9/14/17: Mapping from Memory

BELLRINGER: Click here to complete the Bellringer on a Google Form.

BELL RINGERS:

• 2nd Period: Carson S. (Hunter W.)
• 4th Period: Josiah P. (Jay R.)

WHAT WE’RE LEARNING:

Today, we’ll spend one more day making sure we understand lines of latitude and longitude and how we label them.

WHY WE’RE LEARNING IT:

The technology of mapping might have changed, but latitude and longitude remain the foundation of our location capabilities.

BY THE END OF CLASS:

I can explain latitude and longitude in a way that sinks in with my classmates.

 

CLASS ACTIVITY:

Wednesday’s class made clear that we still have some confusion about how we label lines of latitude and longitude. Today in class, we will clear up that confusion by having you do your own research and teach your own lessons. Here’s what we’ll do:

1. Number off into groups of 3 or 4.

2. Talk as a group and make sure everyone knows the answers to the following questions:

  • How can you remember which lines are latitude and which lines are longitude?
  • Where is the Equator on a map?
  • Where is the Prime Meridian on a map?
  • How many degrees is the Equator (for example, is the Equator at 120°N, or something else)?
  • How many degrees is the Prime Meridian?
  • We know that lines of latitude and longitude are labeled with numbers of degrees. How do you know which direction to put with a particular line of latitude or longitude? For instance, if you know a line is 20°, how do you know if it’s 20° East, 20° West, 20° North, or 20° South?

3. Pretend you are the teacher and you are teaching brand new students. As a group, come up with a short lesson that teaches the above information. Your lesson must meet the following criteria:

  • It must have an introduction that explains what you will teach.
  • It must involve you writing on the white board (use the white boards in the front and back of the room).
  • It must involve repetition, to ensure your viewer truly understands the concepts.
  • It must explain how, not just what. In other words, it’s not enough to correctly label the Equator. You must also tell your viewers how they can find it themselves.
  • It must be accurate.

4. Use your iPad to film your lesson in front of the white board.

  • All group members except the camera operator must appear on the video.
  • Videos must be at least three minutes, and no more than eight minutes.

5. If time allows, hook your iPad up to the Apple TV and watch each others’ lessons.

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