Absolute Location – Grade Five
Ohio Standards
Connection:
Geography
Benchmark A
Use map elements or
coordinates to locate
physical and human
features of North America.
Indicator 1
Use coordinates of latitude
and longitude to determine
the absolute location of
points in North America.
Lesson Summary:
Everything on the Earth has its own location. In order for
students to be able to understand absolute location, they
will experience a variety of activities using latitude and
longitude. Using maps, books and other classroom
resources, students will discover how to locate the
coordinates of a point. Students also will use the terms
associated with this skill such as latitude lines, longitude
lines, parallels, degrees, equator, hemispheres, meridians,
North Pole, South Pole and the Prime Meridian.
Estimated Duration: Six to eight hours
Commentary:
The activities in this lesson should be reviewed throughout
the school year. As the students progress through the school
year, they will record facts and vocabulary in social studies
learning logs or journals. At the end of the lesson, students
will share, discuss and review the facts, vocabulary and
questions they recorded in their learning logs.
Students will create a life-size classroom grid and actively
use coordinates. While practicing as a whole class, in
groups and in pairs, students will have multiple
opportunities to process information in a variety of settings.
This also gives the teacher more time to work with
individual students needing further assistance.
One field test participant commented that students were
really challenged and interested in the topic. The participant
also stated, “Constructing the grid gave the students and me
and all visitors to the room a new view of maps.” Another
field test participant also mentioned that students benefited
from the physical aspects of this lesson: “We used the floor
tiles, but we also used a plain white shower curtain, and
placed objects on the grid to find. We can get it out again
later in the year for review.” Field test participants also
mentioned that they tied this lesson into mathematics
lessons on graphing so that students were able to see that a
grid system is not specific to global mapping.
1
Absolute Location – Grade Five
Pre-Assessment:
Part I
 Administer the following pre-assessment: In order to assess previous knowledge and to
establish the needs of the class. Display a large map of the United States or North
America. It may be helpful for students or teams to have maps at desks as well. There are
maps on the Internet that can be printed and used for the pre-assessment.
 Give each student one set of coordinates written on a small sticky note. Ask students to
place their sticky notes on the class map. Have students initial the front of the note so the
teacher can check the accuracy of each student’s work.
Teacher Tip:
As an alternative, allow students to work in teams or pairs to find the coordinates written on
the sticky note. Or, students can simply write down the name of the city or state they found at
that location on the note and hand it to you.

Title a piece of chart paper or part of the chalkboard next to the map “Not Sure” and
allow students to place their sticky note there as an alternative.
Part II
 List five locations on an overhead transparency. Using maps available in the room, direct
students to find the locations and give the coordinates of those locations. (See example
below.)
 Advise students to work on their own and if they do not understand what to do, tell them
to make a guess or leave it blank.
 Walk around the classroom during this activity and quickly check those students who
finish earlier than others. Direct them to turn their papers over, or collect their papers.
You might need to allow + 2 for accuracy, depending on the intervals on the map
students are using.
Example:
Find the following locations on your map. Determine the closest coordinates to that location
and write them next to the location.
1. Miami, Florida
________ ________
2. New Orleans, Louisiana
________ ________
3. Denver, Colorado
________ ________
4. Washington, D.C.
________ ________
5. Seattle, Washington
________ ________
2
Absolute Location – Grade Five
Scoring Guidelines:
Collect student responses, look over the notes placed on the map and determine the needs of
the students in the class. This is an informal evaluation and should act as a guide for
modifying instructional plans. Keep in mind that some maps display latitude and longitude
lines in 10s and even 100s, so allow best estimates in student answers.
Correct answers depending on how detailed the map: Miami, FL: 25N 80W; New Orleans,
LA: 29N 90W; Denver, CO: 39N 104W; Washington, D.C.: 38N 77W; Seattle, WA:
47N 122W.
Post-Assessment:
Provide students with a map they have worked with throughout the unit. The map must have
clear lines of latitude and longitude. Also give students a copy of the Post-Assessment
Worksheet, Attachment A.
Teacher Tip:
Throughout the procedures and before the post assessment, remind the students that the grid
lines are curved and their fingers will need to follow the curve as they locate the coordinates.
Part I
Give students coordinates for five different locations. Have students use their maps, find and
name the location and record it.
Part II
Using their maps, have students locate and determine the coordinates for the four additional
sites listed on the worksheet. Allow +5º on the coordinates listed depending on the intervals
of the grid lines on the maps students are using.
Scoring Guidelines:
Answers to Attachment A, Post Assessment Worksheet:
Part I
A. Phoenix, AZ; B. San Francisco, CA; C. Ottawa, Ontario (Canada); D. Mexico City,
Mexico.
Part II
A. 33N 118W; B. 42N 71W; C. 43N 79W; D. 25N 100W.
Three out of four in each category is satisfactory.
Instructional Procedures:
Day One
1. Provide maps to pairs or small groups of students. Introduce the lesson with this question,
“Who knows the absolute location of _____, Ohio?” (Pick a town in Ohio.) Allow
students time to use their maps and think and discuss the question with their
3
Absolute Location – Grade Five
partner/group. List answers given by each pair/group or by randomly calling on students.
Depending on the responses, you will need to define “absolute location” at this time.
2. Ask the students if they know what types of numbers are used on a map to describe an
“absolute location.” Direct the students to look for the lines on the map that help
determine an “absolute location.”
3. If not mentioned, tell the students that when looking at a map, latitude lines run
horizontally (like a ladder) and are also known as parallels. Longitude lines run vertically
and are also known as meridians. Have students run their fingers across the lines as you
discuss them to get them actively pointing to these features. Have students use the
vocabulary so that they internalize it.
4. To check for understanding, ask such questions as:
 “How can ships tell where they are in the middle of the ocean?” Allow time to find
coordinates in the middle of any ocean on the map. Check on any students needing
extra guidance.
Day Two
5. Locate and copy a blank grid system for each student. Announce: “Today we will play a
game using coordinates. You may have played a game similar to this and you will be able
to use your knowledge of that game here.”
6. Display an enlarged grid on chart paper, chalkboard or an overhead projector and tell the
students that you will be numbering the grid with numbers called “degrees.” Number the
grid lines across the bottom in multiples of 5 and do the same along the side. (See
example below.)
(Example)
25N
20N
15N
10N
30W 25W
20W
15W
10W
7. Demonstrate on the grid how to locate points using coordinates. Place an object or mark
on an intersection and have teams of four students quietly discuss what coordinates match
the location. Have students volunteer to state the coordinates for the location. Listen to
make sure that they are stated correctly. (20N 25W)
4
Absolute Location – Grade Five
Instructional Tip:
Explain that the coordinates are stated with the latitude (degrees north or south of the
equator) first, and then the longitude (degrees east or west of the Prime Meridian). Explain
and show how the Earth is divided into hemispheres. Allow time for students to explore
which hemisphere includes North America. Be sure students understand why you are using
north and west coordinates for locations in North America. (North America is located north
of the equator and west of the Prime Meridian.) Show how the numbers are labeled using the
cardinal directions in relation to hemispheres, the equator and the Prime Meridian.
8. Practice as many more points as you think are necessary and have students state the
coordinates, making sure they are reading it as explained. Survey the classroom checking
on individuals and providing assistance where necessary. Provide help in estimating the
coordinates for points that fall between the grid lines. Continue with this activity until
you think the students are ready to work in pairs with their own grid paper.
9. Pass out blank grid papers to each student. Have students label their grid systems with a
partner using north and west degrees as demonstrated for them earlier. Circulate among
the students to check for accuracy and understanding of how to number the grid paper.
10. Tell students to sit across from their partner and place a folder between them in order to
hide their grid papers from one another. Tell students to secretly mark three points of
intersecting lines using a symbol like a star or a circle (tell students to use any symbol
other than an X because it will be used for something else).
11. Have students take turns guessing coordinates of their opponent’s symbols and mark any
missed guesses with an X. The first opponent to correctly locate all three marked
locations, wins the game.
Day Three
12. Once students understand how to locate coordinates on a grid, explain to them that they
will be constructing an enlarged classroom grid system. With the students assisting,
construct a grid system on the ceiling or on the floor of the classroom using string or yarn
(you may already have a ceiling that has a grid design).
Instructional Tip:
This will take some time to put together, but will be a worthwhile experience as students use
the grid to practice the concept of finding coordinates.
13. Assign a group of students to begin cutting string for latitude lines. Use a ladder and hang
the latitude lines three feet apart or use tape on the floor.
14. Assign another group of students the job of cutting lengths of string for the longitude
lines. Again, this group will use the same distance between each line. (Make sure that
students understand that longitude lines converge at the North and South Poles.)
15. Assign a third group of students to type and print out the signs with the degrees being
used for the latitude and longitude lines. (Let the students determine if they will use
multiples of 5 or 10.) Have any remaining students cut the tape needed to hang the strings
and assist you with hanging the string.
5
Absolute Location – Grade Five
Day Four
16. Guide a review discussion about lines of latitude (parallels) and lines of longitude
(meridians) while pointing to the ceiling or floor lines. Explain that lines of latitude are
measured in degrees. Degrees tell how far a point is north and south of the equator and
how far east or west of the Prime Meridian. The equator is 0 latitude and the Prime
Meridian is 0 longitude.
17. At this time, point to North America on a map and discuss its location in relation to the
equator and the Prime Meridian. In the fifth grade it is only necessary to locate points
west of the Prime Meridian and North of the equator. Allow students time to record in
their learning log what they have learned (i.e., facts, vocabulary). Have students share
and discuss any questions they may have.
18. Have students break into groups of four. Give each group note cards that contain objects
located in the classroom. Have the students begin to find the coordinates for the objects
listed on their cards using the grid system they constructed. Some examples of classroom
objects are the teacher’s desk, a specific student’s desk, bookshelf, computer, chair, etc.
Some “areas” of the classroom may cover more than one grid section or may rest
between grid lines so tell them to use the center of the location to determine the absolute
location.
19. As a class example, choose a desk and have the class determine the coordinates by using
the grid system. Have each group write the coordinates of the desk on an index card.
Collect the cards and evaluate the group responses.
20. After reviewing the group responses, return the cards to the groups and ask them to
review the results and make changes to their answers, if necessary. At this point, some
students may need further assistance and a small review group can be called to the side of
the room or you may decide to use more examples with the whole class.
21. Students ready to continue will make a set of coordinate cards (10 maximum) using the
grid in the room or a map. Have students work in groups to find places of interest,
determine the coordinates, write them on note cards, and create an answer.
22. Have students continue working in their small groups and give each student a map or an
atlas of North America. Direct students to open to the same map. State the coordinates for
a location on the map, and write them on the board or overhead transparency. Have
students use their previous knowledge about coordinates to find the designated location.
Have students record their response on a piece of paper. After all students have
responded, have them hold up their response for group members to see. After the students
check with each other, announce the name of the location. Give students five more
examples for them to practice (number of examples will vary depending on the class).
23. Have students partner with another classmate to quiz each other. One student will call out
coordinates and the other student will record their answer. Additionally, give the students
opportunities to determine coordinates by naming cities to look for on the map.
6
Absolute Location – Grade Five
Day Five
24. To close the lesson, have a class discussion to review facts, vocabulary and questions
from the student learning logs. Allow enough time to be sure that students have the
correct facts and vocabulary from the lessons so they will be prepared for the postassessment. If necessary, meet with any individuals needing extra guidance reviewing the
facts and concepts presented during the lessons. The following examples could be used as
review facts or made into review questions for the students:
 To find an absolute location, or exact location, on Earth, you can use the
numbers (coordinates) of a global address.
 The imaginary north-south and east-west lines on a map cross each other (intersect) to
form a pattern of squares called a grid.
 The east-west lines (horizontal) are lines of latitude. They are also known as
parallels (think of the steps of a ladder).
 The north-south (vertical) lines are lines of longitude. They are also known as
meridians.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Have students who are able to locate points in North America use a map and find
locations all over the world (e.g., “World Coordinates Scavenger Hunt”).
 Students who are having difficulty should practice using latitude and longitude separately
before trying to use both together to locate points.
Extensions:
 Provide students moving beyond this indicator with the opportunity for independent
study. Give them additional concepts to investigate. Have students investigate questions
and present their findings to the teacher or whole class as a report or on a poster.
Some examples could be:
a. Who created the grid system?
b. When was the grid system developed and implemented?
c. What do the degrees mean in relation to the equator and Prime Meridian?
d. What is the International Date Line?
e. How many minutes are in each degree?
f. What do you notice about the distance between lines of latitude and lines of
longitude? (Lines of latitude are constant but lines of longitude converge at the poles.)
 Have students create a game using coordinates. The game may include ways we can use
coordinates, plot points on a map, and use strategies to travel across the world or United
States. Emphasize to the students that the game they create has to be original.
 Have students create picture books with stories related to coordinates, e.g., a Where is
_____? type of book.
7
Absolute Location – Grade Five
Homework Options and Home Connections:
 Challenge students to create a mini-model of the globe using latitude and longitude lines.
Give them one week to complete the challenge. Involve the family by instructing the
students to teach their family about latitude and longitude lines on the model. Family
members can use the learning log to help their child learn important facts and vocabulary
for the post-assessment.
 Have students play coordinate games with their families. The games can be taken home
from the classroom.
 Have students find the absolute location of their own city, locations of places they have
visited, and places they would like to visit (in and out of the state). They could also use
the locations to measure distances between places.
Interdisciplinary Connections:
English Language Arts
 Writing Applications
No Benchmark
Indicator 5: Produce informal writings (e.g., journals, notes and poems) for various
purposes.
 Research
Benchmark E: Communicate findings orally, visually and in writing or through
multimedia.
Indicator 6: Use a variety of communication techniques, including oral, visual, written
or multimedia reports, to present information gathered.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: Maps, atlases, learning log materials, string or yarn, tape, scissors, sticky
notes, index cards, grid papers, folders, overhead projector and
transparencies, Internet access.
For the students: Pencils, markers, maps, learning log, notebook paper.
Vocabulary:
 absolute location
 latitude
8
Absolute Location – Grade Five









longitude
parallels
degrees
equator
hemispheres
meridians
North Pole
South Pole
Prime Meridian
Technology Connections:
 Use an overhead projector for modeling how to use a grid system with the students, and
for recording student responses and information.
 Have students use a computer with simulation software and Internet access to practice
working with coordinates and for researching information for the more advanced
students. Coordinates for the pre-assessment can be found at various Web sites.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement, Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
Nonlinguistic representations help students think about and recall knowledge. This
includes the following:
 Creating graphic representations;
 Making physical models;
 Generating mental pictures;
 Drawing pictures and pictographs;
 Engaging in kinesthetic activity.
General Tips:
 Learning how to use latitude and longitude is possibly a new experience for your
students. Prior to discussion about latitude and longitude, they may need a review lesson
on how to use cardinal and intermediate directions from fourth grade.
 Make sure that students do not confuse degrees of temperature with degrees of latitude
and longitude.
Attachments:
Attachment A, Post-Assessment Worksheet
9
Absolute Location – Grade Five
Attachment A
Post-Assessment Worksheet
Name: _______________________
Date: _________________
Absolute Location
Part I: Use the following coordinates to locate places on the map provided. Write the
location that matches the coordinates.
A. 33N, 112W
_________________________________
B. 37N, 122W
_________________________________
C. 45N, 75W
_________________________________
D. 19N, 99W
_________________________________
Finding Coordinates
Part II: Name the coordinates for the following locations using the map.
A. Los Angeles, California
________, ________
B. Boston, Massachusetts
________, ________
C. Toronto, Ontario (Canada)
________, ________
D. Monterrey, Mexico
________, ________
Post-Test Questions and Self-Reflection:
What does absolute location mean?
Which lines measure distance east and west of the Prime Meridian? What is another name for
them?
Which lines measure distance north and south of the equator? What is another name for
them?
10