Compass Skills Adventure

Overview

In this sixth lesson of the 13-lesson unit Mapping Our World Adventure, students strengthen their ability to use a compass rose to describe location and movement. Building on earlier map-orientation work, students practice giving precise cardinal and intermediate directions, then apply them to a simple map challenge and begin planning a treasure map.

Learning intentions

Students will be able to:

• Use a compass rose to identify north, south, east, and west.
• Use intermediate directions: northeast, southeast, southwest, and northwest.
• Give clear directions from one location to another on a map.
• Explain their thinking using complete sentences and correct direction words.

Success criteria

• I can use a compass rose to identify directions.
• I can describe where one place is compared with another.
• I can give directions using precise words such as north, southwest, and east.
• I can explain my answer clearly and label directions correctly.

Curriculum links

• Measurement and Data — understanding and recording relationships between units supports precise use of mathematical language and ordered information.
• Mathematical Practice — students communicate precisely, label representations, and specify the meaning of symbols.
• Informative/explanatory writing — students organize information and explain a process clearly.
• Opinion and explanation writing — students state and support a choice when planning the most effective route on a map.

Lesson structure (30 minutes)

1. 0–4 min · Hook and retrieval. Open with the compass mystery hook and display a map showing a treasure chest, a lighthouse, a bridge, and a campsite. Ask, “If you are at the campsite, which direction would you travel to reach the treasure?” Students silently point to the direction on their desks, then share with a partner using the sentence frame, “The treasure is ___ of the campsite.” Briefly revisit the difference between a place’s position and the direction of travel.

2. 4–9 min · Direct teach. Use the compass rose teaching slides and the Map Skills Reference Poster to review the four cardinal directions and introduce the four intermediate directions. Model placing the compass rose on a map, keeping north at the top, and tracing a route one step at a time. Emphasize that the equal sign and direction labels must be used consistently and that answers should include both a direction and a location.

3. 9–16 min · Partner direction challenge. Distribute the compass direction practice sheet to pairs. Partners answer short map questions such as, “The river is west of the town. Where is the town from the river?” and “The cabin is southeast of the lake. Which direction is the cabin?” Students must draw or trace an arrow, write the direction, and explain one answer in a complete sentence. Circulate and ask, “How do you know?” and “Which way is north on this map?”

4. 16–23 min · Human compass and route task. Clear a small space and place four direction signs around the room. Display the movement challenge slides with a sequence such as “Start at the center. Move north, then east, then southwest.” In groups of three or four, students take turns as navigator, mover, checker, and recorder; rotate roles once. The navigator gives directions, the mover follows them, the checker confirms each direction using the compass rose, and the recorder writes the route. Pause after each round to correct reversed or vague directions.

5. 23–27 min · Explain and compare. Return to the discussion prompt slide. Present two possible routes from a village to a treasure chest. Students decide which route is easier to follow and justify their choice with precise vocabulary. Invite two students to explain a route aloud while classmates check whether every movement and direction is labeled.

6. 27–30 min · Exit check. Finish with the Success Criteria Exit Ticket Slips. Students complete the direction prompt, write one sentence explaining how they used the compass rose, and indicate which success criterion feels strongest. Collect slips as students leave.

Resources

• the compass skills adventure deck
• the compass direction practice sheet
• the Map Skills Reference Poster
• the Success Criteria Exit Ticket Slips
• Four direction signs labeled north, south, east, and west
• Open floor space or masking tape
• Pencils and colored pencils
• Small classroom map or projected route map

Assessment

• During direct teaching, ask students to point to a named direction and explain how they located it on the compass rose.
• During partner and movement tasks, check whether students keep north oriented correctly, use intermediate directions accurately, label arrows, and explain their reasoning.
• Use the exit slip to assess whether each student can identify a direction and communicate how a compass rose supports map reading. Review errors before the next lesson.

Differentiation

• Support students with a large, high-contrast compass rose, color-coded cardinal directions, arrows, and the sentence frames “___ is ___ of ___” and “I know because ___.”
• Provide dyslexia-friendly copies of the worksheet: clear sans-serif font, larger spacing, short instructions, minimal visual clutter, and the option to read questions aloud or use a partner reader.
• For students who need additional support, begin with north, south, east, and west before adding intermediate directions; allow them to physically face north or use the reference poster while working.
• Advanced learners can create a route using at least four moves, including two intermediate directions, and write a second route that reaches the same destination. They should explain which route is clearer and why.

Extension

• Create a treasure map with at least five labeled locations, a compass rose, and a route using cardinal and intermediate directions.
• Write five clues for a partner to follow, then exchange maps and test whether the directions lead to the correct treasure.