Student: Lizzie Streveler School: Allen Elementary School

IWU Supervisor: Prof. Alexander Schuler Co-op Teacher: Mrs. Lindsay Reep
Teaching Date: April 4th Grade Level: 1st grade
Lesson Title: Cardinal Directions

Indiana Wesleyan University

Elementary Education Lesson Plan Template
Social Studies: DSS LESSON PLAN
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will understand the cardinal directions.
B. Objective(s)—After students move through three stations reviewing the cardinal directions,
the students will:
Correctly label a compass.
Identify which direction north, south, east, and west are using arrows.
Read written directions and correctly draw images to the north, south, east,
and west of a compass rose.
C. Standard(s):
NCSS: People, Places, and Environments
IAS: 1.3.1 Identify the cardinal directions (north, south, east, and west) on maps and globes.
ISTE: Standards for Educators 6d Model and nurture creativity and creative expression to
communicate ideas, knowledge or connections

II. Materials & Management

A. Materials: Individual cards to represent station rotations (one for each student),
Compass picture, N,S,E,W cutouts, QR codes (enough for each person in the group, 6-
7), Color by Direction Activity (one for each student), multiple blue, red, yellow, and
green crayons to place at each cluster of desks, Compass bracelet cutouts, scissors and
glue (enough for each person in the group, 6-7), Doodle Directions Activity (one for
each student), instructional reading level books about directions, the cardinal
directions, and compass roses.
B. Time: The lesson will last approximately 30 minutes: (anticipatory set- 3 minutes,
technology station- 7 minutes, transition- 1 minute, independent station- 7 minutes,
transition- 1 minute, small group station- 7 minutes, final transition- 2 minutes, closure-
2 minutes)
C. Space: The students will be in their seats for the anticipatory set. The students will
either be located in the back of the room for the iPad station, at their seats for the
independent station, or at the kidney table for the small group station. The students
will be back in their seats for the closure.
D. Behavior: My cooperating teacher enforces a positive incentive behavior management
system by rewarding cooperative behavior with candy. When she spots students
actively participating, being good listeners, and following directions, she gives them
one M&M/skittle. For example, she will say, “I like how Jamir is sitting quietly with his
hands in his lap.” She will then walk over and hand him a piece of candy. I will enforce
this during my lesson since it is already in effect and proves effective. However, I do
not believe I will need to enforce this because of the small makeup of each group and
the fact they are grouped by behavior.
E. Technology: I will utilize iPads for students to watch a video. They will already be open
and set up with headphones plugged in for students.
III. Anticipatory Set
A. My last lesson I taught the students the words north, south, east, and west. Together,
we practiced creating our own compasses. To bridge this past learning to the present
learning, I will show the students the same cutouts and images I did for the previous
lesson. I will hold up the compass so students can remember what a compass looks
like. Then, I will remind them that a compass has four letters on it. I will hold up the
four letter cutouts and have students shout out what they stand for. (I have a cutout of
N, S, E, and W)

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 IV. Purpose: “Today you will be reviewing and practicing the cardinal directions (north, east,
south, and west) because they will help you to find your way around and follow directions.”

PLAN FOR INSTRUCTION

III.Adaptation to Diverse Students
A. Remediation- I designed this lesson so every student should be successful. However, I
have a few students who may potentially struggle knowing and remembering the content
we previously learned. Because of this, I decided to place a compass rose on two of the
activities to aid the students’ memories.
B. Enrichment- At the station I will lead, I have a group of students who I know will finish
early. I created a challenge paper for them to complete to deeper their understanding of
the content. Additionally, I believe I have students who will finish early at the at-your-desk
station. To help them dig deeper into the information, I will have a set of books for them
to read about directions, compass roses, and the cardinal directions.
C. ELL- Not applicable
D. Exceptional Needs- Not applicable
E. Behavioral Needs- Because my students are so young, they have short attention spans.
They struggle to focus on one task for longer than ten minutes. Because of this, I have
decided to create three stations lasting approximately seven minutes. I believe this short
time frame will hold their focus. Additionally, I believe the nature of rotating centers will
also keep them more engaged. I also have a few students in my class who have difficulty
staying on task. As a solution, I will be having my cooperating teacher supervise two
independent stations, while I lead a small group.
(ACEI 3.2)

IV.Lesson Presentation (Input/Output)

Input:
 Students will rotate through three stations. These stations include: a technology center, an
independent work center, and a small group center.
 Introduction with directions
o “Each of you will rotate to three different stations. I am going to hand each of you a
card. The card will have your name on it, as well as three pictures. Each picture will tell
you what station you will be going to first, second, and third. They look like the cards
you use for reading stations”
o The iPad picture means you will come over here and sit down with an iPad.” I will
explain to students what they will be doing at this station. “If you have a picture of the
paper and pencil, you will come to seat work.” I will explain to students what they will
be doing at this station. “If you have a picture of a teacher, you will come to my table.”
I will explain the directions for my table when each group rotates to my table.
 Students should do well with the cards and pictures for their transitions
because they already utilize these in their classroom now.
 Station Directions
o Technology center
 “At the technology center, you will scan the QR code. (Students currently do
this in their classroom) After scanning the code, it will bring you up to a video.
You will watch the video and raise your hand when you are done. Mrs. Reep will
hand you a small paper to fill out when you are done. Make sure you write your
name and number on the back.”
o Independent work center
 “You will need to pick up your paper by the projector before heading to your
seat.” (students do this during their current seat-work stations) “Once you
have the paper, read the directions. For this paper you will be coloring each
arrow based on the color it tells you to use. If you finish early, I have books for
you to look through or read.”
o Small group center
 “At this station, you will be cutting and gluing pictures around a compass. You
will first cut out each picture. Then you will read the sentence and glue the
picture where it tells you to.” At this point, I will read through each sentence
and reference the worksheet for students to better understand the directions.
Depending on the individuals in each group, some will need more support than
others. I may need to read through some of the sentences with students and

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 talk through the thought process to help them locate the pictures. Other
students will be fully independent and need no support or further direction.
 Transitions
o “Everyone at the iPad station please take your compass and put it in the bucket by the
mailbox. Once you are done, go sit at your desk.” (During this time, I will walk over and
check each iPad to get the screen back to where students should be. Mrs. Reep will
ensure students are following directions) “Everyone at seat work, take you paper to
your mailbox and come to my table.” “Everyone at my table, take your paper to your
mailbox and come find an iPad.”
o I am choosing to not utilize music because the students have never practiced this
before. For transitions, my cooperating teacher usually has them take their papers to
their mailbox then walk to the next station on their card.

Output:
 Stations
o Technology Center: Students will be watching a cardinal directions video at this station.
It is a repetitive song that will help them remember the cardinal directions. It appeals
to visual and auditory learners. They then will complete a small “exit slip” from the
station that asks them to label a small compass bracelet.
o Independent Work Center: This station requires students to complete a color-by-
number type of activity. However, they will be coloring by direction/arrow. I believe this
will act as a good visual for students to remember which direction north, south, east,
and west represent. It also supports the many students who like to color and also the
kinesthetic learners. There will be a few students who finish early, so I decided to also
make this a literature center by incorporating books for students to read. These books
support the content.
o Small Group Center: This station is more of an application station. It will require
students to read a sentence telling them where to place the picture. It will use the
vocabulary terms north, south, east, and west. At this station, I will also have challenge
sentences for enrichment. These will be for the early-finishers.
 Grouping
o I am choosing to group students strictly on behavior. There are a few sets of students
who do not do well together. I have them separated into different groups.
o I am choosing to not group by ability because it is not necessary for these review
stations.

V.Check for understanding.

a. I will check for understanding throughout the duration of my lesson with help from Mrs.
Reep. During the anticipatory set, I will observe which students are participating. This will
show me who remembers the content we practiced in the previous lesson. To check for
understanding during the technology and independent station, Mrs. Reep will be
observing students, as well as asking questions. After the lesson, we will debrief on what
observations she made. During my station, I will be asking students questions to
determine whether they are understanding the content. I will ask them to demonstrate
how they knew where to draw their pictures.
VI.Review learning outcomes / Closure
a. Since I will not have a lot of time, I will make my closing activity a debriefing. I will ask
students to summarize their learning at each station. Depending on time, I will ask one or
two students to share for each station what they learned or what they took away.

PLAN FOR ASSESSMENT

A. Formative: The observations Mrs. Reep and I make, as well as the
information we gather from the questions we ask during the stations, will
act as formative assessment to evaluate students’ understanding.
Additionally, students will complete a tangible artifact at the end of each
station. At the technology station, students will have to label a compass
bracelet. At the independent station, students will have to correctly color
each direction. At the small group station, students will have to correctly

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 draw images in correspondence to a compass, while referencing the written
directions given.
B. Summative: Due to time restraints, I will not have the opportunity to
conduct a closing activity resulting in a tangible artifact. However, students
will complete tangible artifacts after the completion of each station. I will
be able to review all of these as a summative assessment for each station.
.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were students able to use the repetitive song to accurately fill out the compass bracelet?
8. For how many students did the Color by Direction activity seem to easy, hard, or
developmentally appropriate for?
9. How many students had time to try the challenge sentences?