Candidate Name: Subject/Grade/Program Type:

Nicole Velez Social Studies/First Grade

Date: Title of the Lesson:
4/11/18 Pirate Treasure and Compass Rose
Lesson Essential Question: Concepts/Big Ideas:
What are the four cardinal directions and how Compass Rose and Cardinal directions
can we use them and a map to find hidden Map and Map Features
treasure?
Unit Essential Question:
What is a map, what are the four cardinal
directions, and how can we use both?

Objective Student will be able to (SWBAT):

Expected Learning Students will be able to follow the four cardinal directions north, south, east, and
(NAEYC 5a, 5b, 5c; west to find pirate treasure.
Danielson 1a) Students will be able to use a map and its features to solve the mystery of the
hidden treasure.
Before this lesson, students have been working on maps and their features. They
Justification (edTPA
have spoken about things that can be found on a map and how big or small a map
Rubrics 1, 2, 3;
can be. They have had the opportunity to create a map of their bedrooms, talking
NAEYC 3a, 3b, 3c,
about maps and how they can be used to find how to get from one place to
5a, 5b, 5c; Danielson
another. Students have had experience using the compass rose, identifying where
1b)
each direction is from their seats and learned the pneumonic, Never Eat Soggy
Waffles. Students spoke a lot about GPS and all understood the concept of
mapping out their rooms. This particular experience attempts to demonstrate how
maps and the cardinal directions are connected to one another. They will be
working on following directions, which is still somewhat hard for this group of
students so this will help them work on this skill. In creating a hands on treasure
hunt using a map and the cardinal directions, students are encourage to be
creative, problem solve, and apply their knowledge of maps and directions in an
active nature. It also challenge them to think critically about their surrounds to
solve the puzzle and find the treasure. This activity aligns with the constructivist
view of learning in addition to supporting the active nature of student learning. It
is also my hope that this whole group treasure hunt will help this particular group
of students work on their collaboration skills as they often struggle to work
together without arguing.
Content Standards Standard(s):

New Jersey Student Learning Standards:

Social Studies
US History; America in the World:
6.1.4.B.1 Compare and contrast information that can be found on different types
of maps and determine how the information may be useful.
English and Language Arts
Speaking and Learning:
SL.1.1. Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.
 Vocabulary Acquisition and Use:
L.1.6. Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships
Resources/ Pirate backstory, Treasure map, compass rose, gold coins (Treasure).
Materials (Danielson
1d)

Assessment Pre-Assessment Checking for Post-Assessment

(edTPA Rubric 5; Understanding
NAEYC 3a, 3b, 3c,
Danielson, 1c, 1f)
Student will be asked to The treasure hunt will Once the students have
review their knowledge check for student completed to the treasure
of the cardinal understanding, as they they will be given a blank
directions and the will be applying their compass rose with a word
compass rose. They will knowledge of the bank and will be required to
be asked to answer compass, cardinal fill in where each direction
what the four directions directions, and a goes and on the back, or
are, in which direction treasure map. bottom, list three map
are they, and the features.
pneumonic we learned.
In addition to this, they
will be asked, “what do
we use a map for?”

Learning a) Brief Description:

Experience (edTPA
rubric 4, 8; NAEYC
5a, 5b, 5c; Danielson
3a, 3b, 3c, 2a)
Students will be called to the front rug and the teacher will say, “Friends, while
Time Frame: 1:45- you were at lunch today, something strange happened. I was dropped a book
2:20 behind that book shelf there and I found the strangest thing. I found what appears
to be a note, and a map of some sort.” (teacher will hold up letter and map.) I
wanted to share this with you because it is my belief that this may be a map to
hidden treasure. I am going to read this story to you and I want you to listen
carefully and see if you think you guys could help me find this treasure. Teacher
will read the letter aloud, which will require students to activate background
knowledge of maps and the cardinal directions. Once the letter is complete the
teacher will hold up the map for the students to see and ask them, according to the
letter, what is this a map of? What are some things you see on this map? Students
will then be asked to go into their social studies folders and get their compass rose
out. Students and teacher will follow the clues, directions, and the map to get find
the hidden treasure. Teacher will call one student per direction and the class will
help their friend find the correct way to go. All the students will get to look for the
hidden treasure together. Once they have found the treasure, students will go back
 to their seats and receive a compass rose. They will fill in the directions and then
on the back, list three features that were shown on the map we followed.

Elements of an (Briefly address only 1-6 for Grades 1 through 3, and address all in Pre-
Effective Learning K/K)
Environment
1) Differentiation Differentiation occurs in assigning roles of varying difficulty to each student
(edTPA rubric 6, 7, based on readiness. Students will be encouraged to help one another out but as the
8; NAEYC 4b, 4c, students work through the hunt they will also be required to accomplish varying
4d; Danielson 3d) tasks on their own. For example, one of the higher achievers will be asked to track
our hunt on the map with a pencil as we move through the treasure hunt. Based on
the student readiness, varying amounts of support will be provided by peers and
the teacher. As the students complete the post assessment, some students will be
given a word bank and others will not be given a word bank.
2) Diverse Learners Throughout this learning experience the needs of diverse students are addressed
(edTPA rubrics 6, 7; through the use of various learning style, verbal, visual, and Kinesthetic. All
NAEYC 1c; students will be provided directions verbally, with repetition if needed, and verbal
Danielson 1b) support and assistance from their classmates. Visual support come from their
surrounds and their classmates if they are pointing them in the right direction. The
entire treasure hunt is hands on and whole body as the students are physically
moving around the room. Scaffolded support is provided throughout the entire
learning experience in order to address the varied needs of the learners in this
particular room.
2) Intellectual This learning experience is created to address higher level intellectual skills
Growth (edTPA included problem solving, deductive reasoning, critical thinking, and
rubric 6, 8; NAEYC understanding signs and symbols. These students are working on problem solving,
4d) critical thinking, and deductive reasoning as they try to put the clues together to
find the treasure. In using the map and compass rose they are working to
understand signs and symbols that are included so they know where they are
headed. They are working together to try to put together pieces of a puzzle to find
the treasure at the end.
3) Self Regulation/ Throughout this learning experience I will continue to encourage student
Autonomy (edTPA 6, autonomy and leadership by simply facilitating the treasure hunt. I will help in
8; NAEYC 4d; reading the directions and clues aloud but will ask the students to inform me of
Danielson 2b, 3b, 3d) where I am to go next. I want them to lead the hunt as much as they can at this
level. Self-regulation skills will be tested throughout this learning experience as
they are working in a whole group in a smaller area so they will need to be
conscious of others. Each student will take the lead of one direction given so other
students will be supported in developing their self-regulation as they move around
the room but also take turns.
5) Instructional Verbal feedback will be provided throughout the learning experience as I work to
Feedback (edTPA 7, support the students in their treasure hunt and sense of direction. The students will
8, 9, 12, 13; use the feedback to correct their course or to deepen their thinking of the clues
Danielson 3d) and directions provided before moving to the next place. Peer feedback will be
provided in an appropriate and supportive manner as they help one another when
some are struggling. They will be working as a whole class and if they are not
being respective they will not participate in the treasure hunt.
6) Multimodality This learning experience has print, verbal, and sensory experiences built into it.
(edTPA 1; NAEYC The students are actually going on treasure hunt, working together to discover the
4b, 4c, 4d). clues and find where the treasure is hidden. There are verbal directions provided,
print letter written by the pirate who hide the treasure, and gross motor
experiences that utilize the senses in helping them along the way. Students also
have their written compass rose with them to help them in going the correct
direction.