American School of English Math and Sciences
First Quarter UNIT PLAN
S/Y 2025 – 2026
Subject and Grade: World History and Geography – 1st grade
Teacher: Ms. Sharmae C. Novencido
Title Unit: Continents, Countries and Maps
Unit Time Frame: 2 weeks
Learning Objectives:
Students will understand the relative location of places.
Students will understand the purpose of maps and globes.
Students will understand various physical and human
characteristics of the environment
Essential Question:
How can maps help us explore and understand the world around
us?
What are some different kinds of maps, and how can they help us?
Planned Activities:
Read Aloud
Identifying countries on a labeled map
Sun compass
Notebook Check
Weekly Assessment
Recitation/Practical Test
PROJECT-BASED LEARNING
(Quarter 1 - Grade 3 English)
PBL Title: We Are Explorers! Mapping Our Classroom (First Grade)
Materials:
¼ size cardboard
Markers
Rulers (optional)
Scissors (optional)
Colored paper or construction paper (optional)
Pictures of classroom features (optional)
Procedure (Step-by-Step for Students)
Day 1:
Exploration Time: Begin by taking students on a "treasure hunt" around
the classroom. Have them identify different features (e.g., doors,
windows, tables, chairs, bookshelves) and discuss their locations (e.g., by
the window, next to the board).
Mapping Brainstorm: Introduce the project as becoming "explorers" who
will create a map of their classroom. Discuss what features should be
included on the map and where they might be placed.
Cardboard Canvas: Provide a large piece of cardboard for the base of the
map. Students can brainstorm the layout together, using spatial
vocabulary (top, bottom, left, right) to describe where each feature should
be drawn.
Day 2:
Map Making: Students work collaboratively to draw and label the key
features of the classroom on the cardboard map. Encourage them to use
markers and rulers (optional) for accuracy.
Creative Touches: Students can add details to their map using colored
paper or construction paper (optional) to represent different areas (e.g.,
blue for the reading corner, green for the plant area). Pictures of
classroom features (optional) can be added for a visual representation.
Map Showcase: Hang the completed classroom map on the wall for
everyone to see! Encourage students to explain different features of the
map and use their spatial vocabulary.
Criteria 5 - Exceeds 4 - Meets 3 - Developing 2 - Beginning 1 - Beginning Scor
Expectations Expectations e
Identifying & The map The map The map includes The map includes The map includes
Labeling Key includes all includes most some classroom few classroom very few or no
Features major classroom major features, and features, or labels recognizable
features (doors, classroom most are labeled, are classroom
windows, tables, features, and but some might missing/inaccurate features.
chairs, they are mostly be unclear or .
bookshelves, clearly and missing.
etc.) and they accurately
are clearly and labeled.
accurately
labeled.
Using Spatial Students Students Students use Students use Students do not
Vocabulary consistently frequently use some spatial spatial vocabulary use spatial
and accurately spatial vocabulary but rarely or with vocabulary when
use spatial vocabulary might need many errors. discussing the
vocabulary (e.g., accurately when prompting or map.
"top," "bottom," discussing the make occasional
"left," "right," map or errors.
"next to," "by features.
the") when
discussing the
map or features.
Collaborativ The map shows The map shows The map shows a The map layout is The map does not
e Map an accurate a mostly basic layout of difficult to resemble the
Layout & and clear accurate layout. the classroom. understand or classroom layout,
Accuracy layout of the Most objects are Some objects are inaccurate. or there is no
classroom. appropriately placed correctly. Objects are placed clear evidence of
Objects are placed. The The team tried to randomly. The collaborative
appropriately team worked work together. team struggled effort.
placed and their well together. with collaboration.
relation to one
another is
correct (e.g.,
table by the
door). The team
worked very well
together.
Map Clarity The map is very The map is neat The map is The map is messy The map is very
& Creativity neat, easy to and mostly easy generally clear. or lacks clarity. messy,
understand, to understand. Shows some Minimal creative incomplete, or
and shows Shows good creative touches touches. lacks any creative
excellent creativity and but could be input.
creativity in its some details. neater or more
design and detailed.
details (e.g., use
of color, optional
pictures).
Presentation Students Students Students explain Students struggle Students are
& confidently explain most some features of to explain features unable to explain
Explanation explain various features of the the map, but of the map, or do the map or its
features of the map, using might need not use spatial features.
map, actively some spatial prompting. Uses vocabulary during
using spatial vocabulary limited spatial the showcase.
vocabulary to during the vocabulary
describe showcase. during the
locations during showcase.
the showcase.
