Thematic Unit: Maps and Globes for First Grade

Learning Goals Students will be able to identify key elements

of map skills, as well as construct their own
map.

Standards ● LAFS.1.RI.1.2: ask and answer

questions about key details in a text
● LAFS. 1.RI.2.4: ask and answer
questions to help determine or clarify
the meaning of words and phrases in a
text
● 2-ESS2-2: Develop a model to
represent the shapes and kinds of land
and bodies of water in an area
● SS.1.G.1.3: Construct a basic map
using key elements including cardinal
directions and map symbols.
● SS.1,G.1.4: Identify a variety of
physical features using a map and
globe.
● SS.1.G.1.2: Identify key elements
(compass rose, cardinal directions,
title, key/legend with symbols) of
maps and globes

Pre Assessment: KWL chart

K: what the student knows prior
W: what the student thinks/wants to learn
L: what the student learned from the unit
(post assessment)
*EL accommodation: present students
with vocabulary the day before
starting the unit so that they are
familiar with it prior to class

Day One: What is a Map? Introduction/Pre Assessment

● Ask students what they know about
maps including how they are used,
where they might be found, and what
they have on them. Call students up to
write their answers to these on a KWL
chart as well as fill in what they do not
know and what they want to know.
Then, show students several real
examples of maps and globes
 ● Play video to summarize maps and
globes
https://www.youtube.com/watch?
v=4uGh9bXCgMA
● As a class, create a venn diagram and
compare and contrast maps and globes
*EL accommodation: add visuals to
the venn diagram
● In a small group setting have students
work together to answer the map
questions

Day Two: Map Features: Cardinal Directions

Introduction/Review from Day 1
Have students talk in pairs about two pieces of
information they learned from our “what is a
map?” introduction

Instruction

1. "We will start by talking about

cardinal directions. This is the
name for the group of directions
that include north, south, east, and
 west." Show students a compass
(use a document camera if you
have one).
1. Have a student come up
and point out where
north, south, east, and
west are on the compass
rose. Introduce this tool
as a compass. Note that
the directions are often
abbreviated. Show a
compass rose and
explain that this is what
a compass looks like on
paper.
2. "Can anyone think of why we
might need these four directions?"
Explain that they help people to
know where they are in the world.
1. "They can be used to
help anyone know where
they are going no matter
where they are.
Directions help us get
anywhere we need to
go."
2. "Even sailors in the
middle of the ocean can
find their way using
directions. Turn and tell
your neighbor another
type of person that might
need to use directions,"
(e.g. truck drivers,
parents, pilots).
3. "Compasses always point north
toward the 'top' of the world." If
using a globe, show students the
top of the world. "They use
magnets in the Earth to tell which
way is north. When you know
where North is, you can always
find the other directions."
 4. Pair students up.

Activity

1. Point out the cardinal directions

around the room. Ask students to
use their bodies to point toward
each one as you say it.
2. Explain to students that they will
take turns directing their partner
toward an object around the room
using cardinal directions. Partner
1 will be whichever student's
name comes first alphabetically.
Partner 1 needs to select an object
without telling their partner what
it is. Tell students that they should
choose objects that are against the
four walls (intercardinal
directions will not be addressed in
this unit).

*EL accommodation: show an

example by using another student to
model the task

3. Students should direct their

partners toward their chosen
objects using step numbers and
directions. Example: "Take four
small steps east."Do this until
both students reach the object,
then switch. Have students spin
around a few times before starting
so they're not just walking in a
straight line.

Day Three: Map Skills

Introduction/Review of Day Two
Look through map examples with your
students. Call a few up to identify
important features. Explain to students that
they now have great map skills because
they know what goes in maps and how to
read them. Map skills make it possible to
use maps.

Instruction

1. Ask students why maps are so

important. "Maps use directions
to help us get anywhere we need
to go. What would it be like
trying to get around without
maps?"

"What would it be like to not know

how to use maps or not have map
skills? Turn and tell the person next
to you why it would be difficult to
not have map skills."

2. Tell students that they will be

making books to teach others
map skills.

Activity

1. Provide each student with a

checklist that tells what they will
need to include in their book
(these are the features you will
be checking for when assessing
their work).
2. Show students your completed
example. Demonstrate how to
use the checklist to make sure all
important parts are included.
3. Allow students as much time as
you have scheduled for this
activity.

Differentiation
 Provide additional graphic organizers for
planning the books. Give some students
options for what to put in the blanks you
have provided. For example, "The four
cardinal directions are _____
North/South/East/West or
Up/Down/Left/Right."

*EL accommodation: give sentence

starters

Day Four: Map the Classroom

1. Prepare the map outline and contents.

Before class, draw the shape of the classroom

on a large piece of butcher paper, leaving an
open space for the door(s). Cut shapes out of
construction paper, or use the provided
Classroom Cutouts worksheet, to represent the
large furniture, rugs, and other permanent
items in the classroom, staying as true to the
actual colors as possible. Write each student’s
name on a sticky note. Have markers and
removable tape ready to use in putting the
map together with students.

2. Describe location in the classroom and in

relation to other students.

*EL accommodation: when describing this

activity be sure to use hand motions and
expressions in order to keep student(s)
engaged in the activity

Have students stand in a circle, arm’s length

apart. Ask them to look to the students on
either side of them. Have them describe their
location as “next to” their neighbor. Then help
them practice concepts of near and far, by
describing their neighbor as “near” and the
students across the circle as “far.” Next, pick
two students who are not standing next to
each other, and ask who is “between” them.
Continue practicing this language using
objects in the room. Tell students they are
using special words to describe the location of
people and things in their classroom. Tell
students they will use these words again when
they create a map of their classroom.

3. Talk about the purpose of a map.

Explain that a map shows where things are

located. Usually a map shows a place from
above. Have students imagine they have
wings like a butterfly, and they can fly up to
the ceiling of the classroom. Ask: What do
you see from up there? What shapes do you
see? Tell them that their map of the classroom
will show what the room looks like from
above. It will show where things in the
classroom are. If helpful, project the provided
image of the Classroom Map so visual and
struggling learners can understand the
perspective of a birds'-eye-view map.

4. Make a map of the classroom.

Show students the shape of the classroom

drawn on butcher paper. Ask: What do you
think these lines are? (the walls) What are
these openings?(door[s], windows) Show
students one of the cutout shapes and decide
together which item in the class it looks like.
Remind students they are looking down from
above. Use the language of location to talk
about where it is located in the room, and then
place the shape in the correct location on the
map. Emphasize that a simple map of the
classroom is a small model that represents
something that is really much larger. Another
example is a model car, which represents a
much larger real car.

5. Have students describe where things are in

the classroom.

*EL accommodation: give pictures of

items in the classroom and have the
student(s) match them to it and then say
the word in L1 and English

Talk about and count other items in the

classroom that can be included on the map,
such as desks, chairs, carpets, or bookshelves.
Place cutouts of other features or draw them
on the map. As you decide what to include on
the map, use the words “next to,” “near,”
“far,” and “between” to describe the locations
of objects. Have students repeat statements
using these words or think of their own
statements using the language of location.

6. Practice reading and using the map.

Ask students to show how they move around

in the classroom by walking their fingers on
the map from one place to another. For
example, have a student walk her fingers on
the map from the rug to where she sits at the
table. Then place sticky notes with students’
names in a few places on the map. Ask them
to walk to that location. Other students can
give them hints about where to go using the
location words.

7. Use the map to have a treasure hunt.

Have students cover their eyes while you hide

a few objects, such as marbles or small plastic
animals, in different locations in the
classroom. Return to the map and point to one
location where students can hunt for the
treasure. Have students point to the location in
the classroom, and then send two or three
students to find the treasure. Take turns so
that everyone is able to look for a treasure.
You can also hide a small treasure chest or
plastic eggs with messages, pennies, or
 stickers inside as a reward for good map
reading.

Day Five: Construct Your Own Map Begin by reading aloud “Me on the Map” by
Joan Sweeney, this will give students a
glimpse into the various types of maps they
can create for this lesson.
After reading “Me on the Map” ask students:
● What the main idea of the story was
● What new information they learned
from this book
● What kind of map would be used in
different situations
● If they have any questions about
vocabulary used in the book
Activity
Students will create their own map of their
house, bedroom, neighborhood, treasure hunt,
etc.

Post Assessment: Rubric for “Draw Your Own Map Activity”

Label compass rose __/10pts

5 items on map __/25pts

Title __/5pts

Scale __/10pts

Total __/50

KWL Chart- Students will fill out the “L”

portion of their chart, indicating what they
have learned from the Maps and Globes unit.
Resources:
https://www.nationalgeographic.org/activity/mapping-classroom/
https://www.thoughtco.com/first-grade-map-skills-unit-plan-2081798
https://www.education.com/lesson-plan/learning-about-maps/