Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. DeGroot
Sept. 23, 2016

Subject/ Topic/ Theme Latitude, Longitude Unit lesson 2

Grade ____4th______

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson of the unit. The previous lesson
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Identify the difference between latitude and longitude

Locate equator and prime meridian on a map
Be able to identify the four hemispheres
Be able to find the coordinates of a city using a map
Be able to find the city on a map based off of given coordinates

Common Core standards (or GLCEs if not available in Common Core) addressed:

4 G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative
location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).
4 G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the
United States.
ART.D.I.4.2 Explore using different parts of the body to execute the same non-locomotor/axial movements in
personal space. Use directional changes: forward, backward, sideward, downward.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know the seven continents and be able to find their location on a map.

Pre-assessment (for learning):

What are the directions on a compass? Verbal assessment

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Correctly labeling equator, prime meridian, and hemispheres

Formative (as learning):

Seeing if they do the motions correctly for latitude and longitude

Summative (of learning):
Maps labeled correctly, worksheets filled out correctly, partner worksheet made correctly.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Personal maps
Giant map
Worksheets

Motions to remember latitude and

longitude

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Compass, lat/long degrees,

shapes/colors

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Compass, personal maps,

partner worksheet

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Who has used a compass, who can
name the directions on a compass?
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Challenge worksheet, partner
worksheet

Provide options for

comprehension- activate, apply &
highlight
Directions on a compass
Identify which hemisphere USA is
in
Find coordinates of cities in the
USA

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Know hemispheres
Know latitude vs longitude
Know how to find coordinates

Individual maps
Supplement #1
Supplement #2
Colored Pencils
Ruler (?)
Students will be sitting at their desks for the beginning part, and they will be in the hallway walking
around the big map for the second part.

How will your classroom

be set up for this lesson?

This lesson will be taught over the course of two days

III. The Plan

Time

Components

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Has anyone ever used a compass before?
Take a couple students answers
Can you tell the class what a compass is used
for?

5min

Motivation
(opening/
introduction/
engagement)

Yes! A compass tells us which direction we are

moving. Does anybody know what letters are
normally on a compass and what they stand for?
Exactly! North, South, East, West. Im going to
hand out a blank compass and we are going to fill
it in. If you know how to fill it in, go ahead,
otherwise wait and listen and we can fill it in
together.
Have students work on filling in the blank
compass. Walk around and answer question, make
sure everyone is filling it in correctly.

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Take one students answer

Take another students answer

Have two students help hand out paper

Students fill out compass using a colored pencil or

regular pencil

Take the globe and stand in the front of the room.

2min

Development
(the largest
component or
main body of
the lesson)

Based on what we just did with our compasses, if

I asked you to divide this globe in half by drawing
a line, which way would you divide it?

Student answers either side to side or up and down

Does anybody have a different way to divide the

globe in half?

Student 2 answers opposite of student 1

Guess what?! Youre both correct!

On a world map, it is divided into 4 different
sections which are called hemispheres. Can you
say that word?

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Students repeat, hemispheres

If I were going to divide my map into a north

hemisphere and a south hemisphere, where would I
draw my line? (allow student think time)
Can someone come up and show me how to draw
my line?

Student comes up and shows me

Great job! Now, this line has a name, does

anybody know the name of this line?
Its called the equator. Can you all say that?
2min

Take your maps and a colored pencil and draw in

your equator like I did on my map. Then on the
line write the word equator. If you need help
raise your hand and I will help you.
If I were going to divide my map into an east
hemisphere and a west hemisphere, which way
would I draw my line this time?

Students repeat equator

Students draw and label equator

Have student come up to show how to draw line.

Awesome! This line also has a name. Does

anybody happen to know it?

5min

The name of this line is the prime meridian. Can

you repeat that? Ill spell it on the board for you.
Go ahead and draw in and label your Prime
Meridian

Students repeat Prime Meridian

Students draw in and label Prime Meridian

Great job everyone! Its looking great! Now, Im

going to ask you to flip your maps over and put
your pencils down.
Raise your hand if youve heard the words latitude
and longitude before? (write words on the board)
These are imaginary lines on a map that help us to
find the exact location of places.

Numbers, lines up and down, lines side to side

Look at the paper Im handing how. What do you

notice about this paper? More questions to prompt
if needed? (Numbers? Lines? Directions of lines?)
These are our latitude lines and our longitude lines.
The latitude lines go side to side. Lat-flat (it
rhymes) Have students spread arms out wide and
say latitude lines are flat.

10min

The longitude lines go up and down (long hair

always goes up and down. Show the word long in
longitude. Have students put both arms up in the
air and say longitude lines are long

Students put arms out

Students put arms up

Practice with them by saying latitude or longitude

and have students do the coordinating motions.
Okay, I think you guys have it down. Take a
different color than what you used before and draw
in one latitude line and one longitude line and label
them.
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Students draw and label

We are going to practice reading latitude and

longitude on some maps.
*hand out (easy) practice page*
Lets do the first problem together
After the first problem tell the students to try the
next problem with their partner or group. Walk
around to help those who need assistance.

15min

Students fill out worksheets either by themselves,

or quietly with their group/partner

For those who get finished early, have the

challenge page available to them- once finished
with that page, they may read their book until
recess.

Day 2 of lesson:
Hand students an empty latitude/longitude
worksheet. Take them into the hall and have them
sit in front of the large shape map. Explain that this
map has lat/long coordinates just like the
worksheets we did yesterday had. Tell them that
they should fill in the shaded sections with either a
shape, or a lat/long coordinate. Once it is
completely filled out, they should trade their sheet
with a partner and have their partner complete the
worksheet.

30min

10min

Closure
(conclusion,
culmination,
wrap-up)

For students who get done quickly, provide another

sheet for them to fill in.
Once all worksheets are completed, students
should correct their partners worksheet. They
should write how many they go correct out of 16 at
the top of the page.

Students fill out worksheets for their partner, then

trade worksheets, and complete them. Once
finished they may go back to the classroom and
begin their spelling test.

Students correct partners worksheet

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson was so fun and the kids loved it! They were already very aware of directions (NESW) so my motivation/preassessment
told me that I didnt have to spend a lot of time talking about directions. Because of their developed understanding of directions, they
caught on very quickly to the four hemispheres of the earth. They quickly identified which hemisphere (NW) the US is in with very
little prompting. They liked adding the equator and prime meridian to their maps. Discovering ways, as a class, to remember the
difference between longitude and latitude was fun as well! Putting motions to it allowed the students to move around, which always
help them to stay focused longer. I never thought they would like the worksheets as much as they did. Most kids completed the first
one quickly- getting every question right! The challenge worksheets were just challenging enough, but not impossible. The students
kept telling me that finding the latitude and longitude of cities in the US was SO FUN! If I were to teach this part of the lesson again,
I would make sure to clarify why the longitude lines are labeled with either an N for north, or an S for south. One thing that went
really well was using the globe to clarify things about the hemispheres and who the earth is divided up.
The rest of my lesson was my favorite part. The students went into the hallway to create a worksheet for their partner to complete.
They did something similar to their previous worksheet, but on a much bigger scale. Instead of using cities, we used different colored
shapes. (red tree, purple heart.etc.) and we had lat/long lines labeled with the appropriate degrees. The students had to come up
with either a shape and color, (then the partner would find its exact location) or they would come up with the lat/long degrees (and
the partner would find which shape/color was there). They were held responsible for making their worksheets accurate by making an
answer key using sticky notes. They had to attempt their own worksheet before giving it to a partner to make sure it was possible. If
they went to an exact location and no shape was there, they had to redo that question.
Having them correct the worksheets was fun as well. If I were to do this part of my lesson again, I would split them into groups and
have half the class be in the hall and half in the classroom, and then switch after 15ish minutes.
*see pictures in supplements at end of unit*
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