Map Skills Unit: Day 3 Lesson Plan Third Grade Letter-Number Grid System I.

. Objectives Virginia Standards of Learning: History and Social Studies VA SOL 3.5: The student will develop map skills by e) Locating specific places, using a simple letter-number grid system. History and Social Studies VA SOL 3.6: The student will read and construct maps, tables, graphs, and/or charts. NCSS Themes: People, Places, and Environments: The students will learn that the letter (on the left) and number (at the bottom) coordinates of a grid system identify the approximate location of a place (NCSS: How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?). Essential Questions What is a simple letter-number grid system? How do we use a simple letter-number grid system on maps? Objective: Students will be able to locate specific places, using a simple letter-number grid system. II. Materials for Learning Activities Inflatable globe A physical globe with grid Masking tape to create a grid outside the classroom building. The teacher must create this grid system the day before so that it is ready for the lesson. It should be at least a 5 ft. by 5 ft. area in order to accommodate several students standing in various squares. Label the x-axis with numbers 1 5 and the y-axis with letter A E. Labels and numbers for outside grid Map of the World with Grid Handout (one for each table). The teacher will also have the same map displayed on the SMART Board. A picture of a globe showing only lines of latitude and another one showing only lines of longitude (for the SMART Board) Letter-Number Grid Handout Letter-Number Grid Homework Assignment Handout

III. Procedures for Learning Activities Introduction (Whole Group and Pairs, 7 minutes) o The teacher will throw an inflatable globe to a student. The student that catches the ball will name the continent, ocean, hemisphere, or any other recognizable globe feature that one of the thumbs lands on. This student will toss the ball to another student and so on and so forth. 1

o o o

The teacher will give the students the Grid Map Handout to the students. The teacher will ask the students how many ways they can locate a place on a map. The students should be able to answer: state, country, continent, and hemisphere. Think, Pair, Share: Do you know of another way to determine locations on maps? Look at the map at your table and see if you can find a different way to locate places. If the students do not mention the grid, then he teacher will tell them that there is another way to determine locations on maps and it is by using a grid system. The teacher will write the word grid on the board The teacher will ask them if they remember seeing or hearing about a grid system before. The teacher will show them the grid that is on the map on their table and will ask them what they see. The students will probably mention the lines or squares.

Instructional strategies (Whole Group, 33 minutes) o The teacher will ask the students what divides the Northern and Southern Hemisphere. The students will probably say the equator. The teacher will then show them a globe that shows lines of latitudes and will show them how they are similar to the equator (they go around the world east to west). The teacher will ask the students what divides the Western and Eastern Hemisphere. The students will probably say the prime meridian. The teacher will then show them a globe that shows lines of longitude and will show them how they are similar to the prime meridian (they go around the world from north to south). The teacher will tell them that when the lines of latitude and longitude connect, they form a grid, and this is another way we can locate places or things on a map or globe. The teacher then shows the students the globe and emphasizes the lines of latitude and longitude and how they form a grid on the globe. The teacher will take the students outside to the grid system that was created previously. The teacher will ask for five volunteers to stand in various squares. The teacher will ask the students that are observing to determine a way to locate each student that is standing in a square. If the students can come up with using the letters and the numbers to identify the students location, then the teacher can use think-aloud strategy to determine each students location The teacher will ask if anyone has played Battleship before and will ask them how the game relates to the grid we are currently using.

Summary (Whole Group and Independent, 10 minutes) o o The students will come back to the classroom and work on the Letter-Number Grid Handout. The homework assignment will be the Letter-Number Grid Homework Handout. The student has to come up with a shape on the grid and write down the coordinates of various points of the shape so that a partner student can plot the coordinates during class the next day and find out what the partners shape was (should be something similar to connect the dots). The second part of this homework assignment will be completed as 2

morning work the next day. The teacher will give each student another Letter-Number Grid Handout and each student will give their coordinates to their elbow partner and figure out their partners intended shape. Extension o The teacher will again show the map with the grid on the SMART Board and will ask the students to locate Virginia (the students can also look at the grid that is on their desk). If there is more time, the teacher will ask the students to locate other areas on the map using the grid.

IV. Assessment During: Questions Questions asked during the Procedure section will be used to assess understanding during the lesson. For example: How many ways can they locate a place on a map? What divides the Northern and Southern Hemisphere? What divides the Western and Eastern Hemisphere? During: Observation of Student Response during the Kinesthetic Activity - The teacher will assess student understanding as they participate in this activity. The teacher will ask the students to stand in a position, just by giving them the coordinates. The teacher will also ask some students to stand in any space and have the students observers identify the coordinates. During: Grid Handout Completion The teacher will assess student understanding through completion of this task. After: Grid Homework - The student has to come up with a shape on the grid and write down the coordinates so that a partner student can plot the coordinates during class the next day and find out what the partners shape was (should be something similar to connect the dots).

V. Differentiation and Accommodations Differentiation Multiple Intelligences: o Visual-Spatial: The students will experience a physical model of a grid system and will be able to see how the letters and numbers change as students move to different locations. o Bodily-Kinesthetic: The teacher will review map concepts with the students by having them throw an inflatable globe to each other, while answering questions. Students will be able to stand in one of the spaces on the grid and will be able to move around the grid as they different letter-number relationships. o Interpersonal: The students have many opportunities to learn through interaction with their peers in the Think, Pair, Share, activities. o Linguistic: They will also be able to share their ideas during the Think, Pair, Share activities and will benefit from extra examples and explanations given verbally by the teacher. o Logical-Mathematical: The students will analyze the letter-number grid created in class and will answer questions about the relationships found on the grid. The student has to come up with a shape on the grid and write down the coordinates so that a partner student can plot the coordinates.

Accommodations Handout with vocabulary words and other terms used in the lesson

Letter-number Grid The letter (on the left) and number (at the bottom) coordinates of a grid system identify the approximate location of a place. o Lines of Latitude lines parallel to the equator o Lines of Longitude lines parallel to the prime meridian The teacher will use gestures and additional explanations to accommodate ELLs.

VI. Technology Integration The teacher will use the SMART Board to project images