- My Perfect
- Second Grade Social
- The students will be able to make a map of their neighborhoods
and identify their homes as being East, West, South, or North from
the school on the map.
- The students will be able to identify at least six local
landmarks on a map of their town.
- Materials Needed:
- The book "My Perfect Neighborhood" by Leah Komaiko
- A large piece of tag board for each group to make their maps
on. This board will have the main streets of the town marked on
them, a small school in the center of the map to represent their
school, and the directions North, East, South and West noted on
- To introduce this lesson and capture the children's attention
read the colorful book called "My Perfect Neighborhood", to the
- Look at the colorful illustrated cover and discuss what a
perfect neighborhood might be like, and what might be included in
a perfect neighborhood.
- Asked the children to pay special attention to the colorful
- Compare the type of neighborhood in the book with their own
neighborhood through class discussion as you read the book.
- Discuss some of the places in their neighborhoods that are
important to them. (A good way to do this before this lesson is
taught is to read the book "All the Places to Love" by Patricia
MacLachlan and then have the children, as a class, create a web of
all the places that they loved in their neighborhood, then you can
refer to their web for this discussion.)
- Make a web on the chalk board of what a neighborhood is. The
purpose of this web is to identify the vocabulary that is needed.
(Vocabulary: neighborhood, directions, historical sites, community
- Explain to the children that they will be in groups and that
each group will be making a map of their neighborhood that we will
be displaying. The display will be called "Our Perfect
- Then the teacher demonstrates on a map how they will need to
identify where their homes are on the map, using the school as a
- Identify the directions of North, South, East, and West on the
map. Identify some common landmark that will help the children
relate with what is in each of those directions, (i.e. mountains
are to the East, and so forth).
- Explain that once they have put their homes on the map, that
each group needs to identify and draw at least six other places
(on their map) that are important places in their neighborhood.
Each child in the group needs to identify at least one place. Then
as a group they will need to decide which place each child will
draw on the map.
- Divide the children into groups. One way to do this is by
having them count off to four. Then each child is randomly
assigned to a group.
- Let the groups begin making their neighborhood maps on the
floor in different places in the room.
- As the children make their maps the teacher in the class will
visit with each group, checking for understanding of the concept
of directions (East, West, North and South), and what types of
places they are going to note on their maps.
- As the children have finished their maps, they will return to
their seats and each group will share with the rest of the class
their map and the important sites that they have noted on their
- We will then hang the maps in the hallway of the school.
- Check to make sure each group has identified the location of
their homes and at least six places of importance in their
neighborhoods on their map.
- The children have drawn their neighborhood places in the
correct quadrant of the map (East, West, North and South of the
- Submitted by Julie Allgood
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