Elementary Unit Plan

Elementary Unit Plan
Teacher Candidate’s Name: Marysa Prettyman
Date Created: September 16, 2020
Content Area: Social Studies
School: N/A
Grade Level: 3rd Grade
Unit Title: Directions and Maps Unit
Total Time/Frequency and Duration of Lessons: 3 days of 30 minutes of instruction
Michigan Academic Standards comprehensive of the unit: (include code and standard)
3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative locations of
significant places in the immediate environment.
3 – G1.0.3 Use a world map to describe North America in relation to the equator and other
continents and oceans, and Michigan within North America. Examples may include but are not
limited to: locate Michigan in relation to the United States, the North Pole, and the equator.
Performance Based Learning Objectives comprehensive of the unit:
Lesson 1:
- Given 30 minutes of instruction, learners will be able to identify the cardinal directions
of North, South, East, West with a 3/4 accuracy.
- Given 30 minutes of instruction, learners will be able to identify the location of the
state of Michigan in relation to the United States with a 100% accuracy.
Lesson 2:
of North, South, East, West with an 4/4 accuracy.
- Given 30 minutes of instruction, learners will be able to identify on a world map, the
State of Michigan in relation to the North Pole with an 100% accuracy.
State of Michigan in relation to the Equator with an 100% accuracy.
five Oceans with a 4/5 accuracy.
seven continents with a 5/7 accuracy.
Lesson 3:
- Given 30 minutes of instruction, learners will be able to identify the State of Michigan
in relation to the United States, the North Pole, and the equator with a 2/3 accuracy.
in relation to the North Pole, the Equator, Oceans, Continents with a 4/4 accuracy.
Guiding Questions:
o Where am I; in relation to the united states, the equator, the five oceans, and the
seven continents?
o Why is it important to identify the cardinal directions, especially on a map?
o Why do we need to understand geography?
o What is the important of reading a map?
o What is the importance of travel, direction (North, South, East? West)
Knowledge of Students:
 What do you know about the students for whom the unit was designed including their
backgrounds, cultures, skills, language proficiency, interests, special needs, and
approaches to learning?
 How do you know about your students?
 How has your knowledge of your students shaped this unit plan?
Knowledge of Students
- Students are in the third grade; therefore, these students have emerging skills in all
subject areas.
- Students will also have the background knowledge of the U.S Maps.
How do you know about students?
- Students have showed great success in previous lessons that they successfully work in
completing work in small groups.
- Students have also shown interest in wanting to learn about the cardinal directions.
How has your knowledge of your students shaped this unit plan?
- I know that students work best in small groups and pairs, so providing ample
opportunities for students to complete activities to help their understanding of cardinal
directions, Continents, Oceans, Equator and North Pole is necessary for this unit.
- I also know that students benefit from any song or rhyming in order to have a better
memory about subjects. I have provided three key “songs” throughout the unit to help
students remember the cardinal directions, seven continents, and five oceans.
- While creating the unit plan, throughout each lesson both of my students with special
needs; Dominic and Harry have been accommodated for when necessary.
Bibliography of Resources:
(n.d.). Retrieved from https://www.google.com/search?q=picture of united states
map&tbm=isch&chips=q:picture of united states
map,g_1:printable:7zl45TtEYJI=&rlz=1C5CHFA_enUS755US755&hl=en&sa=X&ved=2ahU
KEwiApvXwq9XsAhUOzawKHRQLDfcQ4lYoAXoECAEQGw&biw=1309&bih=717#imgrc
=0soZEypJLn3O7M
(n.d.). Retrieved from https://www.google.com/search?q=labeled united states
map&rlz=1C5CHFA_enUS755US755&sxsrf=ALeKk02QrbAFc51tZtD4zHNc3Z7eyu6b
DA:1604197966084&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjksquPp-
DsAhWYKM0KHRs0D4wQ_AUoAXoECA0QAw&biw=1302&bih=615#imgrc=mJ-
2Te5hqCtpmM
(n.d.). Retrieved from https://www.google.com/search?q=picture of
compass&rlz=1C5CHFA_enUS755US755&sxsrf=ALeKk01ZxKoe3yv0TXMSkJ0V0IxdUb2-
8A:1603819553575&tbm=isch&source=iu&ictx=1&fir=-
n9wfldJbAmwQM,BKO9NL6bc3Z1eM,_&vet=1&usg=AI4_-
kSQDG0Q3DMR4vW5RL4prACm0g0eFw&sa=X&ved=2ahUKEwj805i2pdXsAhUUG
80KHbudCF8Q9QF6BAgKEFY&biw=783&bih=615#imgrc=-n9wfldJbAmwQM
map,g_1:printable:7zl45TtEYJI=&rlz=1C5CHFA_enUS755US755&hl=en&sa=X&ved=
2ahUKEwiApvXwq9XsAhUOzawKHRQLDfcQ4lYoAXoECAEQGw&biw=1309&bih=
717#imgrc=0soZEypJLn3O7M
(n.d.). Retrieved from https://www.google.com/search?q=world map&tbm=isch&chips=q:world
map,g_1:high
resolution:DNwIcEvipxs=&rlz=1C5CHFA_enUS755US755&hl=en&sa=X&ved=2ahUK
EwiH5KmLs9rsAhWMO80KHZWADlkQ4lYoAHoECAEQFQ&biw=1309&bih=717#i
mgrc=lY2riDDUIwws3M&imgdii=K_-rSZLAiSCaVM
map,g_1:printable:7zl45TtEYJI=&rlz=1C5CHFA_enUS755US755&hl=en&sa=X&ved=
2ahUKEwiApvXwq9XsAhUOzawKHRQLDfcQ4lYoAXoECAEQGw&biw=1309&bih=
717#imgrc=0soZEypJLn3O7M
(n.d.). Retrieved from https://www.google.com/search?q=World
Globe&tbm=isch&ved=2ahUKEwiWsrWG8N_sAhWSWKwKHRbOAcQQ2-
cCegQIABAA&oq=World
Globe&gs_lcp=CgNpbWcQAzIFCAAQsQMyBQgAELEDMgIIADIECAAQQzIECAA
QQzICCAAyAggAMgIIADICCAAyAggAUIA5WIA5YLg7aABwAHgAgAFDiAFDkg
EBMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=j-
SdX9auGZKxsQWWnIegDA&bih=615&biw=1302&rlz=1C5CHFA_enUS755US755
Compass. (n.d.). Retrieved from https://www.dictionary.com/browse/compass

Equator. (n.d.). Retrieved from https://www.dictionary.com/browse/equator?s=t
Five Oceans Song. (2018, April 04). Retrieved November 01, 2020, from
https://www.youtube.com/watch?v=X6BE4VcYngQ
Michigan K-12 Standards for Social Studies. (n.d.). Retrieved from

https://www.michigan.gov/documents/mde/Final_Social_Studies_Standards_Document_65596
8_7.pdf
North pole. (n.d.). Retrieved from https://www.dictionary.com/browse/north-pole?s=t
North South East and West Rockin' English Directions Song. (n.d.). Retrieved 2020, from
https://www.youtube.com/watch?v=alw-OEC6hXQ
Seven Continents Song - YouTube. (n.d.). Retrieved November 1, 2020, from

https://www.youtube.com/watch?v=K6DSMZ8b3LE
Notes:
Regarding the Summative Assessment:
 Alignment: comprehensive of the unit’s guiding questions, standards, and objectives
 Design: chosen format is appropriately authentic and rigorous, looks professional, and
is ready for student implementation
 Criterion: clear, appropriate, and measurable; and answer key and/or rubric is included
with a “minimum cut score” indicated
This summative assessment will be read aloud to both Dominic and Harry.
They will also be given extra time to complete their summative assessment.
Regarding Conventions:
 Professionalism is reflected in accurate spelling, capitalization, punctuation,
paragraphing, and sentence structure.
Unit 1: Lesson 1
School: …
Lesson Title: Getting to know our Cardinal Directions!
Time: 30 Minutes
Michigan Academic Standards: (include code and standard)
Performance Based Learning Objectives:

Given 30 minutes of instruction, learners will be able to identify the cardinal directions of
North, South, East, West with a 3/4 accuracy.
Given 30 minutes of instruction, learners will be able to identify the location of the state of
Michigan in relation to the United States with a 100% accuracy.
Materials: (Low tech, including number needed)
Teacher:
- Shapes: star, circle, triangle, square printed out and placed in the N, S, E, W parts
of the classroom.
- Compass picture printed out
- Blank U.S. Map
- Labeled and Colored U.S. Map
- Fill in the Blank Statements; 5 sets
- Copies of blank U.S. Maps so that students can label Michigan and the four
cardinal directions using the correct symbols.
- Video Links
Students:
- Pencil
- Coloring Markers or Colored Pencils
- Knowledge of which small group(s) they need to participate in…
Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning o FM system
technologies o Other______________
o Webcam
Bibliography/References: (in APA format)

=0soZEypJLn3O7M
(n.d.). Retrieved from https://www.google.com/search?q=labeled united states
map&rlz=1C5CHFA_enUS755US755&sxsrf=ALeKk02QrbAFc51tZtD4zHNc3Z7eyu6bDA:1
604197966084&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjksquPp-
DsAhWYKM0KHRs0D4wQ_AUoAXoECA0QAw&biw=1302&bih=615#imgrc=mJ-
2Te5hqCtpmM
(n.d.). Retrieved from https://www.google.com/search?q=picture of
compass&rlz=1C5CHFA_enUS755US755&sxsrf=ALeKk01ZxKoe3yv0TXMSkJ0V0IxdUb2-
8A:1603819553575&tbm=isch&source=iu&ictx=1&fir=-
n9wfldJbAmwQM,BKO9NL6bc3Z1eM,_&vet=1&usg=AI4_-
kSQDG0Q3DMR4vW5RL4prACm0g0eFw&sa=X&ved=2ahUKEwj805i2pdXsAhUUG80KH
budCF8Q9QF6BAgKEFY&biw=783&bih=615#imgrc=-n9wfldJbAmwQM
Compass. (n.d.). Retrieved from https://www.dictionary.com/browse/compass

8_7.pdf
North South East and West Rockin' English Directions Song. (n.d.). Retrieved 2020, from
https://www.youtube.com/watch?v=alw-OEC6hXQ
Prior Learning Connections: (Background knowledge support)

This is an introductory lesson. Students have worked very little with their cardinal directions;
North (Up), South (Down), East (Right), West (Left). The students are familiar with the U.S.
Map, as well as locating the state of Michigan in relation to all the states on a U.S. Map. By
completing different activities and practices, students will be able to use their cardinal
directions correctly.
In order to prepare for students for this lesson, I have provided students with explanations,
activities, and videos to furthermore student’s understanding of Cardinal Directions, as well as
the location of Michigan in relation to the rest of the states on the U.S. Map.
Background Knowledge
- Identifying background knowledge
o Students have had little experience working with the Cardinal Directions. The
students are comfortable and familiar with the United States Map; but have not
perfected the location of the State of Michigan when looking at a United States
Map.
- Connecting background knowledge, concept and skills…

o Students will be able to use their background knowledge and familiarity with
the U.S. Map in order to help them understand the concept of the four cardinal
directions. They will practice identifying different cardinal directions based on
an activity that is using the U.S. Map.
Differentiation/accommodations:
- Students are ready for this lesson because the students have enough background
knowledge of the United States. This will help the students perfect and help identify
the Cardinal Directions.
- The student’s development skills and levels include the ability to complete all of the
provided activities, as well as communicating with one another when needed.
o The needs of students who are more visual learners will be met by the provided
a picture of the compass, and a picture of the United States Map.
o The needs of students who are more auditory learners will be met by watching
the videos as well as listening to the teachers voices instructions.
o The needs of students who are more kinesthetic learners will be met by moving
in the cardinal directions; North, South, East, West.
- The student’s learning strengths and special needs include:

o Students have the strengths of following instructions, paying attention during
all parts of the lesson, as well as a strength of working productively and
positively while in small groups.
o Students in the classroom with special needs include; Dominic and Harry.
Assessment:
Formative:
- Students will be listening to different statements in relation to cardinal directions
(North=Up, South=Down, East=Right, West=Left) and they will physically move
around the room in whichever direction they need to move. FA
- Students will be completing the following fill in the blank statements as a whole group.
FA
o South Dakota is _________________ of Michigan. (West/Left)
o New York is ___________________ of Michigan. (East/Right)
o Alabama is ___________________ of Michigan. (South/Down)
o Michigan is ___________________of Kentucky. (North/Up)
- Students will be completing the following fill in the blank statements in pairs. FA
o Missouri is to the _________of Kansas. (Right/ East)
o Arkansas is to the ______________ of Louisiana. (North/Up)
o Iowa is to the ____________of Illinois. (Left/West)
o Kentucky is to the ____________of Ohio. (South/Down)
- Students will label and complete the following steps for the blank U.S. Map. FA
o “Place a star at the North of the United States map.”
o “Place a triangle at the South of the United States map.”
o “Place a square at the East of the United States map.”
o “Place a circle at the West of the United States map.”
- Exit Ticket: Students will identify the state of Michigan on the United States Map. The
students will also identify, make and label the compass. FA
o Students will color the State of Michigan the color orange.
o Students will also label the cardinal directions on the compass, provided with
the map.
Summative:
Students will complete their summative assessment after the three lessons from the unit
are finished.
During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part
1)
- Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their
connections
o to build skills to apply knowledge
- Provides clear understanding of the concepts, tools of inquiry, and structures of the
discipline
- Demonstrates clear understanding of content knowledge for teaching across curricular
content areas
- Displays clear understanding of the aspects of UDL by providing information in
multiple formats, multiple ways to respond, and multiple ways to engage.
Part 1: Engagement/Warm-up: (5 minutes)

“Students, over the next couple of days we are going to be working on our Direction Unit! We
will learn about the cardinal directions, where Michigan is located on the United States Map
and on the World Map. We will also be working on identifying the seven continents, the five
oceans, as well as the Equator and North Pole.”
“We are going to start by learning about our four cardinal directions. Let’s shift our focus and
pay attention to the video!” https://www.youtube.com/watch?v=alw-OEC6hXQ
Transition: We learned that our cardinal directions are; North also means Up, South also
means Down, East also means Right, and West also means Left. Great work let’s start to learn
more about cardinal directions!
Part 2: Instruction/Exploration: (17

minutes )
“Wow, what a cool video! What were
the key words and terms that we
learned from watching the video?”
Allow students to have a few seconds
for think time. Students should respond
with: North, South, East, West OR Up
Down, Right (East) and Left (West).
“Students, the compass is an object that

can be used to identify the four
different cardinal directions; North,
South, West, East.”
- “According to the dictionary a
compass is defined as an
instrument for determining
directions, as by means of freely rotating magnetized needle that indicates magnetic
north.”
WHOLE GROUP
- “Now that we have been introduced to some of our key terms for this unit, and we
learned what a compass is, now it’s time to locate the four cardinal directions, RIGHT
HERE in our own classroom!”
- “The first direction we are going to find is North. North points UP, I have placed a star
in the north part of the classroom!”
o Take a few minutes to look around the room; where is the star?” Allow time for
students to look around the classroom and to find the star.
- “The second direction we are going to find is South. South points DOWN, I have a
triangle in the south part of the classroom!”
o “Take a few minutes to look around the room; where is the triangle?” Allow
time for students to look around the classroom and to find the triangle.
- “The third direction we are going to find is East. East points to the RIGHT, and I have
a hidden square in the East part of the classroom!”
o “Take a few minutes to look around the room, where is the square?” Allow time
for students to look around the classroom to find the square.
- “The fourth direction we are going to find is West. West points to the LEFT, and I
have hidden a circle in the West part of the classroom!”
o “Take a few minutes to look around the room, where is the circle?” Allow time
for students to look around the classroom to find the circle.
“Great job identifying the four cardinal directions in our classroom!”

“Now, let’s look at the world map together. We are going to identify which states are North,
South, East, and West on the United States Map by filling in the blanks for the following
statements.” Pull up the following picture onto the screen and then I (the teacher) will read
aloud the following statements, they will also be displayed on the screen.
Ask students the following four questions: FA

- South Dakota is _________________ of Michigan. (West/Left)
- New York is ___________________ of Michigan. (East/ Right)
- Alabama is ___________________ of Michigan. (South/ Down)
- Michigan is ___________________of Kentucky. (North/ Up)
Have students with their peers answer the following questions: FA

- Missouri is to the _________of Kansas. (Right/ East)
- Arkansas is to the ______________ of Louisiana. (North/Up)
- Iowa is to the ____________of Illinois. (Left/ West)
- Kentucky is to the ____________of Ohio. (South/ Down)
Now we are going to break into our small groups! Dominic and Harry will participate and
complete the following activity together in the small group. They will not be expected to write
in the shapes on the map. Dominic will be able to succeed with this lesson and activities
because there are many picture cues and visuals for him.
SMALL GROUP (5 SMALL GROUPS)
- “You have all been provided a map of the United States! You and your peers will
complete the following steps.” FA
o “Place a star at the North of the United States map.”
o “Place a triangle at the South of the United States map.”
o “Place a square at the East of the United States map.”
o “Place a circle at the West of the United States map.”
Transition: Students, why do you think that it is important to be able to identify the four
cardinal directions on a U.S. Map, or any map?
Part 3: After Lesson: (8 minutes)

- “As the exit ticket students will identify where the state of Michigan on the United
States Map. The students will also identify, make and label the compass with the four
cardinal directions.” FA
“Students with the same map I need you to complete the following two steps:”
- “Color the state of Michigan orange.”
- “Create and label your compass with the four cardinal directions.”
Dominic and Harry will only be required to color in the state of Michigan, as well as
write in the N for North and S for South on the compass.
“Great Work! Tomorrow we will be working with and learning about the 7 continents, 5
oceans, and the equator!”
Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER

implementation of the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are
present and accurately articulated
Strengths of the Lesson:
Areas for Growth:
Focus for next lesson: (should align with Areas for Growth)
Unit 1: Lesson 2
School: …
Lesson Title: Cardinal Directions, Continents, and Oceans!
Time: 30 Minutes

Given 30 minutes of instruction, learners will be able to identify the cardinal directions of
North, South, East, West with an 4/4 accuracy.
Given 30 minutes of instruction, learners will be able to identify on a world map, the State of
Michigan in relation to the North Pole with an 100% accuracy.
Given 30 minutes of instruction, learners will be able to identify on a world map, the State of
Michigan in relation to the Equator with an 100% accuracy.
Given 30 minutes of instruction, learners will be able to identify on a world map, the five
Oceans with a 4/5 accuracy.
Given 30 minutes of instruction, learners will be able to identify on a world map, the seven
continents with a 5/7 accuracy.
Materials: (Low tech, including number needed)

Teacher:
- Videos
o 7 Continents Video
o 5 Oceans Video
- Globe
- World Map Picture
- United States Map Picture
- Equator and North Pole Picture(s)
- Provide students with personal copies of Maps that they will complete.
- Fill in the blank statements about continents using cardinal directions placed in
green envelopes.
- Fill in the blank statements about oceans using cardinal directions placed in blue
envelopes.
Students:
- Personal white boards
- Personal white board markers
- Coloring markers
- Pencils
o Early childhood learning technologies o FM system
o Webcam o Other______________

(n.d.). Retrieved from https://www.google.com/search?q=world
map&tbm=isch&chips=q:world map,g_1:high
resolution:DNwIcEvipxs=&rlz=1C5CHFA_enUS755US755&hl=en&sa=X&ved=2ahUKEwi
H5KmLs9rsAhWMO80KHZWADlkQ4lYoAHoECAEQFQ&biw=1309&bih=717#imgrc=lY
2riDDUIwws3M&imgdii=K_-rSZLAiSCaVM
map,g_1:printable:7zl45TtEYJI=&rlz=1C5CHFA_enUS755US755&hl=en&sa=X&ve
d=2ahUKEwiApvXwq9XsAhUOzawKHRQLDfcQ4lYoAXoECAEQGw&biw=1309
&bih=717#imgrc=0soZEypJLn3O7M
Equator. (n.d.). Retrieved from https://www.dictionary.com/browse/equator?s=t
Five Oceans Song. (2018, April 04). Retrieved November 01, 2020, from
https://www.youtube.com/watch?v=X6BE4VcYngQ

https://www.michigan.gov/documents/mde/Final_Social_Studies_Standards_Documen
t_655968_7.pdf
North pole. (n.d.). Retrieved from https://www.dictionary.com/browse/north-pole?s=t
Seven Continents Song - YouTube. (n.d.). Retrieved November 1, 2020, from

https://www.youtube.com/watch?v=K6DSMZ8b3LE

This is a reinforcement lesson. Students will continue to work on perfecting and identifying
the four cardinal directions, North, South, East, West by identifying the Seven continents
(Asia, Africa, North America, South America, Antarctica, Europe, Australia) in relation to
each other. [Example: Africa is south of Europe.] Students will also be working on identifying
the four cardinal directions, North, South, East, West by identifying the five oceans. [Example:
The Pacific Ocean is west of the Indian Ocean.]
In order to prepare for students, I have provided different explanations and activities for
students to further understand and master the identification of the cardinal directions, equator,
north pole, oceans, and continents.
Background Knowledge
o Students have experience working with the four cardinal directions from the
lesson, yesterday. Students also have the basic knowledge of what a World Map
looks like, the concept that there is important information on a World Map, and
that there are five oceans, and seven continents.

o Students will be able to use their background knowledge of cardinal directions
in order to help them identify the five oceans and seven continents.
- Students are ready for this lesson because they have enough background knowledge
from the previous day.
- The student’s development skills and levels include having the ability to almost master
the four cardinal directions and being introduced to the seven continents, five oceans,
location of the Equator and North Pole.
o The needs of students who are more visual learners are being met by the videos
provided as well as pictures of the World Map in order for students to identify
Oceans, Continents, Equator, and the North Pole.
o The needs of students who are more auditory learners are being met by the
videos provided as well as verbal explanation throughout the lesson.
o The needs of students who are more kinesthetic learners are being met by using
fine motor skills to complete a matching activity and getting up and moving to
discuss their answers.
- The student’s learning strengths and special needs include;

o Students have the learning strengths of following instructions and staying
engaged and responsive during the lesson.
o Students in the classroom with special needs include Dominic and Harry.
Special Concerns (including medical, behavioral, and/or environmental):

There are no medical concerns for this lesson.
The behavioral concerns include students not staying on task.
The environmental concerns for this lesson include students wanting to touch the World Map
and Globe more than necessary.
Assessment:
Formative:
- Students will be identifying the relation of continents using cardinal directions by
working together and completing fill-in the blank statements provided in green
envelopes. Students will also be identifying the relation of oceans using cardinal
directions by working together and completing fill-on the blank statements provided in
blue envelopes. FA
- Students show me with your thumbs; thumbs-up, YES- I understand what the equator
is, thumbs-in the- middle, KIND OF, I somewhat understand what the equator is,
thumbs-down, NO- I do not understand what the equator is. Allow students for a few
seconds for response time. FA
- Students show me with your thumbs; thumbs-up, YES- I understand what the North
Pole is, thumbs-in the- middle, KIND OF, I somewhat understand what the North Pole
is, thumbs-down, NO- I do not understand what the North Pole is. Allow students for a
few seconds for response time. FA
Summative:
are finished.
1)
 Provides multiple instructional strategies including technology:
connections
 Provides clear understanding of the concepts, tools of inquiry, and structures of the
discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular
content areas
 Displays clear understanding of the aspects of UDL by providing information in
 REVIEW ACTIVITY AND MORE PRACTICE OF
(North, South, East, West)
WHOLE GROUP
Dominic’s needs are being met by showing the picture cue of the
Compass.
Re-introduce the compass picture from yesterday.
Ask students the following questions:
- “What is this object?”
- “What does this picture mean?”
- “When do we use this?”
- “Where do we see this?”
Wait for students to respond, looking for the following response: A compass, specific compass
that is seen on maps, we use this to identify the four cardinal directions, etc.
“Today we are going to learn about the World’s Continents and Oceans. To start, we are going
to watch two videos!”
Watch the videos:

- Continents Video: 2:02 https://www.youtube.com/watch?v=K6DSMZ8b3LE
- Ocean Video: 2:17 https://www.youtube.com/watch?v=X6BE4VcYngQ
Transition: “Those videos were cool! Why do you think it is important to know our seven
continents and five oceans? Let’s get into our assigned small groups for some more
discussion!”
SMALL GROUP FIVE SMALL GROUPS

Dominic and Harry will be working together in the same small group. They will not be
expected to take leadership in leading the conversation but can answer with simple answers
for the activity. There will be a World Map shown on the board to accommodate to Dominic’s
visual needs.
- “In your small groups, students I want you to discuss and come up with three facts that
you remember from the Continent Video, and three facts that you remember from the
Ocean Video. Decide together which student will write down your group’s facts. “
o Allow students enough time to discuss and write down their facts, I (the
teacher) will continue to walk around to the small groups to make sure students
are discussing the correct information and staying on task.
- “Students, what facts did you come up with in your small groups? I want each group to
share three facts!” Wait for all groups to share-out their answers with the whole class.
I (the teacher) am looking for answers about the 7 continents; North America, South
America, Australia, Europe, Asia, Africa, Antarctica and the 5 oceans; Pacific Ocean,
Atlantic Ocean, Indian Ocean, Artic Ocean, Southern Ocean.
- “Next, students you will continue to work in your small groups. You have been
provided with two different envelops; green and blue. You will be filling in the blank
with statements in relation to the four cardinal directions in relation to the seven
continents as well as the five oceans.” FA
o In the blue envelope there are cardinal direction and ocean statements to solve.
[Example: I will pull out the strip that says, The Pacific Ocean is west of the
____________ Ocean. The correct answer is Indian.]
Fill in the blank statements:
The Atlantic Ocean is North of the ___________ Ocean. (Southern)
The Pacific Ocean is East of the _____________ Ocean. (Indian)
The Atlantic Ocean is South of the ____________ Ocean. (Arctic)
o In the green envelope there are cardinal direction and continent statements to
solve. [Example: I pull out the strip that says, Africa is south of __________. I
will find the correct answer to fill in the blank, the correct answer is Europe]
Fill in the blank statements:
Asia is East of _____________. (Europe)
South America is South of ___________. (North America).
Antarctica is South of ______________. (Africa)
Europe is West of _________________. (Asia)
Australia is East of ________________. (South America)
“Students, great job identifying the different oceans and continents using the cardinal
directions!”
Project the word map with the red line onto the board.
- “Students, does anyone know the significant feature that is highlighted? It is this
interesting line; does anyone know what this line is? Allow students to guess and
identify what the line is. Have them get up and turn to a friend and share their
predictions.” As students are sharing their prediction, walk around the classroom.
- “I heard some great predictions! This line that is funky and highlighted on the map is
called the equator. The equator is defined as the following:
o It’s an imaginary line that splits the Earth/ globe! The cities, countries, and
continents close to the equator are very hot!”
“Students show me with your thumbs; thumbs-up, YES- I understand what the equator is,
thumbs-in the- middle, KIND OF, I somewhat understand what the equator is, thumbs-down,
NO- I do not understand what the equator is.” Allow students for a few seconds for response
time. FA
- “Now, let’s take a look at another picture!”
Project the picture on the board with North Pole picture and purple lines.
- “Students, does anyone know the significant feature that is highlighted? It is this
interesting line and picture at the top of the map; does anyone know what this is?
Allow students to guess and identify what the line and picture at the top of the map is.
Have them get up and turn to a friend and share their predictions.” As students are
sharing their prediction, walk around the classroom.
- “I heard some great predictions! This line that is funky and highlighted with the picture
at the top of the map is called the North Pole.” The North Pole is defined as the
following:
o Geography. the end of the earth's axis of rotation, marking the northernmost
point on the earth. Astronomy. the point at which the extended axis of the earth
cuts the northern half of the celestial sphere, about 1° from the North Star; the
north celestial pole. (lowercase) the pole of a magnet that seeks the earth's
north magnetic pole. (lowercase) See under magnetic pole (def. 1).
- “The cities, (countries) and continents near the North Pole/ in the North Pole are very
cold!”
“Students show me with your thumbs; thumbs-up, YES- I understand what the North Pole is,
thumbs-in the- middle, KIND OF, I somewhat understand what the North Pole is, thumbs-
down, NO- I do not understand what the North Pole is.” Allow students for a few seconds for
response time. FA
Transition: “Students, great work with identifying the oceans, continents, the equator and
North Pole. Why do you think that understanding the location of the equator and North Pole
are important when looking at a World Map?”
As an exit ticket
- “Students, I want you to identify the map that is placed face down in your materials
pile. I have provided a word bank for all the continents, oceans, and other names you
might need.” FA
Dominic and Harry will only be expected to color in the state of Michigan, label the
equator and north pole. They will not need to write in and label the continents or oceans.
- “I want you to color the state of Michigan BLUE.”

- “I want you to label the North Pole PURPLE.”
- “I want you to label the Equator RED.”
- “Using the World Map of oceans and continents, I want you to write in pencil and label
the 7 continents and the 5 oceans.”
This is the map used to

identify the equator.
This is the map

used to identify
the North Pole.
This is the zoomed -in
map used to identify the
state of Michigan.
This is the map used to
identify the state of
Michigan.
This is the map that will

be used to identify both
the equator and the
North Pole.
This is the world map that
will be used to identify the
seven continents. This will
also be provided for students
in their exit ticket.


Areas for Growth:
Unit 1: Lesson 3

School: …
Lesson Title: World Map Booklet!
Time: 30 Minutes

in relation to the United States, the North Pole, and the equator with a 2/3 accuracy.
in relation to the North Pole, the Equator, Oceans, Continents with a 4/4 accuracy.
Materials: (Lowtech, including number needed)
Teacher:
- Cardinal Direction, Seven Continents, Five Oceans matching activity
o 5 copies, there are 5 small groups.
- Provided World Map booklet!
o 22 copies, there are 22 students.
Students:
- Pencils
- Coloring Markers and Pencils
o Early childhood learning o FM system
technologies o Other: No technology Needed
o Webcam

=0soZEypJLn3O7M
(n.d.). Retrieved from https://www.google.com/search?q=World

Globe&tbm=isch&ved=2ahUKEwiWsrWG8N_sAhWSWKwKHRbOAcQQ2-
cCegQIABAA&oq=World
Globe&gs_lcp=CgNpbWcQAzIFCAAQsQMyBQgAELEDMgIIADIECAAQQzIECAAQQzI
CCAAyAggAMgIIADICCAAyAggAUIA5WIA5YLg7aABwAHgAgAFDiAFDkgEBMZgBA
KABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=j-
SdX9auGZKxsQWWnIegDA&bih=615&biw=1302&rlz=1C5CHFA_enUS755US755

8_7.pdf
This is a mastery lesson. Students have been working for the past four days on their
knowledge of cardinal directions (North, South, East, West). The students have also been able
to identify and work on the seven continents, five oceans, Equator and the North Pole on a
World Map.
In order to prepare for students, I have been able to take the students prior experience,
knowledge, and execution of the previous two lessons to best prepare them for the lesson
today. The students have become more proficient in their knowledge and skills by practicing
their cardinal directions, labeling of continents and oceans, and the Equator and North Pole.
Background knowledge
o Students have the prior knowledge and experience of working with the cardinal
directions, identifying continents and oceans, as well as identifying the Equator
and North Pole from the previous two days of experience.
o Students also have the background knowledge of the United States Map and the
World Map, with the ability to label and identify the State of Michigan, the five
oceans, and the seven continents.

o Based on the previous two days of 30-minute lessons…
 Students should be mastering the identification of the four cardinal
directions; North, South, East, and West.
 Students should also be mastering the identification of the five oceans
on the World Map. The identification of the seven continents on the
World Map.
 Students should also be mastering the identification of the State of
Michigan in relation to the World Map and United States Map.
- Students are ready for this lesson because they have spent the previous two days
becoming very familiar with and mastering the skills of identifying: cardinal directions,
seven continents, five oceans, the Equator, and the North Pole.
- The student’s development skills and levels include the ability to show their knowledge
of the cardinal directions, continents, and oceans by labeling and completing their own
World Map Booklet.
- The student’s learning strengths and special needs include;

o The students have learning strengths in their ability to identify and label the
following areas: cardinal directions, seven continents, five oceans, the Equator,
and the North Pole.
o Students in the classroom with special needs include Dominic and Harry.
Special Concerns (including medical, behavioral, and/or environmental):
There are no medical concerns for this lesson.
The behavioral concerns include students not staying on task while they are working on their
World Map Booklet.
The environmental concerns for this lesson include that the students will not keep their
materials to themselves, and that they might not keep their materials in their personal
workspace.
Assessment:
Formative:
- Matching activity for students to separate the following key terms into three columns.
FA
o Column one: North, South, East, West, Up, Down, Right, Left
o Column two: Asia, Africa, Europe, Australia, North America, South America,
Antarctica
o Column three: Pacific Ocean, Atlantic Ocean, Southern Ocean, Arctic Ocean,
Indian Ocean
- Students will be completing their own World Map Booklet. FA
- Exit ticket for students. I want you to independently write a total of 3 statements. FA
o One statement using the cardinal directions and the relation of two continents.
o One statement using the cardinal directions and the relation of the five oceans.
o One statement using the cardinal directions of one continent and one ocean.
Summative:
are finished.
1)
 Provides multiple instructional strategies including technology:
connections
 Provides clear understanding of the concepts, tools of inquiry, and structures of the
discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular
content areas
 Displays clear understanding of the aspects of UDL by providing information in
Students will complete the matching activity. FA
- “In your small groups; together you will need to make three columns; a column for the
cardinal directions, a column for the Seven Continents, and a column for the Five
Oceans. I will give you three minutes to complete this activity!” Allow for students to
and separate the pieces into columns. Set the time for three minutes.
Have the following table of cardinal directions, continents, and oceans cut up and put into
envelope, and placed at small group stations.
- “Students, when your group is complete raise your hands and I will come and check to
see if you have organized your columns correctly.” As groups are finishing up, if one
of the columns has the wrong information, give the students a hint:
o Cardinal Direction Column: 8
o Continents: 7
o Oceans: 5
North Up Australia Pacific

Ocean
South Down Europe Atlantic
Ocean
East Right Antarctica Indian
Ocean
West Left South Southern
America Ocean
Asia Africa North Arctic
America Ocean
Transition: Great job working together in reviewing the cardinal directions, continents, and
oceans! Why do you think that there are so many continents?
Part 2: Instruction/Exploration: (25 minutes)
Dominic and Harry have been given the instructions for the World Map Booklet prior to the
rest of the students. They will have had at least the three maps of continents, oceans, and
continent and oceans filled in, they were able to complete this with their Resource Room
teacher.
In order to complete the World Map Booklet students will need to listen and review the
instructions before completing their activity.
“Today, we are going to make our own World Map Booklets! Already in your table groups are
the materials needed for this project. Students take a look at the instruction sheet as I (the
teacher) read over the instructions.” FA
After reading instructions, teacher will ask, “Does anyone have any questions about what your
expectations are? Allow for students to ask questions. “Great! Once you have completed your
booklet, find another peer who has also completed their booklet. Together you will review and
double- check your answers for all of the different maps. If you and your peer have different
responses in their “blanks”, you will need to use your resources in order to double check their
answers.”
o Allow time for students to work quietly and efficiently on their World Map
Booklets.
- Materials for the World Map Booklet and Instructions are provided at the end of the
lesson document.
Transition: (This is a bridging statement or question to help students connect what
occurred during Instruction/Exploration to what will occur during After Lesson. It is
NOT a direction or instruction.) Great work students! Your booklet’s look amazing! I hope
you are all feeling more confident in identifying the cardinal directions, continents, oceans,
etc. Do you think you could teach someone where all the continents and oceans are?

“Students, before you leave, as an exit ticket. I want you to independently write a total of 3
statements. FA
One statement using the cardinal directions and the relation of two continents.
One statement using the cardinal directions and the relation of the five oceans.
One statement using the cardinal directions of one continent and one ocean.”
Have these instructions on the board for students to read, also allow time for students to
answer and write these three statements.
“Once you are completed; give me a thumbs up. Allow students to respond and give thumbs
up to the teacher (me). Now, I want you to turn and talk with your shoulder partner and share
one of your statements. The student who has a birthday closest to (today’s day) will share your
two sentences first!” Allow for enough time for students to share out their answers.
“Would anyone like to share with the class their responses?” Wait for students to share.
“Great work students, tomorrow we will be taking our assessment on the cardinal directions,
seven continents, five oceans, identifying the equator and north pole, as well as where
Michigan is!”
Areas for Growth:
World Map Booklet Instructions
The green squares represent the 7 continents. The blue circles represent the 5 oceans.
Map 1: Using the word bank label, the Five Oceans on the World Map. Also label the cardinal
direction compass on the map.
Pacific Ocean Atlantic Ocean Southern Ocean
Indian Ocean Arctic Ocean Pacific Ocean (Remember:
the Earth is round!)
Map 2: Using the word bank, label the Seven Continents on the World Map. Also label the
cardinal direction compass on the map.
Asia Antarctica
Africa Europe
North America Australia
South America
Map 3: Using the word bank, label both the Five Oceans and the Seven continents on the World
Map. Also label the cardinal direction compass on the map.
Asia Antarctica Arctic Ocean
Africa Europe Atlantic Ocean
North America Australia Southern Ocean
South America Pacific Ocean Indian Ocean
Pacific Ocean
Once you have labeled all of the oceans and continents, label the Equator RED, and the North
Pole PURPLE!
Map 4: Pick your favorite color and color in the state of Michigan. Also label the cardinal
direction compass.
My World Map
Booklet!
By: ___________
Map 1
Map 2
Map 3
Map 4
Answer Key Map
Name: ___________________________________________ Date: _______________ /75
1. Identify the five oceans on the World Map. (10 pts.)
Pacific Ocean Atlantic Ocean Southern Ocean

Indian Ocean Arctic Ocean Pacific Ocean (Remember: the
Earth is round!)
2. Identify the seven continents on the World Map. (14 pts.)
Asia Antarctica
Africa Europe
North America Australia
South America
3. Identify both the continents and oceans on the World Map. Also, with a red colored pencil draw
and label the equator. With a purple colored pencil draw and label the North Pole. With an orange
colored pencil mark with a star where the state of Michigan is located. (30 pts.)
Asia Antarctica Arctic Ocean

Africa Europe Atlantic Ocean
North America Australia Southern Ocean
South America Pacific Ocean Indian Ocean
Pacific Ocean
4. Identify the four cardinal directions on the compass

using N, S, E, W. (4 pts.)
5. Answer the following statements. Use the word bank to help solve the statements. Make sure you
spell the names correctly. (8 pts.)
Atlantic Indian
Europe Australia
a. Africa is south of _______________.
b. The__________ Ocean is North of the Southern Ocean.
c. This continent is____________ East of the Indian Ocean.
d. The ___________Ocean is West of South America continent.
6. Match the following Cardinal Directions. (4 pts.)
North Right
South Down
East Up
West Left
7. Color the State of Michigan. Place a circle at the North part of the map. Place a star at the South
part of the map. Place a square at the East side of the Map. Place a triangle at the West side of the
map. (5 pts.)
Answer Key:
1. 10 pts.
a. 5 points for correct placement of the oceans. 5 points for the correct spelling of the oceans.
Look at the picture below.
2. 14 pts. Look at the picture below.
a. 7 points for the correct placement of continents. 7 points for the correct spelling of
continents.
3. 30 pts. Look at the picture below.
a. 10 pts.
b. 14 pts.
c. 2 points for labeling the equator and the correct color, red.
d. 2 points for labeling the north pole and the correct color, purple.
e. 2 points or labeling the State of Michigan and the correct symbol, star.
4. 4 pts Look at the picture below.

5. 8 pts.
a. Africa is south of Europe.
b. The Atlantic Ocean is North of the Southern Ocean.
c. This continent is Australia East of the Indian Ocean.
d. The Indian Ocean is West of South America continent.
6. 4 pts.
North Right
South Down
East Up
West Left
7. 5 pts.
a. 1 point for coloring the state of Michigan
b. 1 point for labeling the North with a circle.
c. 1 point for labeling the South with a star.
d. 1 point for labeling the East with a square.
e. 1 point for labeling the West with a triangle.

Elementary Unit Plan

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Elementary Unit Plan

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Elementary Unit Plan

Teacher Candidate’s Name: Marysa Prettyman

Date Created: September 16, 2020

Content Area: Social Studies

Grade Level: 3rd Grade

Unit Title: Directions and Maps Unit

Total Time/Frequency and Duration of Lessons: 3 days of 30 minutes of instruction

Performance Based Learning Objectives comprehensive of the unit:

Compass. (n.d.). Retrieved from https://www.dictionary.com/browse/compass

Michigan K-12 Standards for Social Studies. (n.d.). Retrieved from

Seven Continents Song - YouTube. (n.d.). Retrieved November 1, 2020, from

Performance Based Learning Objectives:

Bibliography/References: (in APA format)

(n.d.). Retrieved from https://www.google.com/search?q=picture of united states

Compass. (n.d.). Retrieved from https://www.dictionary.com/browse/compass

Prior Learning Connections: (Background knowledge support)

- Connecting background knowledge, concept and skills…

- The student’s learning strengths and special needs include:

Part 1: Engagement/Warm-up: (5 minutes)

Part 2: Instruction/Exploration: (17

“Students, the compass is an object that

“Great job identifying the four cardinal directions in our classroom!”

Ask students the following four questions: FA

Have students with their peers answer the following questions: FA

Part 3: After Lesson: (8 minutes)

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER

Performance Based Learning Objectives:

Materials: (Low tech, including number needed)

Bibliography/References: (in APA format)

Equator. (n.d.). Retrieved from https://www.dictionary.com/browse/equator?s=t

Michigan K-12 Standards for Social Studies. (n.d.). Retrieved from

North pole. (n.d.). Retrieved from https://www.dictionary.com/browse/north-pole?s=t

Seven Continents Song - YouTube. (n.d.). Retrieved November 1, 2020, from

Prior Learning Connections: (Background knowledge support)

- Connecting background knowledge, concept and skills…

- The student’s learning strengths and special needs include;

Special Concerns (including medical, behavioral, and/or environmental):

Watch the videos:

SMALL GROUP FIVE SMALL GROUPS

- “I want you to color the state of Michigan BLUE.”

This is the map used to

This is the map

This is the map that will

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER

Strengths of the Lesson:

Teacher Candidate’s Name: Marysa Prettyman

Performance Based Learning Objectives:

Bibliography/References: (in APA format)

(n.d.). Retrieved from https://www.google.com/search?q=World

Michigan K-12 Standards for Social Studies. (n.d.). Retrieved from

- Connecting background knowledge, concept and skills…

- The student’s learning strengths and special needs include;

North Up Australia Pacific

Part 3: After Lesson: (5 minutes)

Strengths of the Lesson:

Areas for Growth:

1. Identify the five oceans on the World Map. (10 pts.)

Pacific Ocean Atlantic Ocean Southern Ocean

Asia Antarctica Arctic Ocean

4. Identify the four cardinal directions on the compass

a. Africa is south of _______________.

b. The__________ Ocean is North of the Southern Ocean.

c. This continent is____________ East of the Indian Ocean.

d. The ___________Ocean is West of South America continent.