Degrees of longitude vary in size, decreasing as one moves in both directions toward the poles.Ĥ.Each degree of latitude represents 69 miles, each minute 1.15 miles, and each second 0.02 miles.You can write a coordinate in many different ways to precisely express a location on earth.For example, one reads "47* 15' 25" as "47 degrees, 15 minutes, and 25 seconds." Explain that each number reflects location in degrees, minutes, and seconds.Lines of longitude run vertically and provide locations east and west.Lines of latitude run horizontally and provide locations north and south, depicting north as a positive number and south as a negative number.Show the students a globe, and explain to them the lines of latitude and longitude. Refer to the NM data-collection form, and point out the section on taking latitude and longitude.ģ. Ask students how they can validate the location of objects placed on the diagram in the previous activity. Part 2: Latitude and Longitude Lines and Using GPS Unitsġ. Use transparent tape so students can move the objects around easily in the next section. Ask students to attach each item to the diagram where they think it belongs. They will add these to the schoolyard diagram.Ħ. Each student will draw the object listed on his or her note card on small pieces of paper. Write the points of interest you come up with on note cards, and give one to each student.ĥ. Brainstorm different elements they'd like to include on the map, such as flagpoles, swings, trees, baseball diamonds, or lights.Ĥ. Ask students to sketch a map of the schoolyard in their field journals, noting important landmarks and geography.ģ. What kinds of things could we add to make it easier for new students to find their way around our school? Make a list.Ģ.Which way is north on our school grounds?.Show students your diagram of the schoolyard and discuss the orientation. You will add landmarks and points of interest later.ġ. Prelesson Preparation: Create a rough diagram of your schoolyard on a 4-foot-square piece of colored paper. The first part focuses on an activity of mapping the schoolyard to engage students, the second part introduces GPS units and how to use them, and the final part ties the others together by getting students to pinpoint exact locations on the schoolyard map.įollow these steps: Part 1: Mapping the Schoolyard Geographically Teach students about mapping latitude and longitude lines using GPS units. Below standard: Student was able to point or place cards in the correct direction fewer than seven out of eight times.Meets standard: Student was able to point or place cards in the correct direction seven out of eight times.Exceeds standard: Student was able to point or place cards in the correct direction eight out of eight times.Practical: Test your students' understanding of directions and mapping by taking them outside and asking them to point or position cards in the directions you say aloud (such as east, west, or southeast).Īssessment: How did your students do? Here are some ways to assess your students' comprehension, reflective of grade level. Going from the school to the airport (road map).Going from your house to a different country (world map).Going from your house to a different elevation (topographic map).Going from your house to a downtown library (city map).Ask students to work together to determine which map would be best to find their way in the following scenarios: Ask students to list what information they can get from a map, such as directions, landmarks, and building projects.ģ. Demonstrate several types of maps, such as topographic, city, or state maps.Ģ. Double check the location with a compass. Have the students make direction markers and post them on the walls of the classroom. Go inside and ask students to find north and other directions in the classroom.Ĩ. For older students, ask them to determine more precise directions, such as northwest or southeast.ħ. You can also hand out cards with directions for students to place on the wheel. Say the different directions out loud, and ask students to point where the direction is on a compass wheel or on a makeshift wheel outside. Use a compass to test the accuracy of where students placed objects to mark directions in step 3. Explain what a compass is and how it functions.ĥ. Ask students to use materials in the area to mark the other directions.Ĥ. Explain the other cardinal directions and use a mnemonic device to aid students' memory, such as the sentence "Never eat soggy Wheaties."ģ. Use an object, such as a branch, to depict north.
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