edel453 spring2013 ginabogden unit4 geography day 3

7/30/2019 EDEL453 Spring2013 GinaBOGDEN Unit4 Geography DAY 3

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Title of Unit: Nevada Geography

Title of Lesson: The Equator and Prime Meridian Submitted By: Gina Bogden

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

A. Summary of the Lesson Plan:This social studies lesson is designed for fourth grade students to learn about the equator

and the prime meridian. This lesson uses the 4th Grade Houghton Mifflin Social Studies

textbook States and Regions(p. 8-10).

B. Target Population: Grade Level: 4th grade Skill Level: students at all learning levels Grouping: whole groupintroduction, reading, discussion, closure; small groupfloor

model activity and worksheet; partnerclosure; independentassessment

C. Materials: Houghton Mifflin Social Studies textbook States and Regions (p. 8-10) Globe White board Masking tape Index cards 4 globes Identifying Latitude and Longitude worksheet Assessment worksheet Pencils

D. Objectives:o NV State Social Studies Standards

G6.4.6Identify the equator, Prime Meridian, and the International Date Line.

o Student-Friendly StandardsI can identify the equator, Prime Meridian, and the International Date Line on a

globe.

E. Procedure:1. Introduce the topic:

Show students a globe and walk around so students can see the lines that dividethe globe into a grid.

Askif anyone knows what these lines are called. Write longitude and latitude onthe white board.

Explain that in this lesson they will be learning about how important these lines andhow to use them to describe locations.

2. As a class, read p. 8 starting with Where in the World to p. 10 stopping to askquestions as indicated in the margins of the TE.

3. Activity


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Have students look at the two lines marked on the floor before class. (Prior toclass, Teacher will use masking tape to make a cross which divides the room into

four equal quadrants. Index cards will be used to label the equator and prime

meridian. Each quadrant will be labeled A, B, C, D starting in the top left

quadrant and going clockwise. Desks will need to be moved out of the

quadrants.) Explain to students that they will be using those lines as starting

places to create a room-sized model of the lines of latitude and longitude on a

globe. The two lines they see are the equator and the prime meridian.

Teacher divides the class into four groups and assigns each group to one of thequadrants. Each group will work with the two adjoining groups to place

longitude and latitude lines (of masking tape) that cross over their quadrant.

Group A first works with group D to place longitude lines west of the prime

meridian while group B works with group C. Group A will next work with group B

to place lines north of the equator while group C works with group D. Instruct

students to place their lines at equal intervals and to label them with index cards

in 10 or 20 degree increments depending on the size of the area. Demonstrate how to complete the Identifying Latitude and Longitude

worksheet (see picture at the end of the lessonthis can be printed from

Ait.net/lessons/SocialStudies_4.pdf) using Las Vegas as the first location. Giveeach group a globe and assign the following locations to the groups:

Group A: Greenwich, England; Ottawa, Canada; and Panama City, Panama.

Group B: Barcelona, Spain; Manila, Philippines; and Midway Island;

Group C: Wellington, New Zealand; Gaborone, Botswana; and MIdway Island.

Group D: American Samoa; Quito, Ecuador; and the Falkland Islands.

After completing the worksheet, students will label index cards with theirassigned locations and place them on the floor model.

4. CLOSURE: Have students discuss with their shoulder partner what they learned from thislesson. Teacher will call on several students to share their answers.

F. Assessment: What will you use to measure student understanding?

Students will be given a picture of a globe and will be instructed to add lines showing

the locations of the equator and prime meridian to the picture.

Explain how you will know students understand the concepts from the lesson.Students must identify the equator, Prime Meridian, and the International Date Line.

By drawing the equator and prime meridian on a picture of a globe, students will show

that they can identify their locations. The International Date Line will be taught in the

next lesson.

G. Reflection:


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1. Which part of the lesson do you think will be the easiest for you to teach?

I think reading and discussing the pages in the textbook will be the easiest to teach.

2. Which part will be most challenging for you to teach?I think doing the floor model of the globe will be the most challenging to teach

because the students may have a hard time understanding that the longitude and

latitude lines on the globe are being represented on the floor.

3. How will you follow up or extend this lesson?As an extension to this lesson, I will have a lesson on the International Date Line.

4. What will you do for students who dont grasp the concepts?For students who dont understand the concepts in this lesson, I would use a world

map that has longitude and latitude lines or an atlas to show them that these linesrepresent the same things as they do on a globe. I would also do the Identifying

Latitude and Longitude worksheet with them.

5. Which part of the lesson, if any, do you think might need to change?I dont think any part of this lesson needs to be changed.

6. When you were writing this lesson plan, what was the most difficult part?The most difficult part was trying to decide if I should include the International Date

Line in this lesson or a later lesson. Since it is part of the same standard I wanted to

keep them together, but I felt that the lesson would be too long if I included it.


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Name_____________________

Directions: Add lines and label the location of the equator and prime meridian to the globe

below.
http://openclipart.org/detail/128/earth-with-continents-separated-by-jonadab

edel453 spring2013 ginabogden unit4 geography day 3

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