Christopher Hanly

Professor Giandomenico

EDU 578

10/18/10

Lesson Plan Format

SET: I will show my students two YouTube videos. One video of a LaDainian
Tomlinson touchdown run and another of a Peyton Manning touchdown pass. Prior
to watching these clips, I will inform the students to view the football field NOT from
the perspective of the fans watching the game on TV, who see the field from a
horizontal viewpoint but to view the field from the perspective of the players, who
see the field from a vertical view point. After watching each video individually, I will
ask the students what each player did to be successful on that particular play. I will
then notify the students, if they did not answer the questions correctly (which I
expect they won’t), the answers in which I am looking for.

In the LaDainian Tomlinson video, I will let the students know that the key behind
his success during that play was his ability to move laterally with speed and
precision. I will then replay the clip and point out the specific instances where he
portrays this side to side movement.

In the Peyton Manning Video, I will notify the students that that the key behind his
triumph was his ability to throw the long ball down the field. I will replay this clip
as well and focus on how he threw the ball vertically down the field.

Once the students understand the principle factor behind the success of the plays, I
will then ask them what difference they noticed behind the different principle factor
of the two plays. The response that I desire is for students to acknowledge that
difference in direction of the two plays. I want them to distinguish the difference
between the lateral movements of LaDanian Tomlinson run compared the vertical
movement of Peyton Manning’s pass. I will then explain how the difference in
direction of these two plays relates to the concept of Longitude and Latitude.

OBJECTIVE: -The learner will be able to identify the difference in the direction of
lines of latitude and lines of longitude.

-The learner will be able to distinguish the locations and purposes of the Equator,
Prime Meridian, Tropic of Capricorn, Tropic of Cancer, and the International
Dateline.

-The learner will be able to demonstrate their understanding of the concept of

Longitude and Latitude by finding the locations of specific cities using coordinates of
Longitude and Latitude.

-The learner will be able to identify certain occupations, industries, and technologies
that are directly influenced by the concept of Latitude and Longitude.

PURPOSE: For the students to understand how to read and interpret the basic
fundamental principles of maps. This is an essential life skill that students need to
acquire in order to enhance their navigational skills and to develop less of a
dependence on technology.

INPUT:

T1-The teacher will lecture on displayed power point notes for the students to copy
in their notebooks. The notes will focus on the definitions, purposes, and relevance
of Longitude and Latitude, as well as the primary lines (Equator, PM, IDL, TOCAN,
TOCAP). The teacher will then demonstrate to the students how to use coordinates
of Longitude and Latitude to find specific locations on a map.

T2- The teacher and the students will then work together to locate more explicit
locations on a world map using coordinates of Longitude and Latitude. After each
location is discovered, the teacher will then ask the students specific geographical
questions related to the location For example, what hemisphere does the location
fall under?, what side of the International Dateline the location rest upon, Does the
location fall above or below the equator?, etc.

T3- The students will then work independently or in small groups on an activity
designed for students to use longitude and latitude coordinates to locate the
positions of significant U.S. destinations. The teacher will walk around and provide
assistance to any students that need help or further clarification.

CLOSURE: The teacher will ask the students review questions based off the
knowledge the students acquired from the lesson. The teacher will then ask the
students why they think it is important to acquire the ability to read a map.