Running Head: FINAL LESSON PLAN

Bethany Burgess, Troy Criddle, Tamara Truman

Final Lesson Plan
Ivy Tech Community College

FINAL LESSON PLAN

2
Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
Name of Artifact: Final Lesson Plan Project
Date: April 2016
Course: EDUC 250 Educational Psychology

Brief Description: In this assignment, we were required to develop a complete lesson plan using
the Madeline Hunter Lesson Plan Template as a guide. After developing the lesson plan, we then
presented the lesson to our class ensuring that we referenced appropriate educational theories,
motivational theories, and instructional strategies.

Rationale: To document my understanding of INTASC Standard #7: Planning for Instruction,

we, have selected to include our Final Lesson Plan Project. For this assignment, we were given a
fictional classroom scenario and required to develop and present an appropriate lesson plan. We
developed the lesson using multiple educational theories, motivational theories, and instructional
strategies relevant to the lesson. We also created a bulletin board to expand student growth.

Class: 2nd Grade Social Studies

FINAL LESSON PLAN

Unit: Cardinal Direction.

Lesson: Use a compass to identify cardinal and intermediate directions and to locate places on
maps and places in the classroom, school and community.

Teacher(s): Bethany Burgess, Troy Criddle, Tamara Truman

Objectives: The student will be able to correctly identify cardinal direction using a compass on a
map and locate places on a map with 80% accuracy at the end of the lesson.

Standards: Following Indiana Department of Education Standard 2.3.1, students are expected to
recognize the four primary cardinal directions on a map and locate places using cardinal
directions on a map. Students will demonstrate their ability to correctly demonstrate cardinal
direction knowledge through a combination of lecture, modeling, and guided practice.

Materials:
Compass (5-one per group with 2 extra for additional support)
Large N for wall placement to depict North
Projector
Dry Erase Board w/markers
Small Velcro Circles (bulletin board)
Bulletin Board Backing
Bulletin Board Border

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Stapler w/ staples
Song Lyric Document for projector
Introductory video for projector
Map for projector
Group questions

Duration: 20 minutes

Anticipatory Set: The teacher will provide and demonstrate correct use of a compass by
presenting a physical compass and relatable video. https://www.youtube.com/watch?
v=2av9SQsMIi8&authuser=0

Teaching:
Input
teacher holds up compass for viewing
T:

Who can tell me what this is?

ER:

Compass, I dont know, a toymultiple responses appropriate

T:

This is a compass. Can anyone tell me what this is used for? Can anyone tell me what
type of person might use it?

ER:

A police officer, Park Ranger.multiple responses appropriate

T:

When do you think you would use a compass?

ER:

Directions Driving, sports, sunrisesmultiple responses appropriate

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teacher passes out compasses to groups

T:

Lets describe the compass and see if we can figure out what it does. Somebody tell me
what they see on their compass?

ER:

Letters, needle, colors, plastic lensmultiple responses appropriate

T:

What do you think the letters stand for?

ER:

North, South, East, West

T:

Lets use it. Lets play follow the leader in your groups. One person holds the compass
out making sure your friends can see it and start traveling around the room. What do you
notice? Is the arrow/needle staying the same or is it pointing to a different direction as
you walk?

ER:

Different

Have groups halt their movement. Make sure each group is facing a different cardinal direction
and then have the group leader tell the direction they are facing. The teacher will be facing
North and label the wall with a large N.
Introduce Activity Cardinal Direction Song instructing students to move and face the cardinal
direction as it is said in the song. Bring the lyrics up on the screen. Sing lyrics with students
using a 4 count tempo
If you like the oceans best, travel East or travel West
If you like the cold and snow, North is the way you should go
If you like the hot sun, head down South for lots of fun.
T:

Lets do it one more time.

Bring up map display on projector

T:

Now that we understand cardinal direction a better, lets look at map. On this map, one

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good way of remember the order of our directions is by remembering NOBODY EATS
SOGGY WAFFLES.
Describe that N stands for North, E stands for East, S stands for South and W stands for West
T:

How do you think a compass can help us locate something on a map?

ER:

In case we are lostmultiple responses appropriate

T:

Now lets see how a compass works to help us locate places on a map.

T:

Recall that a map usually represents a place. Can anyone tell me what this map
represents?

ER:

A Zoo

T:

(Guided Practice) We are now going to practice using the compass to help us find places
on our map.

Students should already be in groups of 4, but if not, put them in groups. Teacher passes out
animal notecards
T:

Everyone look at your animal notecards. Do you see that your notecard contains direction
clues to help find your animal. Lets do one together. My note card says I am West of
the gift shop. Who can tell me an animal that is West of the gift shop on our map?
Remember that West is to the left of North. North is shown on your map compass.

T:

Now Im going to give you a few minutes to work in your groups and use the clues on
your animal cards to find your animals on the overhead map. When you have found both
of your animals, raise your hands.

Teacher checks on learning during group work and passes out treats. Wait until all groups have
found both animals on their animal cards
T:

Group #1, come up to the board and read the clues on your card and then circle your

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animal.
T:

Continue this process until all of the animals on the map are located.

Modeling: The group map exercise on the overhead models what is expected as they complete
the bulletin board activity.

Checking for Understanding: Having students change direction during the song to annotate
their understanding of the cardinal direction location. Teacher and assistants actively check
student understanding during the follow the leader activity to assure the student can connect the
compass to the cardinal direction. By working in groups to locate animals on the map, students
establish deeper cognitive spatial reasoning and develop communication skills.

Closure:
T:

Today we have covered cardinal direction using a compass and locating places on a map.
Remember how our fun song went. Lets sing it one more time: sing song
Isnt it fun to learn that compasses are used by so many people. Policemen use them,
pilots use them, park rangers use them. So why is it important to know cardinal direction:
In case you get lost or have somewhere to go!

Modification Variables:
Behavioral: Have aide pay more attention to them and include them in a task associated with the
lesson.
Autistic: Provide noise canceling headphones with online application similar to lesson

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Auditory: Pair with a strong learner.
Visual: Make sure they are closest to the board. Have aide work with them as they travel
throughout the classroom.