Lesson Procedure - Cardinal Directions & Location

Title of Lesson: Compass Rose / Cardinal Directions & Location

GLCEs/ CCSS:
1 – G1.0.2 Describe places using absolute location (e.g., home address) or relative location
(e.g., left, right, front, back, next to, near).

Grade Level:1

Goals/Objectives: Students will be able to identify the 4 different cardinal directions and why/how they
are used.
If time permits - -can also retouch on other locational/directional vocabulary such as below, above, under,
around, within, besides/next to, etc.

Big Ideas/Enduring Understanding: Compasses and the cardinal directions help people
navigate our world. They allow us to compare things in terms of relative distance and location,
making everyday life easier.

Components Procedure Additions / Modifications

& (include differentiation strategies that
Teacher/Student Activity show you are meeting the needs of all
learners)

Opening -Have students come to the carpet

(engagement facing teacher.
and tapping into -Open the discussion by telling a
prior personal story about directions /
knowledge) making the connection to how/why
they are important!
15 minutes
-Say “the past week we have briefly
mentioned/seen the compass rose,
but are going to learn more about it
today!”
-Read book We Need Directions! By
Sarah De Capua, pausing to allow
students to look at the pictures and
discuss key moments in book.
-The book is interactive at parts--
so aid in students answers if
necessary .. maybe guiding them
towards the compass to make sure
they notice it so they can begin to
-May need to revise this if not
receiving answer. Say something like
“what are some things that we have
learned maps have that help us use
them”
-Can also add in beginning of
opening: “Raise your hand if you
have ever used a compass before or
have heard others using the cardinal
directions? -- good! We are going to
read this interesting book to discover
even more!”
-Can/should show pictures of
different maps and have students
show you where the compass is.
This can help ELL and visual
 use it. students, as well as just remind them
that compasses are located on
almost all maps!

Development If additional time or classroom

behavior allows it, can add in other
(detailed -After book has been read, ask: “Tell directions / location vocabulary such
activities me what you have learned about the as “Simon says move around the
including compass! - How are they helpful? desk.” or “Simon says put your
questions,
When can we use them?” hands under the table”.
transitions)

15-20 min PLAY: “Cardinal Directions Song”

youtube video.
https://www.youtube.com/watch?v=f2
I81_BFb-s

-After discussion/song, get the kids

refocused and set your expectations
for behavior! Explain to students that
we are going to play a little game
using the compass. In order to do so,
we need to remember to be calm and
not get too crazy so we can all hear
and enjoy the game.
-Explain directions of “Simon Says”
game.
-Draw students attention to the
“North, South, East, and West” labels
at their designated spots around the
room. Explain to students that, unlike
when you are looking at a map,
North is not always in front/on top of
you, because as you move your
location / view moves but north stays
in the same spot. (Etc.)
-Hopefully the N/S/E/W labels are
around the room in their actual
locations! -- if not, that’s okay. Just
be sure to address this! *This can get tricky. When saying
-Have students go back to their seats things such as hope west, kids will
but standing up. Tell them that this most likely be tempted to turn their
game is just like Simon says, but entire bodies and hop facing west.
using the cardinal directions. Want to encourage them not turning
 their body unless saying so, so they
Rules: are still facing the previous way, but
-Teacher will give out a command. If moving the desired direction. If this is
it starts with “Simon says….”, too tricky, that’s okay. You can clarify
students have to accurately do the or modify to fit the needs of the
command. students. -- perhaps more clear
-If the command does not start with directions or just have them facing.
“Simon says…” students should not
move!
-If a student moves when they aren’t
supposed to or moves the wrong
way, they have to put one hand
behind their back. 3 strikes and they
are out! They will move to front of
room and instead of sitting down, will
participate in the instructions -- this is
to ensure they are still able to
participate and practice.

*”Winner” are the last kid or kids

standing by their desk. -- may need
to play multiple rounds.

**Should do a couple of practice

rounds of this so the kids get
acclimated to the game and where
the directions are located

Examples of commands:
“Simon says face East.
Simon says face West.
Take one hope West”

*If this is too easy or you want to step

it up, can throw in intermediate
directions such as “Face southeast,
southwest” etc.
 Closure
(wrap up) -Congratulate students on a great
job following the cardinal directions!
3-5 min -Have students get out their “All
About Maps!” packet.
-On the overhead projector, turn to
page 3 and have students do the
same. Together, reading each
problem at a time, have them
complete the page.
-Once they are all done, come back
together as a class and discuss -Similar to earlier, can show pictures
some things they learned / liked/ of different maps and have students
enjoyed and how they now see or show you where the compass is.
think about maps/compasses and/or This can help ELL and visual
giving directions differently (or the students, as well as just remind them
same)! that compasses are located on
*- If there's time, they can color. almost all maps!

Materials Teacher:
Needed -Pictures of different maps (road
(teacher and maps, world maps, store maps)
student) -North, East, South, West labels to
put around room for game.
-”All About Maps” packet
-Projector to show packet.
-Optional book: We Need Directions!
By Sarah De Capua
-Optional: “Cardinal Directions Song”
https://www.youtube.com/watch?v=f2
I81_BFb-s

Student:
-Pencil
-”All About Maps’ Packets