Direction and Mapping

Grade 1 · Social Studies

Semester 1 | Period 2 | Week 10

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Subject: Social Studies

Semester: 1

Period: 2

Week: 10

School Name:
Teacher’s Name:
Subject: Social Studies
Grade Level: Grade 1
Date: Week 10
Lesson Duration: 45 minutes
Week & Period: Week 10, Period 2
Topic: Direction and Mapping
Sub-topic: Direction map of home and school, Google map
Learning Objectives
By the end of the lesson, students should be able to:
Give the direction of their home and school
Use simple maps to describe locations

Previous Knowledge
Students already know how to walk from their house to school and around the classroom.

Instructional Materials
Drawing of simple maps, paper, pencils, chalkboard, toy compass, Google map printouts

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: “If I want to visit your home, how will you direct me from school to your house?”

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Definition of Direction and Map:

  • Direction tells us where a place is or how to reach it.
  • A map is a drawing or picture that shows places and how to get from one place to another.
  • Google Maps is a digital map on a computer, tablet, or phone that shows real locations and routes.

Simple Directions:

  • Left, Right, Straight, Near, Far – words that help us describe how to move from one place to another.

Map of Home:

  • Show simple rooms like bedroom, kitchen, living room, and bathroom.
  • Discuss how these rooms are connected.

Map of School:

  • Show classroom, office, playground, library, and toilets.
  • Highlight paths students take between these areas.

Google Map:

  • Teacher demonstrates a printed or digital version of Google Maps.
  • Explain how it can help find homes, schools, or markets.

Practical Activity:

  1. Teacher draws a simple map on the board showing the way from the classroom to the playground.
  2. Learners practice tracing the route with their fingers or on paper.
  3. Learners give verbal directions to classmates: “Go straight, then turn left.”
  4. Discuss how maps and directions help people avoid getting lost.

Learners’ Activities (Expanded):

  • Draw simple maps of their home, classroom, or the path from home to school.
  • Label important areas like bedroom, kitchen, classroom, or playground.
  • Practice giving directions to a partner using left, right, straight, near, and far.
  • Compare their drawn maps with actual layouts to see accuracy.
  • Explore simple digital maps (if available) and locate familiar places.

Assessment Checks:

  • Ask learners to give one direction (e.g., turn left, turn right).
  • Ask learners to explain what a map shows.
  • Observe learners’ ability to trace routes and give clear directions.

Notes (Expanded & Detailed):

  • Directions and maps help us find places safely and quickly.
  • Simple maps can show the layout of homes, schools, and communities.
  • Understanding directions improves orientation and independence.
  • Encourage learners to practice drawing and reading maps at home and school.
  • Highlight that digital tools like Google Maps are helpful but should always be used with guidance from adults.

Example Questions for Learners:

  1. “If you want to go to the playground, which way do you turn first?”
  2. “Name two rooms in your home you can show on a map.”
  3. “What does a map tell us?”

Assignment:

  • Draw a simple map of your classroom or home and label the rooms.
  • Practice giving directions from one room to another and write one sentence describing the route.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Directions help us move from one place to another. Maps are drawings that guide us to places.

Evaluation Method (Expanded)
Exit slip/quiz: Students draw a simple map of their home or classroom. Teacher will collect slips and provide feedback.

Assignment (Expanded)
Students will ask their parents to show them directions from home to a friend’s house and practice explaining it in class.

Follow-up Activity
Next lesson will focus on manners and reporting bullying.

Differentiation / Inclusive Strategies
Support weaker learners by giving templates for map drawing. Provide oral practice for those struggling with writing.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low