Lesson One
Objectives:
Teach students some basic directional skills and mapping techniques so they can identify geographical locations of the Chinese and Mexican neighborhoods in relation to their communities. Spatial thinking is another objective to be practiced from these activities. Spatial thinking allows students to comprehend and analyze occurrences related to the places and spaces around them, and at measures from what they can touch and see in a room or their neighborhood to a world map or globe. Spatial thinking is one of the most essential skills that students can develop as they learn geography, and environmental sciences.
Students will:
- Understand cardinal directions.
- Practice using maps.
- Learn how to use a compass.
Materials
- 1,2,3 Suddenly in China: The Sacred Flower (read aloud before lesson)
- Compass
- Compass wheel
- Post-it notes
- Chicago maps and other kinds of maps
- Color pencils
- Index cards
- Social studies journal
- Overhead projector (Chicago’s city map large projection)
Directions and Maps
In two parts, students will be taught about the cardinal directions and how to use a compass and maps. The read aloud for this lesson 1,2,3 Suddenly in China: The Sacred Flower will lead students into the concept of direction and maps, in terms of traveling and distance.
Part 1: Directions
- Stand in a circle in the classroom. Ask students:
- Where is the dry erase/chalk board?
- What direction is the dry erase/chalk board?
- How far are you away from the board?
- Which way is north?
- Explain the other cardinal directions and use a prompting phrase to aid students' memory, such as the phrase "Never Eat Sour Wheat."
- Ask students to use post-it notes to mark the other directions in the classroom.
- Explain what a compass is and how it functions.
- Use a compass to test the accuracy of where students placed post-it notes to mark directions in step 3. Make any needed corrections.
- Say the different directions out loud, and ask students to point where the direction is on a compass wheel or on a makeshift wheel. You can also hand out cards with directions for students to place on the wheel. For older students, ask them to determine more precise directions, such as northwest or southeast.
Part 2: Maps
- Explain to students how to use maps. Demonstrate several types of maps, such as topographic, city, or state maps. Have sample Chicago maps of the Chinese and Mexican neighborhoods for students to view, and blanks maps for them to map out the two cultures neighborhoods with color pencils.
- Ask students to list what information they can get from a map, such as directions, landmarks, and building projects.
- Ask students to work together to determine which direction each of the neighborhoods are
locate by using a compass. Students will also engage in the following activities:
- Going from your neighborhood to the Mexican neighborhood which direction is that?
- What direction of the city is the Chinese community located?
- Outline your neighborhood and estimate your distance away from the Chinese and Mexican communities.
Assessment
Test students' understanding of directions and mapping by taking them outside and asking them to point or position directional cards in the directions that are said aloud (such as east, west, or southeast).
Here are some ways to assess students' comprehension, reflective of grade level.
Exceeds standard: Student was able to point or place cards in the correct direction eight out of eight times.
Meets standard: Student was able to point or place cards in the correct direction seven out of eight times.
Below standard: Student was able to point or place cards in the correct direction fewer than seven out of eight times.
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