Social Studies Lesson Plan

Template Item & Comments

Lesson Title: Where am I?

Lesson Length: 61 to 90 Minutes

Target Audience: 3rd Grade

Instructional Objectives (Content & Technology) ·  Students will locate an absolute location using the lines of latitude and longitude. ·  Students will comprehend the idea of relative location. ·  Students will examine the globe and illustrate their understanding of location. ·  Students will locate continents and oceans on the earth's surface. ·  Students will locate countries and important landforms on the globe.

Corresponding AL Course of Study Objectives (National Subject Area Standards) & Technology Standards SC(6) 8. Describe how Earth's rotation, Earth's axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth. SS2010(3) Geographic and Historical Studies: People, Places, and Regions 1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes. SS2010(3) Geographic and Historical Studies: People, Places, and Regions 2. Locate the continents on a map or globe SS2010(6) United States Studies: The Industrial Revolution to the Present 1. Explain the impact of industrialization, urbanization, communication, and cultural changes on life in the United States from the late nineteenth century to World War I.

Materials: inflatable globe student handout ( See Attachment) Teacher Questionnaire ( See Attachment) Internet Access http://www.findlatitudeandlongitude.com/

Procedures/Activities Explain to students that they are going to learn about one of the themes of geography called location. Write on the board "Absolute Location" and "Relative Location". First begin with absolute location. Ask students what classroom they are in and write their answer on the board. Explain to them what the word absolute means. Explain to students that the best way to determine absolute location is to use latitude and longitude. Using the inflatable globe, show students the lines of latitude and longitude. Be sure to point out that these lines are imaginary lines that form a grid around the globe and help us to pinpoint an absolute location. Most history text books will have world maps on the reference pages. Have students to refer to one of the maps that display these lines and their degrees. Show how the Equator is located half way between the poles and that it represents 0° latitude. By moving north or south the degrees increase until they reach 90°. Now show how the Prime Meridian is 0° longitude and how by going east or west it increases to 180°.  Point out that on the opposite side of the globe from the Prime Meridian is the International Date Line. Have them find Alabama on the map and point out the lines of latitude Alabama is located between and the lines of longitude.  Have students to divide into groups of three. Assign each group to a computer and pick one student to be the navigator. Have them get on the longitude and latitude website. Give each group a copy of the student handout. You will need to get familiar with this website before the lesson so you can answer students questions along the way. When website has been pulled up have them to look to the top right of the screen and click to make the map a Hybrid. This will show the landscape. At the bottom of the screen find the box the says Load Location. In this box beside Latitude put these coordinates N 34 23' 44.083". Beside Longitude put W 85 37' 38.4801". Then click on the arrow by the Longitude and it will display the location of Little River Falls in Little River Canyon National Preserve. These coordinates are on the student handout. On the handout have them complete the section under absolute location. Now go back to the board and write some examples of relative location. Be sure to get student feedback. Have each group complete the relative location grid on handout. Now take the inflatable globe and explain that the class will be tossing the globe around the room and if they catch it they will need to answer your questions. Use the attached Teacher Questionnaire. You could use a points system, or divide class into teams. As the globe is being tossed around make sure that all students get to be involved. Don't let them throw it to the same ones over and over. Before lesson is over have students to generate their own questions. Students will pick locations to add that might be current in the media at the time. Example: Gulf Oil Spill, current natural disasters, countries at war, etc. Attachments:**Some files will display in a new window. Others will prompt you to download. Location.doc TosstheGlobe.doc

Evaluation. ·  Teacher should use observation to evaluate acquired knowledge and determine who might need remediation. ·  Teacher will collect group handout to determine completion and accuracy. ·         Have students work in pairs and explore Google Earth. Have them to locate specific locations.

Modifications