GLCE (coding and
wording) and Verb
underlined
2-G1.0.2 Use maps to describe the spatial organization of the local community by applying the concepts
including relative location, and using distance, direction, symbols, and the key or legend.
Type of learning: Skill
Knowledge (K)
Understand (U)
DO:
Demonstration of
Learning (DOL)
Vocabulary
I Can
Spatial is a concept that
means it occurs in space
(globe vs map).
Organization is
arranging things in a
certain way (putting all
the apples in one basket
and oranges in another).
Concepts are ideas or
plans (freedom).
Local is when
something belongs or is
in a certain
neighborhood or area
(small-town).
Community is a group
of people living in the
same place or having a
specific characteristic in
common (forest of trees,
people that go to
church, a class of
students).
Relative location
describes where a place
Students will
understand that maps
are a resource that
demonstrates how local
communities are
organized.
Students will receive a
specific location on a
map of the local school
community and will
write directions down as
if they were traveling
from the
school/classroom to that
location using relative
location. After they
write the directions
down, they will give
directions to that
location orally using key
vocabulary accurately.
Spatial
organization
Concepts
Local
Community
Relative
Distance
Direction
Symbols
Key/legend
I can use a map to help
explain my community
and how it is organized
by using location,
distance, direction,
symbols and a key.
is in relation to other
places (the desk is to the
left of the clock).
Distance is the amount
of space between two
things or people (length
between 2 desks).
Direction is a path on
which something is
moving or pointing
(North, South, East,
West).
Symbols are pictures
that stands for
something else (stop
sign, bathroom signs).
Legends are on maps
and tell you what the
symbols mean (a key).
Lessons
Instructional strategies/Social constructs
LESSON 1
Anticipatory Set: The teacher will read There’s a Map on My Lap by
Tish Rabe to introduce maps and what they consist of to the students.
Modeling: The teacher will demonstrate for students how to use a
compass. He/she will draw a compass on the board and tell students a
way to remember North, South, East, West (NESW) NEVER EAT
SOGGY WAFFLES!! Or NEVER EAT SOGGY WORMS! The
Resources needed:
Resources needed:
• There’s a Map on My Lap book written by Tish
Rabe.
• Compass picture Attachment B
• The Compass Slide video/song
https://www.youtube.com/watch?v=Nw07DjfQ48g
• Foldable directions Attachment C
teacher will repeat the saying as they are traveling from North, East,
South and West on the compass drawn on the board or used on the
Elmo projector/overhead.
Guided practice: Together the teacher and the students will dance to
The Compass Slide. This is a way to get students out of their seats,
moving and learning at the same time! This is also a great way for
students to have fun and be engaged in the lesson.
Independent practice: Students will create an envelope fold foldable
with the directions on the outside tabs. After receiving a map of the
local community (drawn by teacher), the students will pick a location
for the center of their foldable. They will need to represent what is
located in each direction of that location under each tab. The
representations could be drawings, symbols or writing. While students
are working on their foldable, the teacher will be walking around to
answer any questions.
Checking for understanding: While students are creating their
foldable, the teacher will be walking around to make sure the students
are placing the directions/locations in the correct flap.
LESSON 2
Anticipatory Set: The teacher will get a call from her friend
McKenzie “unexpectedly”. McKenzie is coming to visit her parents
who live right next door to the teacher. McKenzie is not from the area
and is driving around aimlessly somewhere and doesn’t know which
way to go. Using the map the teacher created of her local community,
the class will give directions using relative location, distance, and
direction over the phone to McKenzie. The teacher will write down the
directions on the board so students can reference back to it.
Modeling: After the teacher gets off the phone with McKenzie, she
will review the steps that the class took to give McKenzie directions to
•
•
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Foldable example Attachment D
Paper
Map made by teacher Attachment A
scissors
writing utensils
Resources needed:
• Map made by teacher Attachment A
• Ruler
• Compass Attachment B
• Call from friend
• White board
• Elmo projector
her parents’ house (look at the directions on the board) and review the
vocabulary used.
Independent practice: The students will receive a specific location on
the map of the local school community. They will write down
directions, using the vocabulary accurately, as if they were traveling
from the school/classroom to that location.
Guided Practice: Once students have their directions written down,
they will tell their partner the directions orally using key vocabulary
accurately.
Checking for Understanding: The teacher will collect the directions
the students wrote down to asses if the students understood how to use
the vocabulary.
Instructional Strategies
-Students will be able to listen and respond to a book read by the
teacher. This will help them develop a greater understanding of the
material in a fun inviting way.
-Students will engage in dancing to the Compass Slide. This will help
them learn how a compass works as well as get them out of their seats
and moving around. It will also be a group activity so students can
develop classroom relationships further.
-Foldables will be used as a way for students to show their knowledge
of the material.
-Group work will also be used so students can get comfortable talking
to one another and telling directions as well. They will develop
relationships so they can help one another advance their learning.
Assessment ideas:
a. How will you know they’ve learned it?
Lesson 1: The students will create a foldable with cardinal directions on it displaying areas in the community.
Lesson 2: The students will use the vocabulary accurately while giving directions to a specific place.
b. How will you grade it?
Lesson 1: If the students accurately label their foldable with the correct cardinal directions and have locations that correlate with the
map, they will be given credit for doing the assignment.
Lesson 2: If the students accurately give directions to the specific location on the map from the school/classroom and use the
vocabulary correctly, they will receive credit for doing the assignment and be considered to have mastered the material.
Attachment A
Map Made by Teacher
Attachment B
Compass for foldable
Attachment C
Envelope Fold Foldable Directions
Attachment D
Envelope Fold Foldable Example