Name:____________________                         Date:___________

Title: An Introduction to Latitude and Longitude Grade level: Three

New York State Learning Standards:
Standard 3-Geography

 Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environment over the Earth's surface.

Key Idea #1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

Performance Indicator: Students will…identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994)

Key Idea #2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life)

Performance Indicator: Students will ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994)

Performance Indicator: Students will analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data (Adapted from National Geography Standards, 1994)

Desired Student Outcome(s):

 * The student will be able to describe what they know about or
 notice on United States and world maps;

 * The students will be able to look at the lines of latitude and longitude on a map and    explain why these lines might be helpful

 *The students will be able to determine the latitude and longitude of their home town and a few other places in the country;

*The students will be able to discuss how climate varies with latitude; and

*The students will be able to explain what people might be wearing at various latitudes during specified months.

Lesson Rationale:
This lesson focuses on the concepts of latitude and longitude.  I believe that it is important for every students to understand what the lines of latitude and longitude are, why they are important, and how they can use them.

Prior Knowledge Needed:
-None

Resources and materials needed:
*20-25 detailed Maps, one for each student, of the world that includes lines of latitude and longitude.

*20-25 detailed Maps, one for each student, of the United States that includes lines of latitude and longitude.

*50 pieces Construction Paper

*5 packs of Markers or crayons

*20-25 Pencils

Lesson Timeline:
Motivational Introduction:   
1-2 minutes 
 I will introduce my lesson by asking motivational questions to get the children interested. 
 1. Who in here has ever seen a map before?
            2. What was the map being used for?
            3. Can anyone give me other examples of what maps are used for?
                     (I will expect answers such as..)            
                            -directions   
                            -to find something like a treasure
                            -to find a place like a state or a country   
                            -to find a city
                            -to find rides at an amusement park
Detailed Sequence of Learning Experience:
1. .5-1 minute    
Ask students to look at the maps and contribute words in a class discussion that describe the things they know or notice about the maps. 
            (I will expect answers such as..)
                 -States
                 -Countries
                 -Different colors
                 -Oceans

2. 1-2 minutes
I will "Ask students to look at the U.S. map and find the lines running across and up and down the page"
 -"Can tell me what the lines are called that run up and down the page of the map?"
   -Called longitude
 -"Can anyone tell me what the lines are called that run across the map?" 
  -Called latitude                    
 -Are these lines real?
  -no
-I would then ask students to contribute their ideas as to "why these lines might have been drawn on the map."
 -they were added to the map to help people locate places on the map more easily.

3. 1-2 minutes
Using the United States Map, I will have the students find the location of their town, and help them figure out its latitude and longitude.
  -Cortland Approx 43N, 75W
4. 2-3 minutes
Once they have done this, help them figure out the approximate latitude and longitude of a few other places in the country. Have them tell you which city is at approximately 30ºN, 90ºW (New Orleans) and which city is at approximately 40ºN, 105ºW (Denver).

5. 2-3 minutes
Now use world map and see if any student can find the equator.
 -Equator is at 0 degrees
Then go over the general climate patterns that occur as latitude increases. "What do you think happens to temperature as you move away from the equator and why?"
  -As you move away from the equator temperature generally gets cooler because you are moving away from the sun.
Go over Temperature changes during the different times of the year "What does it feel like outside when it is winter time/summer time?"
   -cooler in winter, warmer in summer

Closure:
3-5 minutes  
Review the concepts, latitude and longitude, (Which lines are up and down the page?) (Which lines ran across the page?) and ask them again to contribute their ideas as to why latitude and longitude are helpful map tools.  Do they think they will ever use this new knowledge? If so, how might they use it?

Have students point out lines of latitude and longitude on the outline map. Then make the following statements to the class, and ask them to tell you (or write down) what they think you might be wearing if you were really in these places:

                   *I am standing outside at 60ºN latitude, and it is January.
                   *I am standing outside at 10ºN latitude, and it is February.
                   *I am standing outside at 35ºN latitude, and it is July.

Evaluation:
I will interact with students in a class discussion to informally evaluate students’ progress when explaining why the lines of latitude and longitude might be helpful. In conversations, I will listen to determine how students describe what they know or notice about the United States and world maps. I will evaluate students’ knowledge gains of latitude and longitude by listening and observing how they identify the latitude and longitude of their hometown. I will listen and observe students’ abilities to both discuss how climate varies with latitude.

"If Time" Activity:
Game: Two Truths and a Fib
Have each student find three locations on the map using longitude and latitude.  They will then write three sentences about the locations.  Two of the sentences will be true and one will be a fib.
i.e. It is generally warm at 60ºN latitude in January.  -Fib
     It is generally warm at 45ºN latitude in July.        -Truth
     It is generally cold at 35ºN latitude in January.    -Truth


Extending the Lesson:
Have students draw pictures of themselves at the different latitudes in the United States.  The pictures should show them wearing clothing and doing activities that they think would be appropriate for the weather in these places. Then tape or tack their pictures to appropriate locations on a large United States wall map.

Reflection:

 To be completed in class after lesson.