lesson 1 mapping skills for 7 Continents
Total time: 98min (1hr 36min) or 105min [if need to do extra]
Introduction: In this lesson, we will learn how to master mapping through multiple activities. I
want them to understand what longitude and latitudes are and how they relate with the
temperature. Lots of children do not know how use maps so by providing them 2D maps as well
as using the internet for a more 3D concept, it will help the students better understand why maps
are important and how to use them. Also, temperature relates with longitude and latitude so
making sure they know their temperatures and understanding the climate patterns are very
crucial too. Thoughout this lesson, the teacher will guide them by asking questions, they will
have some independent work as well as group work and also sharing their answer to their friends.
to make sure they understand, I will give them an exit slip (see below for more information).
Learners: This is towards 5-6th graders. Students should know basic addition and finding the
average at that grade level and they can also write fairly well. Since writing and math is not a
huge problem, I can help them understand mapping concepts more and spend more time on
understanding the degrees, temperature, coloring, etc.
Objectives:
SWBAT to:
-Understand the definition of "longitude" and "latitude" by writing it down in the
geographer's journal and informal assessment
-Understand how the degrees work on a map by writing down the coordinators, sharing
and informal assessment
-Understand how the temperature relates with longitude and latitude by coloring the right
color on country/providence and continent and informal assessment
-Learn how to find the average of the temperatures by solving math problems as a group
Process:
1.Activate students' previous schema by asking if they have families or friends that live in
different parts of the world that are very warm or very cold during the seasons and ask some of
the students to locate it on the map ask 3 kids [3min]
2.Then, ask each student if their relatives live in a place that's similar, cooler or warmer [create a
chart] and ask what do they usually wear during that time of the weather [5min]
Name
Similar, cooler, warmer
clothing
4. Ask students why the temperatures are different in other parts of the world and ask what
system do they use (F or C) and keep in mind that when researching they will come across those
two…which will lead to defining equator, longitude and latitude (center of the earth, distance
north or south of the equator, distance of east to west respectively). Use hand gestures for those
words. [10min]
http://www.yourdictionary.com/latitude
5. I will create a list chart with different degrees in F and C aligned and ask students to determine
the colors for each of the degrees. For example: [5min]
violet = 30° F and below
blue = 40° F
green = 50° F
yellow = 60° F
orange = 70° F
red = 80° F and higher
6. Each student will have the map below on their geographer's journal and they will write and color their
temperature chart, definitions, examples and facts that they learn throughout this lesson. [5min]
http://education.nationalgeographic.com/education/activity/latitude-longitude-temperature/?ar_a=1
8. Go over the degrees and how it works (i.e. "I am standing outside at 60° N latitude, 140° W
longitude and it's January. It will be in Canada (Quebec are) and they will be super cold at that time,
~30F). I will do this multiple times until they see some patterns and connections and will let students
take over more and more (less scaffolding) [15min]
9. To see if they understand, the students will pick a country in their continent [or the overall continent]
and find the hottest time during summer and coldest during winter through research. They will colorcode it (on their map as well as written down on their geographer's notebook) and as a group,
determine the average temperature [15min]
Websites they can use:
https://www.edumedia-sciences.com/en/a718-longitude-latitude
http://www.timeanddate.com/weather/
10. come back to the carpet to share their findings; each group will say their average temperature and I
will record it onto the whiteboard and as a class, determine where the number should be [from
temperature chart] [10min]
-Through researching and grouping, ask them the following questions, to make sure they understand it:
[5min]


How is latitude related to temperature? (farther from equator = colder)
How is longitude related to temperature? (no relationship)
-If students are still unsure about it, use a flashlight to represent the sun and shine it on a 3D
globe [both latitude and longitude] [extra 5min]
-Then, I will pick random areas on the map and ask them to point at that spot, if it's hot or cold?
[10min]
-I will finish by explaining why it is important to know about latitude and longitude: depending
on where the continents are, it will depend how hot or cold it will be because of the latitude.
Longitude with the latitude help us find the continents and countries more easily when we use
them together on a map. If our phone doesn't work or ran out of batteries, we know how to find
places with a map! These two will also determine the climate patterns around your continent too.
So, in order to find out what the temperature is like in your continent, you must know both
longitude and latitude. [5min]
-For their informal assessment, I will give them the same map and ask them to answer three
questions and they need to circle where it is and what they should wear at that time: [10min]
 I am standing outside at 10°N latitude, 0° longitude, and it is February.
 I am standing outside at 35°N latitude, 60°W longitude, and it is July.
 I am standing outside at 40°S latitude, 140°E longitude, and it is August.
http://education.nationalgeographic.com/education/activity/latitude-longitude-temperature/?ar_a=1