Our Earth’s Address By James Giles Craigsville Elementary School 1.Arrange the class into groups of four. 2.Select one group to cut a piece of yarn that will reach across the room. Have them tape it across the center of the room from east to west. Tape the yarn about six feet from the floor. Label the yarn the “equator.” Discuss aspects of the equator with the class. 3.Select another group to cut a piece of yarn (use a different color). Ask them to tape it across the center of the room perpendicular to the equator ( north to south). Label this line the “prime meridian.” Discuss the aspects of the prime meridian with the class. 4.Instruct the students to make longitude lines that will divide each row of students. Use the same color yarn used to make the prime meridian. 5.Instruct students to make latitude lines that will divide the class into a grid system. Use the same color yarn used for the equator. When completed, each student will be inside their square. 6.After the class has built the latitude/longitude system, there are several concepts that can be taught using the grid pattern: Latitude/Longitude; Room location of each student; World wind patterns; Climate zones by latitude; Your city/town address by latitude and longitude; Different hemisphere locations; Compass direction from the classroom; Plate tectonics; Topographic maps. 1.Arrange the class into groups of four. 2.Select one group to cut a piece of yarn that will reach across the room. Have them tape it across the center of the room from east to west. Tape the yarn about six feet from the floor. Label the yarn the “equator.” Discuss aspects of the equator with the class. 3.Select another group to cut a piece of yarn (use a different color). Ask them to tape it across the center of the room perpendicular to the equator ( north to south). Label this line the “prime meridian.” Discuss the aspects of the prime meridian with the class. 4.Instruct the students to make longitude lines that will divide each row of students. Use the same color yarn used to make the prime meridian. 5.Instruct students to make latitude lines that will divide the class into a grid system. Use the same color yarn used for the equator. When completed, each student will be inside their square. 6.After the class has built the latitude/longitude system, there are several concepts that can be taught using the grid pattern: Latitude/Longitude; Room location of each student; World wind patterns; Climate zones by latitude; Your city/town address by latitude and longitude; Different hemisphere locations; Compass direction from the classroom; Plate tectonics; Topographic maps. 45 minutes None listed Increase the level of students’retention concerning latitude and longitude. Differentiate between lines of latitude and longitude. Describe how latitude and longitude are used to identify locations. Increase the level of students’retention concerning latitude and longitude. Differentiate between lines of latitude and longitude. Describe how latitude and longitude are used to identify locations. Yarn (2 skeins of different colors) Masking tape (1 roll) World map (flat) Scissors Globes Yarn (2 skeins of different colors) Masking tape (1 roll) World map (flat) Scissors Globes When asked to move to a new square, the student will be able to identify their new location based on the constructed longitude and latitude lines. When asked to construct a paper map of the room, students will cite the lines as references to locate various objects. When asked to move to a new square, the student will be able to identify their new location based on the constructed longitude and latitude lines. When asked to construct a paper map of the room, students will cite the lines as references to locate various objects. None listed Objective Materials and Equipment Materials and Equipment Time Procedures Assessment Further Challenges Further Challenges Overview Teaching Suggestions Safety Note