Unit Plan 11 (Grade 2 Social Studies): Directions and Movement

Focus: Use cardinal directions (north, south, east, west) and position words (next to, between, in front of, behind) to describe locations and simple movement; connect directions to local physical features and seasons.

Grade Level: 2

Subject Area: Social Studies (Geography • Inquiry • Mapping Skills)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

In this unit, students practice talking about where things are and how to move from place to place using cardinal directions and position words. They learn to read and follow simple direction clues (“Walk north to the rug, then turn east”) and describe classroom/school locations. Students also connect directions to local physical features (like where the playground, trees, or nearby streets are) and weather/seasonal patterns (e.g., “The sun rises in the east”). By the end of the week, they create a short “Directions & Movement” map or route card that uses directions and position words to describe a path.

Essential Questions

• What are the cardinal directions (north, south, east, west) and how do they help us describe where things are?
• How do position words (next to, between, behind, in front of) help us explain locations clearly?
• How can we use directions and position words to describe movement around our classroom and school?
• How do local physical features, weather, and seasons affect what we do and where we go in our community?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and use cardinal directions (N, S, E, W) to describe locations of familiar classroom or school features (e.g., “The door is west of the rug.”).
2. Use position words (next to, between, in front of, behind, above, below) to describe where objects and places are in relation to each other.
3. Follow a simple directions path using cardinal directions and position words (e.g., “Walk north to the table and stand behind the chair.”).
4. Describe at least one local physical feature (tree, hill, playground area, street) and one seasonal/weather pattern and explain how they affect activities or movement (e.g., “In winter, we wear coats on the walk to school.”).
5. Create a “Directions & Movement” map or route card that uses symbols, a north arrow, and at least two direction/position sentences to explain a path.

Standards Alignment — 2nd Grade (C3-based custom)

• 2.C3.Geo.2 — Use and create simple maps with symbols, legends, and cardinal directions.
  • Example: Draw a neighborhood map; use N/E/S/W to describe routes.
• 2.C3.Geo.3 — Describe local physical features, weather/seasonal patterns, and how they affect life.
  • Example: Explain clothing and activities for each season in your area.

Success Criteria — Student Language

• I can name and point to north, south, east, and west in our classroom or school.
• I can use position words like next to, between, in front of, behind to tell where things are.
• I can follow and give simple directions using N, S, E, W and position words.
• I can tell how weather and seasons change what we wear or do outside in our area.
• I can make a small map or route card with a north arrow and write sentences that use directions and position words to describe movement.