Lesson Cycle

Lesson Title/Topic: Geographic Tools

Target Concept: Construct and Interpret Maps
Standards/Rationale: TEKS 113.16 (b) (6) (A). - The student uses geographic tools to collect,
analyze, and interpret data. The student is expected to apply geographical tools, including: grid
systems, legends, symbols, scales, and compass roses, and to construct/interpret maps
Lesson Objectives: The students will locate Assessment: Informal, homework
key landmarks on a world map using latitude assignment, exit ticket.
and longitude coordinates.

Materials: Handouts/worksheets. Oranges or Tangerines (1 per student or per pair), permanent

marker, blank map, 4 colored markers, sample map
Lesson Cycle: Direct instruction

The teacher will: The student will:

Focus/Mental Set:
The teacher will give a tangerine to each
student and will request he/she follows these
instructions:
- Ask the student: Do you notice that the - Observe the tangerine.
tangerine resembles the earth?
*Guide student discussion of the resemblance, - Mark the equator on the tangerine
noting that both the earth and the tangerine
are spheres (round objects).
- Divide the fruit in 2 by making a dotted line
down the middle of it (horizontally). Ask - Peel and observe the inside of the tangerine,
students if they remember the name of this finding the lines that define its segments.
line (equator)
- Peel it. Notice the lines that go from top to
bottom. Ask students if they remember the
names of these lines (meridians)
- Explain that despite the similarities, each
line represents a different part of the
tangerine/Earth.
Play the video:
https://youtu.be/SpGFGaguzJs
Teacher Input:
- Hand out blank map to students.
- Review the concepts of Longitude and
Latitude.
- Introduce the mnemonic device for: - The students will repeat the mnemonic
• LONGitude: measures how far north devices and mimic teacher’s gestures for:
or south somewhere is from the • Longitude: Stretch as high up as
equator possible
• When teaching this mnemonic device, • Latitude: Stretch arms as wide as
instruct students to stand up and possible
stretch as high up as possible,
mimicking the LONGitude lines with
their bodies.
• LATitude as in fLATitude: measures
how far east or west somewhere is
from the prime meridian
• When teaching this mnemonic device,
instruct students to stand up and
stretch their arms as wide as possible,
mimicking the latitude lines with their
bodies.
• Repeat them during the lesson.
- Review how to identify specific longitudinal - The students will fill in blank map using
and latitudinal coordinates on a map. colored markers to trace:
- Review the concepts of parallels and • Parallels
meridians: • Meridians
• Before beginning this section, instruct • Equator
students to refer to blank map and to • Prime meridian
get out 4 different colored markers of
their choice.
*Display instructions on the board using the
doc cam to allow students to follow along.
• PARALLELS: the horizontal lines
that determine latitude. These run
parallel to the equator.
*Review definition of “parallel” and
“horizontal” to explain how it relates to the
equator. Allow students to make horizontal
parallel lines with their arms to engage TPR.
- When teaching this concept, instruct
students to trace parallels with one of
their markers, using only one color to
trace all parallels EXCEPT FOR THE
 MIDDLE LINE (equator). Tell
students this is a special line and you
will return to it later in the lesson.
Instruct them to make a legend in the
bottom left hand corner and to add
“parallel” and their selected color to
the legend.
• MERIDIANS: the vertical lines that
determine longitude.
*Review definition of vertical.
→ When teaching this concept, instruct
students to trace meridians with their
second marker, using only that color
to trace all meridians EXCEPT FOR
THE MIDDLE LINE (prime
meridian). Again, tell students this is
another special line and you will
return to it later in the lesson. Instruct
them to add “meridian” and the
second selected color to their legend.
- Introduce the concept of Hemispheres:
• The equator: the main latitude line that
cuts the Earth in 2 parts: North and
South (like our tangerine’s dotted line)
• When teaching this concept, instruct
students to return to the first special
line and trace the equator with the
third marker, using only that color to
trace it. Instruct them to add “equator”
and the third selected color to their
legend.
• Explain the prime meridian: the main
longitude line that cuts the Earth in 2
parts: east and west.
*Introduce pneumonic device to remember
directions: Never Eat Soggy Waffles = North
East South West. Students will use this
pneumonic device again when learning to use
a compass.
 FUN FACT: This line passes through the
city of Greenwich, England, so it is also
known as the Greenwich meridian.
→ When teaching this concept, instruct
students to return to the second special
line and trace the prime meridian with
their last marker, using only that color
to trace it. Instruct them to add “prime
meridian” and the last selected color
to their legend.
Guided Practice:
- Break students up into groups (3-4 per - Students will discuss knowledge from the
group) lesson through game “Showdown” with
• Explain the rules of “Showdown” and members of group.
play the game by reading the
following questions out loud and
reviewing the answers as a class.
*Display the questions on the board using the
doc cam to allow students to follow along.
What is the difference between latitude and
longitude?
What are the names of the lines that measure
LATITUDE?
What are the names of the lines that measure
LONGITUDE?
What 2 hemispheres are divided by the
equator? - Students will identify familiar places on the
What 2 hemispheres are divided by the prime map and provide latitude and longitude points
meridian? for these familiar locations.
- Instruct students to return to desk and hand
out sample maps.
- Complete class activity by identifying the
latitude and longitude of the following
familiar locations on sample map:
• Home
• Capitol of home state
• Favorite park
Independent Practice:
- Allow the students to continue using the - The students will individually identify the
sample map to identify the following four requested locations. (Answers may vary)
locations individually:
 • 2 states in the U.S. that are on the
same line of latitude
• 2 states in the U.S. that are on the
same line of longitude
• 2 world landmarks that are on the
same line of latitude
• 2 world landmarks that are on the
same line of longitude
*Modify this activity by allowing students to
discuss with table partners how to find the
locations.
- Ask the student to write down their answers.
*Modify this activity by allowing the students
to mark the identified locations on a map with
different colored pencils instead of writing
down the answers.
Closure: - The student will turn in their independent
- Quickly review latitude and longitude, practice assignment as exit ticket.
including how to find them.
- Ask students the following question to - The students will participate in class
introduce “New World” project: discussion to answer closure question.
• Why do you think we need maps and
what information do you think is most
important to include in a map of a new
place?

Options:
Modifications/Correctives:

IEP

References: