Learning Activity Plan for PreK-Grade 2

Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher

Jenny Forman Sarno

Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the
lesson
This lesson is:

Using a Compass
The students will use cognitive, language, social and physical skills in this Global
Connections/Social Studies lesson.

Rationale
Timeframe
Objective(s) of the
activity
Connections to
standards

2nd Grade
Classroom Number

The students will discover ways to use maps and a compass in order to give
directions and describe locations.
A new concept/activity
This lesson is an introduction to Maps and Geography.
To the Students: We have been talking about our community here at school and
today we are going to learn about maps which are one way to show people all
about our location.
45 min.
Students will demonstrate the ability to use a compass rose to identify cardinal
and intermediate directions on maps by replicating and utilizing a compass and
graphic organizers.
NYS Social Studies 2.5d The location and place of physical features and manmade structures can be described using symbols and specific geographic
vocabulary: students will use a compass rose to identify cardinal (N, S, E, W) and
intermediate (NE, SE, SW, NW) directions on maps and in their community.
CCSS.ELA-Literacy.SL.2.1: Speaking and Listening: Participate in collaborative

Learning Activity Plan for PreK-Grade 2

Language Objectives

Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)

conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
CCSS.ELA-Literacy.W.2.8: Writing: Recall information from experiences or gather
information from provided sources to answer a question.
Vocabulary: map, compass (compass rose), cardinal directions: NSEW,
Intermediate directions: NE,SE,NW,SW
Graphic organizer 1: objects in the classroom
Graphic organizer 2: our school building
Masking tape
An actual physical compass.
Smart board power point presentation with examples of different kinds of maps.
Anticipatory Set (Connection/Motivation)
1. Teacher says: We are in second grade and can find our way around in our
school but how can we help someone who is new here and does not know how to
get from the front door to the cafeteria? To our classroom?
2. Turn and Talk:
3. Teacher says: One way is to make a map. What is a map?
4. Teacher defines map: Map: a representation, usually on a flat surface, as of the
features of an area of the earth, showing them in their respective forms, sizes,
and relationships according to some convention of representation.
5. Teacher uses smart board to show presentation with examples of different
kinds of maps.
6. Teacher says: what do you notice about these different kinds of maps? In what
ways are they the same? Different?
7. Teacher says: If we were going to use one of these maps to give someone

Learning Activity Plan for PreK-Grade 2

directions how could we go about doing it?
8. Teacher says: One way to give directions is to use a compass and compass
directions.
9. Teacher defines Compass (compass rose): an instrument for determining
directions, as by means of a freely rotating magnetized needle that indicates
magnetic north.
10. Teacher shows students actual compass.
11. Teacher defines compass rose: a similar design, often ornamented, used on
maps to indicate the points of the compass.
12. Teacher says: Does anyone know any of the direction words we use when we
use a compass?
North, south, east, west.
Instruction/Mini Lesson.
1. Teacher makes a compass on the floor using masking tape and physical
compass.
2. Teacher Labels floor compass with four cardinal directions.
3. Teacher to stand in the center. Asks the group: If I walk in this direction, which
way am I walking?
4. Teacher says: What about this direction?
5. Teacher asks for student volunteer to stand in center of flor compass.
6. Teacher says: can someone give ---- student directions like take 5 steps to the
East
7. Teacher says: did they follow the directions correctly?
8. Teacher gives out graphic organizers. #1 has picture of classroom on it with
compass provided on sheet.
9. Teacher to complete question1 -3 with group: the smartboard is __________ of
the reading rug.
10 Teacher asks for volunteer come to the floor compass and ask student to go
to the NE: If I asked you to go to the NE what direction would you go in?
11. Teacher Asks class: Is this right? Why/why not?

Learning Activity Plan for PreK-Grade 2

12. Teacher defines intermediate terms: NE, SE, NW, SW.
13. Teacher breaks class into pairs for partner work.
Independent Practice
1. Teacher distributes graphic organizer #2 with picture of school building.
2. Teacher says: As you can see this is a picture of the school building and the
area right around it. It is missing a compass rose. The first thing you and your
partner need to do is to draw a compass rose on your sheet.
3. Teacher may demonstrate or give the suggestion to copy compass onto
graphic organizer from floor example if students are uncertain.
4. Teacher to provide model: What if I asked you a puzzle question based on your
map: what is NE of the flagpole? The yard.
5. Teacher says: Using your map of the school and your compass rose that you
have drawn on your map I would like you to work with your partners: you are to
create and write down 2 puzzle questions to ask your partner and your partner
has to answer them.
Closure (sharing/reflection, next steps)
1. Teacher says: Today we talked about how using compass directions can help
us to get around the classroom and the school. Next time we are going to take a
look at maps of our city and the surrounding area.

Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any
tools, rubrics/checklists

Pre-assessment
1. Students have been
discussing and describing
their community as part
of global studies
curriculum.

Assessment of Student
Learning
1. Informal observation as
students work in pairs and
participate in class
discussion.
2. Formal Assessment:

Assessment of
Childrens Language
Learning
1. Teacher will assess
whether students
understand the
concepts of cardinal

Learning Activity Plan for PreK-Grade 2

and/or worksheets you will
use for assessment(s)

Plans for differentiated

instruction/instructional
modifications

Follow up/Extension
activities

Teacher will collect and

review written materialsriddles.
Supporting children
with identified delays
or disabilities
1. Students can do a
second graphic organizer
focusing on the
classroom to practice
skills.
2. Students will have the
compass already present
on their paper. They will
not need to produce one.
3. Students may use the
tape on the floor
compass as a reference.
4. Student who need
support may be placed in
heterogeneous group.

and intermediate
directions by looking
for the vocabulary in
verbal responses and
written work.
Supporting English Language Learners
1. These students do not have to write riddle.
2. Students may complete fill-in-the-blank question
The flag is _____ of the school.
3. Students can refer to teachers example on board.
4. Students can be paired with more fluent peer.
Supporting Advanced Learners:
Students can follow written directions to plot points
on two axes. Grid map.

1. Teacher puts map of Queens on board. Map is labeled with neighborhoods and
compass.
2. Teacher says: Who can tell me what this is a map of? How can you tell?
3. Teacher says: Yes, it IS Queens. Here (teacher points) is Ridgewood. That is our
schools neighborhood.
4. Teacher says: I would like to hear from some students: First, Can you tell me

Learning Activity Plan for PreK-Grade 2

what neighborhood you live in? Second, using this map and compass vocabulary,
can you tell me where your neighborhood is in relation to Ridgewood and the
school?
5. Teacher can model: For instance: I live in Jackson Heights. Jackson Heights is
North East of Ridgewood. (Teacher points to map as teacher uses geographical
vocabulary).
Any additional
information that would
be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity