parks in texas. (2013). [Web Map].
Retrieved from http://www.nps.gov/pwr/state/tx/index.htm
©2012, TESCCC
04/08/13
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