Samantha West Educ128 Geography History lesson plan Title: Never Eat Soggy Waffles Topic: Cardinal Directions

Subject: Geography Grade: 2nd Objective: Students will know the cardinal directions and be able to follow a set of instructions using them. NCSS Standard: People, places, and environments. Students will be able to learn more about the geographical perspectives of the world. Students will understand the world in spatial terms using the knowledge about cardinal directions. They will be able to better read and interpret a map. Materials: Grid paper. Elmo. Chart Paper. Markers. Procedures: Direct Instruction: This is in a whole group setting with explicit instruction from the teacher. Have you ever heard the saying, never eat soggy waffles? This is an acronym. An acronym is a group of letters that stands for something. I will write this acronym out on the board. Does anyone have an idea of what these four letters might stand for? If you need a hint think of a map. If students cant answer the question and have no idea, that is okay. We are just trying to grasp background knowledge here. This acronym stands for North, East, South, and West. These are also known as cardinal directions. Never eat soggy waffles is an easy way to remember the cardinal directions. We use these when looking at maps and also in everyday life. Using chart paper- These cardinal directions lay on a compass rose. It looks like this. I will draw a compass on the board to show students. You will notice the arrows on the side. These arrows show which way the direction goes. So north goes up and south goes down. I will show students different maps in the classroom that have a compass rose, to help them see it in multiple contexts. Guided Instruction: Still in the large group setting I will then use grid paper on an overhead or elmo to show students the next part of learning about the cardinal directions. There will be a start and finish on the grid paper for students to use. There will also be directions with each set telling them how to get to the finish box. The box will look

like the example below. Students will then follow the directions on a separate sheet. Each square= a step. There will also be a compass rose given.

START S S S S S S E E E E E FINISH N N E .

S DirectionsGo South six steps. Then Go East six steps. Go North two steps. Go West one step. I will model this process for my students. You want to follow the directions give to get from the start to finish the right way. I will make sure to take any questions afterwards to clarify. If I feel like students do not understand I will have them stand up and face north. I will give them directions on which way to face and we will turn to face that way in our classroom. This will be an interactive way to reach those kinesthetic learners. Collaborative Work:

Students will then work together in small groups to complete these tasks. I have attached different maps for students to use. They will use these to figure out a route from start to finish. They will use the already written start and finish and maybe checkpoints to write out their directions. Independent Practice: Each student will use a piece of graph paper to write their own set of directions and create their own grid paper map using the cardinal directions and compass key. Grouping: Students will be grouped randomly. If a student is confused or struggling grasping the concept then they will be paired with someone who better understands the material so they can help each other and get their questions answered easily. During this time I will be pulling back kids who may be struggling with this. If many students are struggling we can have a small group at the back table or on the carpet and answer questions that many students may have. Differentiation: High- level: If students of high level ability finish before others they can switch their set of directions and figure out their partners map using the set of directions. They can also use the USA map to figure out what directions need to be used for travel. I could come up with different states and they would make directions to make it happen. I can also include check points in the maps for students. This will create an extra step for them to complete using directions. Low-level students: Low-level students will work with a student who has already grasped this information. I will also have sets of instructions that are easier and shorter so students who are struggling dont get so overwhelmed with a high level of steps. Additional Work: Students can also create their own cardinal direction compass if they have extra time. They can also come up with their own acronyms to share with the class. This is additional work that will not be assessed, but just to get creative wheels spinning. It will only be assigned if students are finished with their work and have free time. Assessment: I will use the independent practice as the student assessment. I will make sure they are on task while they have time in class to finish the assignment. If students arent finished with their set of directions then they can turn them in the next day. 3 Collaboration Student worked well with peers. 2 Student worked well with peers minus minor problems. Student completed 1 Student and peers did not get along and had problems. None of group work

Completion of

Student completed

group work task Completion of individual work task On task

group work. Student completed individual work. Student was on task and used time wisely.

some of group work. Student completed some of individual work. Student was on task for the most part.

was completed. Student did not complete individual work. Student wasnt on task and didnt use time wisely.

References: Pinterest.com Peer talk Elementary Social Studies (8th ed) by June Chapin. (2013). New York, NY: pearson. Dr. Beissers Social Studies Method class at Drake University

Attachments: Start

Finish

Start

Checkpo int #2

Checkpo int #1 Finish

These are to use in group work for collaborative instruction.