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Latitude Attitude

Subject:                  Geography
Grade:                     K-9   
Presented by:        Maureen Edwards, Lolo, Montana, & Garry Bush, Lewiston, Idaho
Geography Themes:       Location and regions
Geography Standards:     1, 2, 3, 4, 5
Skills:
Spatial perspective.  Determining the cardinal directions, location in space, relativity in space.  Classification.  Problem solving.
Objectives:
1. Demonstrate physical knowledge of cardinal directions from his/her point of location.  2. Identify and kinesthetically locate coordinates of latitude and longitude on a grid.  3.  Analyze and synthesize pieces of maps in order to evaluate locations and sizes of states in our country, as well as locations and sizes of countries in the world.  4. Analyze and synthesize pieces of maps in order to evaluate the physical geography of the regions of the United States and other countries of the world.
Method:
Students will use their kinesthetic intelligence to physically move around an area, utilizing their knowledge of the cardinal directions to pinpoint a specific location. Given directions or combinations of directions within a game format (Simon Says North!), students will determine location.  Students will also use their deductive reasoning skills in cooperative groups to piece together maps of landforms in order to identify regions.
Materials:
Old maps laminated and cut apart into states and countries.  Colored tape or yarn (if done indoors) or sidewalk chalk (for outside ,paved area 30 X 30).  Index cards to make latitude/longitude (four sets of cards: each designating 0, 10, 20, 30, 40, & 50, but one set designating each cardinal direction---N, E, W, S).  Flash cards of sample coordinates.
Procedures:
1. Laminate maps and cut apart into states, provinces, countries, or regions. Use both political and physical maps.  Have students work cooperatively to analyze and synthesize the pieces back into a whole map. 2. Determine north, using Simon Says, "North!" (Grades 3 - 9).  Have students face north and play "Simon Says" using directions and combinations of directions for students to point.  As students miss, they join the teacher on the perimeter of the room in spotting others who get mixed up.  3.  Touch and Go (Grades 4 - 9).  Distribute students on the outer perimeter (north and west sides only) of a grid marked on the floor.  Each student holds a card which will indicate the degrees away from "0" latitude and "0" longitude.  Have each student begin at "0" "0".   As the teacher displays a coordinate flash card (north 10, west 30), the student must MOVE from the "0" "0" position to the correct quadrant and location. He/she is shown four flash cards, one after another, each time returning to home base at "0" "0".   After the final return to home base, the total time is observed.
Closure:
Time in class should be used to debrief the activities and to discuss for understanding.
Evaluation:
Completed maps.  As students play Simon Says, North! and participate in the grid activity, observational records may be kept to determine understanding.
Extension:
Have the students pick one or two of their favorite regions and construct the landforms that shape the region.   Have them write or tell how the landforms and climate in the region might affect the people, plants, and animals living there.  Have them use the Internet as well as library to conduct their research on a particular region.  Have students evaluate how location on the planet (latitude and longitude) has an effect on the physical and human geography of the region.  Have students use a globe to identify major geographic landmarks such as the Equator, Tropics of Cancer and Capricorn, Prime Meridian, Arctic Circle, Antarctic Circle, and the Poles.  Break the class into teams and have them theorize what the climate might be like in a specific assigned region, telling  why, as well as how the climate would affect the biosphere. (Assign regions such as "near the Equator, but high in the Andes," or "the area between the Equator and Tropic of Cancer.")   Each team can give a brief report to the class or hand in a written report.  Another option would be to have them illustrate the climate of their particular region and display their artwork. Again, the Internet can be used to gather information.
Notes:
Students will gain an awareness and understanding of how geography (landscape, climate, location on the planet) influences the biosphere of a particular area.  Students will apply their technological skills to research and present information.  Students will apply movement (kinesthetic intelligence) to understand absolute and relative location.    Students will apply deductive reasoning skills to construct knowledge of geography.

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 The Idaho Compass
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by
Katherine A. Young and Virgil M. Young
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