Project Based Learning

Lesson: Which way can we go? (50 minutes)

First Grade

Standards: RI 1.5, W 1.2

Learning Objectives

Students will be able to identify on a map the directions North, South, East, West. Students will also be able to write sentences with the use of cardinal directions. 

Materials

• 1 Set of direction flashcards
• A jar or container
• Cardinal directions worksheet
• Town map PDF
• White drawing paper or construction paper
• Class set of pencils
• Crayons or colored pencils
• Writing paper or sentences strips
• Precut paper dolls
• Position and directions worksheet
• State Directions worksheet
• Cardinal Directions flashcards
• Tape

Introduction (5 minutes)

• Place the direction flashcards in a jar or container.
• Have direction flashcards posted in the classroom to help students with directions.
• Pull out a card and read it to the students.
• Ask the students to point and name something that is in that direction. 
• Continue with the remainder of the cards.

Explicit Instruction/ Teacher Modeling (10 minutes)

• Display the Town Map worksheet.
• Show the students north, south, east, and west.
• Using the sentences on the bottom of the map and a paper doll, demonstrate how the students can find the direction and name the directions of north, south, east, and west. 

Guided Practice/ Interactive Modeling (10 minutes)

• Invite a student to come up to the interactive white board or the enlarged Town Map worksheet.
• Give the student a paper doll, and tell the student that he can start at any location on the map and move the paper doll somewhere else on the map. 
• Invite other students to name the direction of the paper doll's movement.
• Continue with the same procedure, inviting other students to come up and model the movement of a movement of a paper doll while the other students name the direction that the paper doll is moving. 

Independent Working Time (15 minutes)

• Direct the students to use the map as a model and to create their own maps on a piece of white drawing paper or construction paper. 
• Ask the students to draw arrows on the map and then write sentences about movement and direct on the map. For example, students could write: The playground is north of the post office.
• As needed, provide additional modeling and sentences examples. 

Extend

Differentiation 

• Enrichment: Teach a mini-lesson on combining directions to be more specific. Challenge students to use more complex descriptions of direction, such as northeast, southeast, etc. Have students complete the State Directions worksheet.
• Support: Use the Position and Direction worksheet to reteach concepts of cardinal directions. Provide illustrations of ties of buildings and landmarks students could use in creating their maps. Label students' papers with the cardinal directions.

Technology Integration

• Use an online map to help students explore more about the cardinal directions.
• Guide students in locating your location, and help them explore places that are tot the north, south, east, and west of that location.

Related Books and/or Media

• Up North and Down South by Doreen Gonzales
• There's a Map on my Lap by Tish Rabe
• The Compass Rose and Cardinal Directions by Caitlin McAneney

Assessment (5 minutes)

• Use the Cardinal Directions worksheet to assess students' knowledge of directions.
• Read the questions aloud to students, and ask them to write the answer beside each question.

Review and Closing (5 minutes)

• Play an "I Spy" direction game.
• Place the Cardinal Directions flashcards in the corresponding location around the classroom, taping them on the wall.
• Using those direction, tell the students that you spy something on the north, south, east or west side of the classroom.
• When a student answers correctly, ask them to spy something in one of those directions.