NAME: Stephanie Duarte
Grade Level: 1st
Subject: Social Studies
History-Social Science Content Standards for California
1.2.3 Construct a simple map, using cardinal directions and map symbols.
California’s Common Core Content Standards for English
Content Standard(s): Language Arts
Reading Standards for Informational Text K–5
Craft & Structure 5. Know and use various text structures and text features
(e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
English Language Development
Listen and Speaking: Early Intermediate - Ask and answer
questions by using phrases or simple sentences.
Listen and Speaking: Intermediate - Listen attentively to stories
and information and identify important details and concepts by
using both verbal and nonverbal responses.
Purpose of the lesson Students enjoy looking at and using maps. It is important for
students to understand the various features of maps including a
map legend, symbols, compass rose, and cardinal directions
(north, south, west, and east). It is also important for students
to know how to read a map. Therefore, in this lesson students
will create a map of their classroom using symbols to represent
real things and cardinal directions to see the relationship
between the cardinal directions and their classroom.
Academic Background/Prior Learning: Earlier in the year
students learned how to identify 2-dimensional shapes. For this
lesson students will use various shapes (oval, rectangle, etc.) as
symbols for features of their classroom. In previous Social
Studies lessons for this unit students learned how we can use
maps and globes, what models show, compared models to
Links to Prior Knowledge or
maps, and learned about the various features of maps (compass
(i.e., academic background/ prior rose, map legend, symbols). As a whole class activity, students
learning; knowledge/skills gained in or
out of school; interests)
created a map of the playground using a map legend, symbols,
and a compass rose.
Needs: Review map legends and how symbols are used on
Interests: Students are highly motivated during activities that
use technology. In this lesson students will view their school
through using Google Earth and view an iPhone compass.
Students will create a map of the features (desks, are
carpet, tables, etc.) of the classroom using symbols.
Students will create a map legend that corresponds to the
symbols used on their maps.
Students will create a compass rose with accurate cardinal
directions (north, south, west, and east).
Students will be assessed on their maps regarding the criteria
on the following rubric:
Rubric: Creating a Map
attempted the Marginal: Partial Excellent: Full
assignment, thus Accomplishment: Accomplishment:
making an effort. Student is Student met the
However, there was progressing toward requirements for
little to no success in meeting the the entire
meeting this items standard. standard.
standard has not
Assessment/ Map legend is
Evaluation: complete (there
are symbols for
all features that
could be located
on the map)
The position of
features are close
to their actual
placement in the
Word bank: Key words will be on the graphic organizer from
the previous lessons: Map legend, compass rose, directions,
north (N), south (S), west (W), east (E), desk, carpet, table, file
Scaffolds for English learners cabinet, cubbies, bookshelf, and symbol with pictures or
& Children with Special
drawings accompany words
Features to be represented on the map will be predetermined
by teacher, precut, and color coded
Oral review of terms and concepts learned in earlier lessons
Can work with partners
Vocab- Oral & written: Map legend, compass rose, directions,
north (N), south (S), west (W), east (E), symbol, desk, carpet,
Genre table, file cabinet, cubbies, bookshelf, and Google Earth
Function Genre: Map
Functions: Describing, defining
Language Demands: Create a map with title, legend, and
Index cards with North, South, West, and East written on them
Example maps (map of California, Sacramento, and map of
playground created in previous lesson)
Cutouts of the following class features (1 set/student)
1 carpet (oval)
6 desk clusters of 3 (rectangle)
3 desk pairs (rectangle)
(e.g., books, manipulatives, realia, 1 table (‘T’ shape)
technology—for both teacher and 1 table (rectangle)
2 cubbies (rectangle)
1 cubby (square)
1 bookshelf (rectangle)
1 file cabinet cluster (2 squares with a rectangle in
1 file cabinet cluster (2 rectangles)
17 X 22 paper containing class template (1/students)
Motivate: (10 minutes)
1. Project Google Earth (computer application) on the
projection screen zoomed out in world view
2. Review: Call on students to name the continents one at
a time (after one student give the correct answer, have
all students echo the answer
3. Ask which continent we live on (North America) then
zoom into that continent on Google Earth
4. Ask which country we live in (United States), then zoom
Activity/Activities: into our country
Motivate (set purpose/activate prior 5. Ask which state do we live in (California), then zoom into
knowledge, build background), Model,
and/or Practice to apply the skill or to our state
gain deeper understanding of a concept. 6. Ask which city do we live in (Sacramento), then zoom
into our city
(Time: 50 Minutes)
7. Ask where are we right now? (At school), the zoom into
8. Ask students if they can locate our classroom
9. Ask student if they think we will be able to see inside
our classroom if we zoom in some more
10. Tell students that we can’t see in our class using Google,
but we could create our own maps
Model/Demonstrate: (20 minutes)
1. Get out a template of the classroom
2. Discuss what elements a map must have (title, map
legend, compass rose/cardinal directions) while also
showing examples of other maps
3. Show students the iPhone compass and a conventional
a. Discuss how we use them
b. Show the student how even if we move the position
of the compass the dirction of North (N), South (S),
West (W), and East (E) does not change.
c. Discuss the cardinal directions of each of the walls
in the classroom, point out that no matter which
way you are facing the compass continues to show
N, S, W, E is the same location
d. Affix the index card with North, South, West, or
East written on it to the corresponding location in
4. Discuss what features are already on the template and
which ones are missing
5. Discuss the cutouts of classroom items one at a time
a. Show the cutout
b. Ask what they think it is
c. Discuss where on the map it should go
d. Glue a few items to the map, but not all
Practice: Guided/Independent: (20 minutes)
1. Students will create a map of the inside of the classroom
that contains the following features
b. Cutouts representing classroom items glued in
locations resembling their location in the physical
c. Map legend containing symbols for each of the
classroom item cutouts
d. Compass rose with accurate cardinal directions
Discuss with the students:
How do you know what this is a map of (the title)
Summarize learning/objective, eliciting How do you know what the different shape objects on the
responses from students. map are (the legend)
(Time: 5 minutes)
How do you know what direction the carpet is closest to?
(the compass rose)
Have students share their maps pointing out the features
Do they feel they know how to create a map?
Reflections/Students: Could they create a map of other places, like the room or
(Time: 5 minutes) What do they know about maps?
Are they curious about looking at other locations on a map
or Google Earth
What part of the lesson did they like the most? Why?
Did they feel like they struggles during any point of the
Is there anything about maps that they are not sure of?
Were students engaged in during the review using Google
Did Google Earth work well with our connection speed?
Were they engaged in the discussion?
Did students meet the objectives?
Could there be another lesson that would relate well to this
Was it easy/just right/hard for students to determine the
placement of items on the map?
Could some students have created their maps without the
Were the cutouts successful
Did the students work with their table groups to create their
maps or did they only work individually?