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Middle Childhood Education

Middle Childhood Education Lesson Plan Template v. 2


Teacher Candidate Name: Taylor West
Lesson Title/#: Maps and Globes: Latitude and Longitude/#2
Grade Level: 4th Essential Question: How does map reading help us make sense of our world, locally and globally?

Lesson Foundations
Content Standards
*Science and SS should also
include common core for
reading/writing

Learning Objective(s)
Students will

Prior Academic
Knowledge and Skills

SS.4.9 Geography: Spatial Thinking and Skills- A map scale and cardinal intermediate direction
can be used to describe the relative location of physical and human characteristics of Ohio
and the United States
W.4.4 Writing: Production and Distribution of Writing- Produce clear and coherent writing in
which the development and organization are appropriate to task, purpose, and audience
1. Students will be able to contrast between the prime meridian, the equator, and the
compass rose and there roles in finding location and maps (Apply)
2. Students will be able to construct verbal and written responses pertaining to relative
location and directions (Create)
The day prior, students have learned about the hemispheres, compass rose, and the invisible
lines of the prime meridian and the equator. The students will need to be able to read maps
and construct a written response to an essay.

What have you or your


mentor taught previously that
will inform what students are
learning today?

Materials & Resources

Pencil
Prime Meridian and Equator Worksheet
Relative Location DBQ worksheet

Assessments

Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they
appear in the lesson.

Name and
number of
Assessment

Description of assessment

Evaluation Criteria - What is the evidence (the answers) of student


learning? Specifically list evidence of learning and learning objectives.

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(A1) Labeling the


Prime Meridian
and the Equator

Students will label the


equator and the prime
meridian as a base
knowledge of the
hemispheres and how
they help us identify
location

(LO1) When looking at a map with the prime meridian and equator
lines, these are the two lines that are at 0 degrees. These two lines
are the equator and the prime meridian. Both of these invisible lines
are the lines that divide the hemispheres and give us central points of
focus to identify which hemisphere is which and using the compass
rose to do so.

On this blank map, students will label the equator, prime meridian,
create a compass rose, and label each hemisphere.
The completed map will look like this for the entrance ticket:

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The compass rose can be anywhere on the map.


(A2) DBQ
worksheet
stations

Around the room,


students will go to
stations to complete the
DBQ documents. Each
station will have a
different document to
work on

(LO1) These documents will be dispersed around the room and will
have student analyze either a map or a reading. These documents are
designed to push students to think critically and implement their
knowledge of reading maps and information into sentence form to
construct a response.

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1. How does the Prime Meridian and Equator give us a foundation


for identifying location and the hemispheres? The equator and
prime meridian give us a foundation for direction because of
how they split up the globe and give us our cardinal directions.
2. How could we apply the elements of the compass rose to this
poem? The compass rose can be implemented by using north
and south instead of up and down and using east and west
instead of round and round.

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1. What is the significance of the Prime Meridian and the Equator


when analyzing a globe or map? The significance is that it
stands as a basis for understanding direction and how things in
the earth function. They provide us with a foundation of
direction and location.
2. What continent crosses 23.5N and 0E?
a) Europe
b) Asia
c) Antarctica
d) Africa
3. What direction would you have to travel to get to the Middle
East from Central America?
a) North
b) South
c) East
d) West

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1. How has compass reading and navigation systems evolved over


time? These instruments have evolved over time by the tools
used to make them and how they actually operated.
2. Compare and contrast the two image above that helped
navigation of early American explorers of the 15th to 17th
Century. They are both partially circular and both help us read
direction. They are different in the materials used to make them
and the overall mechanics of them.

Middle Childhood Education

1. On which two hemispheres do we live?


a. Northern and Eastern
b. Eastern and Southern
c. Western and Southern
d. Northern and Western
2. Parallels of latitude and meridians of longitude are used to help
find location and describe elements of a map. Describe how
relative location is being used when discussing longitude and
latitude. Relative location is primarily using a compass rose and
the hemispheres when describing location. Longitude and
latitude are helpful in this way because they too are separated
by hemisphere and direction of which the degrees is focused on.
3. What is a half of a sphere called?
a) Half sphere
b) Semi sphere
c) Hemisphere
d) Half circle

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1. How does the alignment and formation of the map change your
perspective on location globally and locally? This changes my
perspective by displaying the world upside down. It really puts
the globe into perspective and shows that people look at things
differently. It shows that we all had different interpretations of
what the map should look like.
2. Explain how concepts of direction and location are altered based
on the map. What is different? Does this challenge the idea of
location? Our concept of direction is changed because it is
revered 180 degrees. Normally, North America is north of
Antarctica, but on this map, we are south of Antarctica. This is
different by the orientation and makeup of the actual map. It
definitely changes my idea of location because it pushes me to
think about it in a different way and goes to show that relative
location can be described in many different ways.
(A3) Class
discussion

Once each student is


done with the stations,
there will be a classroom

(LO2) After students are done with the stations, there will be a
classroom discussion to go over what they learned at each station and
how it impacted their learning.

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(A4) Essay exit


ticket

discussion about what


they learned

How has your understanding of location been challenged?


(Analyze)
My understanding of location has been challenged because I saw a
map that was turned upside down and it asked us questions about
how location changes from that perspective. I have never seen a map
like that before so it totally altered my perspective on location. It has
also been challenged because of how many elements of geography go
into learning about location and directions.
What did you learn from this experience? (Apply)
I learned from this experience that the tools used to read direction
and set a course for sailors has changed significantly over time and
that our understanding of reading coordinates is very different than
the 17th century.
Explain how reading maps and analyzing reading helps us get a
better understanding of location and directions. (Evaluate)
Reading maps and analyzing reading helps us get a better
understanding of location and direction because of how it is played
out in real life. When we see cardinal directions being used on a daily
basis or read about how tools for directions have changed over time,
it allows us to dig deeper into the history and evolution of many
worldly practices.

After the class discussion,


each student will
construct a response to
the essay pertaining to
location and map reading

(LO2)As an exit ticket, students will construct a response to an


essay question that pushes them to think critically and practices their
map reading skills. This will be the prompt: The prefix hemi means
half. Explain which geographical features separate the world into its
four hemispheres and name a continent in each hemisphere. There
are many geographical features that separate the world into its four
hemispheres. The equator is one that separates the north and south
of the map from each other and the prime meridian separates the
east from the west of the map. A continent in each hemisphere: North
America for North or West, South America for South or West, Africa for
North, South, East, or West, Europe for North or East, Asia for North or
East, Antarctica for South, East, or West, and Australia for South or
East.

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Instructional Procedures/Steps

Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.

Opening
15 Minutes
-

Hook?
Activate prior
knowledge?
Communicate LOs?

Teacher will

Student will

Include instructional practices, questions you will ask, checks


for understanding, differentiation, evidence of culturally
responsive teaching practices.

What will students be doing?


What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.

The teacher will have the morning agenda up


on the board. The agenda will be:
Place bags and jackets in your cubby
Place your home folder on your desk
Turn in any teacher forms to the
teacher bin
Turn in any Social Studies or Reading
homework to the W bin
Turn in any Math or Science homework
to my back table
Captains, get out the pencils and the
blue folders for each group member

As students are coming in the classroom, they will


be reading the board and doing what it asks them
to do. Each student will grab a worksheet from the
teacher when they enter the class and begin
working on this as an entrance ticket. When
looking at a map with the prime meridian and
equator lines, these are the two lines that are at 0
degrees. These two lines are the equator and the
prime meridian. Both of these invisible lines are
the lines that divide the hemispheres and give us
central points of focus to identify which
hemisphere is which and using the compass rose
to do so.

Students will be handed a worksheet to


complete as they enter from the teacher.
When looking at a map with the prime
meridian and equator lines, these are the two
lines that are at 0 degrees. These two lines
are the equator and the prime meridian. Both
of these invisible lines are the lines that
divide the hemispheres and give us central
points of focus to identify which hemisphere
is which and using the compass rose to do so.
1.
2.
3.
4.

Label the Prime Meridian (remember)


Label the Equator (remember)
Create a Compass Rose (remember)
Label Each Hemisphere (remember)

On this blank map, students will label the equator,


prime meridian, create a compass rose, and label
each hemisphere.
The completed map will look like this for the

Middle Childhood Education

entrance ticket:

The compass rose can be anywhere on the map.

Instruction
40 Minutes
Procedures and steps
to the lesson.
Strategies?
Assessments?
Q & A?
Evidence of
learning?
CRP?
Planned supports?
Transitions: Identify
when you are
transitioning and how
you will make that a
smooth transition?

As students end their entrance ticket,


instruct them to turn it into the W bin and
have them read silently as they are waiting
for each student to complete. Announce that
there will be stations today and at each
station, there will be a different document
worksheet to complete in groups of 4 or less.
These documents are meant to stretch their
understanding of maps, map reading,
location, and elements of a map.

As students are turning in their entrance tickets,


they can read silently while they wait for each
student to get done.
Station 1:

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How does the Prime Meridian and Equator


give us a foundation for identifying location
and the hemispheres? (Analyze)
How could we apply the elements of the
compass rose to this poem? (Apply)

The equator and prime meridian give us a


foundation for direction because of how they split
up the globe and give us our cardinal directions.
The compass rose can be implemented by using
north and south instead of up and down and using
east and west instead of round and round.

Station 2:
What is the significance of the Prime Meridian

Middle Childhood Education

and the Equator when analyzing a globe or


map? (Analyze)

What continent crosses 23.5N and 0E?


(Understand)

What direction would you have to travel to


get to the Middle East from Central America?
(Understand)

The significance is that it stands as a basis for


understanding direction and how things in the
earth function. They provide us with a foundation
of direction and location.
What continent crosses 23.5N and 0E?
e) Europe
f) Asia
g) Antarctica
h) Africa
What direction would you have to travel to get to
the Middle East from Central America?
e) North
f) South
g) East
h) West

Station 3:

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How has compass reading and navigation


systems evolved over time? (Analyze)
Compare and contrast the two images above
that helped navigation of early American
explorers of the 15th to 17th Century.
(Evaluate)
These instruments have evolved over time by
the tools used to make them and how they
actually operated.
They are both partially circular and both help us
read direction. They are different in the
materials used to make them and the overall
mechanics of them.

Station 4:

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On which two hemispheres do we live?


(Understand)

Parallels of latitude and meridians of


longitude are used to help find location and
describe elements of a map. Describe how
relative location is being used when
discussing longitude and latitude. (Analyze)
What is a half of a sphere called?
(Remember)

On which two hemispheres do we live?


e. Northern and Eastern
f. Eastern and Southern
g. Western and Southern
h. Northern and Western
Relative location is primarily using a compass
rose and the hemispheres when describing
location. Longitude and latitude are helpful in
this way because they too are separated by
hemisphere and direction of which the degrees
is focused on.
What is a half of a sphere called?
e) Half sphere
f) Semi sphere
g) Hemisphere
h) Half circle

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Station 5:

How does the alignment and formation of the


map change your perspective on location
globally and locally? (Evaluate)

Explain how concepts of direction and


location are altered based on the map. What
is different? Does this challenge the idea of
location? (Analyze)

This changes my perspective by displaying the


world upside down. It really puts the globe into
perspective and shows that people look at
things differently. It shows that we all had
different interpretations of what the map should
look like.
Our concept of direction is changed because it
is revered 180 degrees. Normally, North
America is north of Antarctica, but on this map,
we are south of Antarctica. This is different by
the orientation and makeup of the actual map.
It definitely changes my idea of location
because it pushes me to think about it in a
different way and goes to show that relative
location can be described in many different
ways.

Middle Childhood Education

Once each group is done at each station, we


will gather together and have a classroom
discussion to go over what we learned at
each station. This classroom discussion is
meant to assess understanding from each
student in a group format.

Closure
10 Minutes
-

Assess?

How has your understanding of location


been challenged? (Analyze)

What did you learn from this


experience? (Apply)

Explain how reading maps and


analyzing reading helps us get a better
understanding of location and
directions. (Evaluate)

After the classroom discussion, the teacher


will talk about how this DBQ process is
essential to learning about certain topics and
how reading maps is something that we have
to do many times throughout our lives.
After completing the class discussion, the
teacher will distribute a piece of paper to
each student to complete the essay exit
ticket. This is a prompt that challenges them

My understanding of location has been challenged


because I saw a map that was turned upside down
and it asked us questions about how location
changes from that perspective. I have never seen
a map like that before so it totally altered my
perspective on location. It has also been
challenged because of how many elements of
geography go into learning about location and
directions.
I learned from this experience that the tools used
to read direction and set a course for sailors has
changed significantly over time and that our
understanding of reading coordinates is very
different than the 17th century.
Reading maps and analyzing reading helps us get
a better understanding of location and direction
because of how it is played out in real life. When
we see cardinal directions being used on a daily
basis or read about how tools for directions have
changed over time, it allows us to dig deeper into
the history and evolution of many worldly
practices.

As an exit ticket, students will construct a


response to an essay question that pushes them to
think critically and practices their map reading
skills.

Middle Childhood Education


-

Wrap up?
Set-up?

Modifications/Acc
ommodations/Enri
chment
Differentiation: How
will you provide
students with specific
learning needs
instructional support?
How will you provide
students access to
learning?

to use knowledge they have gained over the


past two classes. This will be the prompt: The
prefix hemi means half. Explain which
geographical features separate the world into
its four hemispheres and name a continent in
each hemisphere. (Evaluate)

There are many geographical features that


separate the world into its four hemispheres. The
equator is one that separates the north and south
of the map from each other and the prime
meridian separates the east from the west of the
map. A continent in each hemisphere: North
America for North or West, South America for
South or West, Africa for North, South, East, or
West, Europe for North or East, Asia for North or
East, Antarctica for South, East, or West, and
Australia for South or East.
IEP Students: There are no IEP students present in my classroom.
504 Plans: There are no 504 Plans present in my classroom.
ELL Students: There are no ELL students represented in my classroom.
Gifted/Talented: There are not Gifted/Talented students represented in my classroom.
Struggling Students: The struggling students in my class would be provided with instructional
support by being paired with a stronger reader or writer for better clarity at each of the stations.
These students will also have a check-in process enacted during the stations and opening/closing
to make sure they are staying on task.

Academic
Language
What language function
do you want students to
develop in this lesson?

Identify
Language Function: Analyze

Planned Supports
Language Function: DBQ worksheet, Hemisphere
worksheet, modeling, map reading, charts

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What vocabulary do
students need to
support learning of the
learning objective for
this lesson?
What supports do you
have in place to assist
students with AL?

Vocabulary: relative location, equator, prime


meridian, longitude, latitude, compass rose

Vocabulary: All of these will be supported in the


DBQ, essay, and opener by using them in writing
and learning more about them

Syntax or Discourse? Discourse


Syntax or Discourse? Discourse by having student
write out their responses and participating in
knowledge construction