Using Cardinal Directions
Author
Tammy Nethercott
Grade Level
2
Duration
2 class periods
National
Standards
AZ Standards
Arizona Social Science
Standards
GEOGRAPHY
Element 1: The
World in Spatial
Terms
1. How to use maps
and other
geographic
representations,
geospatial
technologies, and
spatial thinking to
understand and
communicate
information
ELA
Key Ideas and Details
2.RI.1 Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key details in a
text.
Craft and Structure
2.RI.4 Determine the meaning of words and
phrases in a text relevant to a grade 2 topic or
subject area.
Integration of Knowledge and Ideas
2.RI.7 Explain how specific images (e.g., a
diagram showing how a machine works)
contribute to and clarify a text.
MATHEMATICS
Measurement and Data
2.MD.A Measure and estimate lengths in
standard units.
2.MD.A.1 Measure the length of an object by
selecting and using appropriate tools (e.g., ruler,
meter stick, yardstick, measuring tape).
Geography
The use of geographic
representations and
tools help individuals
understand their world.
2.G1.1 Use and
construct maps, graphs,
and other geographic
representations of
familiar and unfamiliar
places in the world; and
locate physical and
human features
SIOP Elements
Preparation
Adapting content
Linking to background
Linking to past learning
Strategies used
Scaffolding
Modeling
Guided practice
Independent practice
Comprehensible input
Integrating Processes
Reading
Writing
Speaking
Listening
Application
Hands on
Meaningful
Linked to objectives
Promotes engagement
Arizona English Language Proficiency Standards
Grade 2
Basic
Listening and Reading
Standard 1 By the end of each language proficiency level, an English learner can construct
meaning from oral presentations and literary and informational text through grade appropriate
listening, reading, and viewing.
B-1: ask and answer questions by using evidence from a text.
Using Cardinal Directions
Standard 2 By the end of each language proficiency level, an English learner can determine the
meaning of words and phrases in oral presentations and literary and informational text.
B-1: determine the meaning of frequently occurring academic and content-specific words and
phrases
Overview
Understanding cardinal directions is an important life
skill. The use of cardinal directions connects us to
the world by telling us where we are in relation to
others. They help us navigate in such endeavors as
hiking, hunting, driving, giving directions to others,
etc.
Purpose
In this lesson, students will learn the cardinal
cardinal directions and will use cardinal directions to
create a map of their own and give directions to
others.
Key Vocabulary
map-a drawing to represent a place or to show
features of an area
compass rose-a symbol that shows directions on a
map
cardinal directions- north , south, west, east (n, s,
w, e)
cartographer-a person who makes a map
directions-instructions for getting somewhere
trail-a path to follow
Materials
● Me on the Map by Joan Sweeney or YouTube
video Me on the Map-read aloud (3:55 min)
https://www.youtube.com/watch?v=v_gUK8U9d
E0
● The United States and Capitals (labeled) map
https://geoalliance.asu.edu/sites/default/files/ma
ps/States_With_Capitals.pdf
● Vocabulary Cards
● Compass Cha-Cha to the Cupid Shuffle
YouTube video (2:20 min)
https://www.youtube.com/watch?v=MvGD-
KlYjXg
● Sidewalk chalk
● Tape measure, Ruler, Yard Stick
● Treasure Map A and B and Answer Key
Objectives
The student will be able to:
1. Identify cardinal directions in a real-life setting as
well as on a map.
2. Measure distance.
Procedures
SESSION ONE
1. Begin the lesson by reading Me on the Map by
Joan Sweeney or projecting the YouTube video
Me on the Map-read aloud (3:55 min)
https://www.youtube.com/watch?v=v_gUK8U9d
E0 Discuss how maps are made (bird’s eye
view). (Scaffolding: Comprehensible input)
2. Project The United States and Capitals (labeled)
map
https://geoalliance.asu.edu/sites/default/files/ma
ps/States_With_Capitals.pdf and facilitate a
discussion regarding where we live and go to
school and which state and country we live in. It
is expected that discussion will ensue about
which towns, states or countries students have
previously lived. Point out the places named
using the projected map. (Integrating
Processes: Speaking, Reading, Listening)
3. Introduce the Vocabulary Cards by projecting
them and discussing the definitions. Post the
Vocabulary Cards on the Word Wall.
4. Return to the projected U.S. map and discuss
which states are north, south, west, or east from
one another reinforcing the vocabulary words.
(Scaffolding: Guided practice)
5. Draw a compass rose on the board and label the
cardinal directions. Ask the students what they
know about this symbol that is often found on
maps. Explain that the GPS system in their
family’s car or on their phones is using directions
like east, west, north, and south. Ask if they
have ever hiked on a trail or used a map or
compass.
6. Explain that when cartographers make maps,
they often include a compass rose so people
can understand in what direction things are
located.
7. Project Compass Cha-Cha to the Cupid Shuffle
YouTube video (2:20 min)
https://www.youtube.com/watch?v=MvGD-
KlYjXg and have students participate in this
movement-based activity.
8. Distribute a piece of paper and ask students to
draw and label a compass rose. They may use
Using Cardinal Directions
the one on the Word Wall as a reference.
(Application: Hands on, Promotes
engagement)
SESSION TWO
Prior to Session: Choose Treasure Map A using only
cardinal directions (easier) or Treasure Map B using
cardinal and intermediate directions (more
advanced) depending on the ability of your students.
To provide for diverse students, you could use A
with some students and B with others.
9. Review the Vocabulary Cards on the Word Wall
and replay the Compass Cha-Cha to the Cupid
Shuffle YouTube video (2:20 min)
https://www.youtube.com/watch?v=MvGD-
KlYjXg
10. Draw a compass rose on the board and explain
that sometimes just the cardinal directions (N, S,
E, W) are not enough. The midway points are
called intermediate directions and are also
useful. However, for today, we are using only
the four cardinal directions.
11. Take the students outside carrying their paper
compass roses. Show the students where
north is. Show them how to hold their paper so
their north is pointing north if needed. Then
have them point to E, S, and W. (Scaffolding:
Guided practice)
12. Tell the students that they will be using their
compass roses, sidewalk chalk, and a
measuring tool to figure out how far N, S, E, and
W something is from another object. Show
them a ruler, a yard stick, and a tape measure.
Then point out two objects that are about 8-10
feet apart. Have the students decide which
measuring tool would work the best for
measuring distances as long as that. Model how
to draw a line from the one object to the next
with the sidewalk chalk. Have the students use
their compass rose to determine the direction
(N, E, S, or W). Then have them measure the
chalk line. (Scaffolding: Guided practice,
Modeling; Integrating Processes: Speaking,
Reading, Listening, Writing)
13. Divide the students into small groups and give
each group a piece of chalk and a measuring
tool. Instruct the students to determine the
direction, make the line, and measure the line.
When a group has this done, they should
contact you and you will verify the correct
answers. (Grouping Option: Small group)
14. Use the Directions Observation Sheet to mark
Yes or No for each group’s work. Have student
continue to find directions, make their lines, and
measure the distance for as many times as you
need to determine student proficiency. Return
to the classroom. (Application: Hands on,
Promotes engagement)
15. Distribute Treasure Map A or B to students and
explain the directions.
Assessment
Mathematics and Geography
Students’ ability to measure distance and determine
direction can be scored on the Directions
Observation Sheet. Mastery will be seen as 80% of
the attempts are correct. (Assessment: Oral,
Group)
Geography
Treasure Map A or B can be used to correctly
determine directions on a map. Mastery will be
considered a score of 80% or higher.
Geography and ELA
The Vocabulary Test can measure language
acquisition. Mastery will be considered a score of
80% or higher. (Assessment: Written, Individual)
Extensions
● Continue to practice cardinal and intermediate
directions by having students identify their
location and what direction another location
would be from there. (i.e. What continent is
south of Australia? What state is east of
Arizona? What city is north of Phoenix?)
● Have students develop a scavenger hunt using
cardinal directions to lead others to a “treasure.”
● Have students create treasure maps of their
own. They could use a yard stick or tape
measure to calculate the distance and create
written directions for their classmates to follow.
Sources
Looking at Maps and Globes ISBN 0516245430
Me on a Map ISBN 0590107054
Permission to use treasure map was granted by Tim
van de Vall on January 26, 2022 (email message)