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4th grade students, go to the
Pathfinder
site at left. It is your guide to everything you need to do to complete this
unit.
Welcome to an online unit about longitude and latitude! If you have any comments or
suggestions, please email Mr. White at this
link. This lesson is designed to integrate specific learning outcomes
concerning Social Studies and Technology for
4th grade, as set forth by the
Ohio Dept. of Education. The rest
of this page is for teacher use only. You may read it if you wish, but it
will be boring and may cause you some discomfort. :-)
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Suggested Lesson Schedule
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Suggested Assessment Schedule
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Day 1 - Introduce to the class different samples of globes and
maps so they can examine the longitude and latitude lines. Point out the
Prime Meridian, the Equator, etc.
Day 2 - Introduce the
Pathfinder
site and have students complete the scheduled activities associated with longitude and
latitude. They need to keep pencil and paper notes on this information.
Day 3 - Have students explore the
links page and visit other
sites that talk about longitude and latitude. They can share these sites
with fellow classmates.
Day 4 - Students will turn in handouts to the teacher, and explain
orally to the class interesting things they discovered during their
exploration of the links page. Have students discuss the advantages and
disadvantages of using computers and the internet for this unit.
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Day 1 - Assessment - not needed, just an introduction. Teachers may
take anecdotal grades if desired. Day 2 -
Assessment - see Rubric link at left. Students must 'save' their parents
from being lost.
Day 3 - Assessment - Anecdotal - up to the teacher. The
teacher may make any changes or additions deemed appropriate for their
students.
Day 4 - Assessment - see if students 'saved' their parent(s)
by reviewing their handouts. Use the Rubric
to calculate their point totals. You may modify this in any way you choose.
Alternative Assessment / Special Needs students -
teachers may use any other indicators of assessment they feel is appropriate
for their students.
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Subject: Social Studies./Citizenship
Topic: Longitude/Latitude
Objectives: 4th Grade Learning Outcomes as
defined by the state of Ohio as indicated at length, below.
Evaluation: Student handouts should show at
least an 85% accuracy. Also, factor in the extended response items and
the bonus items. See rubric for further clarification.
Materials: Ideally, a computer lab. Although,
this can be completed with a smaller amount of computers. You will need
to rotate the students in groups. Also, the addition of an LCD projector
and a laser pointer will help with classroom explanation. Finally,
copies of all of the handouts for each students to complete.
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Procedure:
Day 1 - distribute maps and globes to students. let them use the
self discovery method to find lines on both items. (10-15 minutes).
Day 2 - website activity with this pathfinder. Students will
use it to go to specific sites to learn more about longitude and
latitude. If you have a computer lab, this will take about an hour. If
you only have 3 to 5 computers in your classroom, you will have to let
them approach this in groups and rotations.
Day 3 - Sharing. Let students share their data after they
visit the Links page. (5-15 minutes).
Day 4 - Review student handouts, oral discussion on everything
within this unit. Include in your discussion the idea of using the world
wide web for this unit. Their comments on the integration of technology
may prove useful in the future. (15-30 minutes).
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Justification of this lesson - this lesson is designed to meet State of
Ohio learning outcomes in Social Studies while, at the same time,
integrating desired outcomes in Technology. |
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Fourth-Grade Learning Outcomes
Social Studies link: Ohio
CITIZENSHIP #7 a. b. and c.
7.
Demonstrate map skills by:
a. identifying various major reference points on the earth;
b. locating major landforms and bodies of water; or
c. using a number/letter grid system to locate places on a map, a
map key to understand map symbols, a linear scale to measure distances
on a map, and a direction indicator.
8. Use maps and diagrams as a source of information to:
a. recognize continents by their outlines and major physical
features;
b. recognize characteristics of major landforms and bodies of
water;
c. describe physical differences between places; or
d. explain the influence of the natural environment on the
settlement of Ohio and on changes in population patterns,
transportation, and land use.
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Fourth-Grade
Learning Outcomes Technology link:
Ohio Standards Overview
 | Computer and Multimedia Literacy
is the ability to appropriately use hardware, software
applications, multimedia tools, and other electronic technology. It
includes the usage of technology tools for productivity and
communication. Computer and multimedia literacy forms the foundation
for advanced study in computer science.
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| Information Literacy
is the acquisition, interpretation, and dissemination of
information. Information literacy focuses on effective methods for
locating, evaluating, using, and generating information.
Technology-based information literacy skills encompass the utilization
of the Internet and other electronic information resources for
research and knowledge building.
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| Technological Literacy
addresses the abilities needed to participate in a technological
world. It is the intersection of mathematics, science, and technology.
It encompasses unique knowledge, devices, and capabilities used to
solve problems. It identifies career connections between technology
and the world of work. Technological literacy includes technology
education and encompasses pre-engineering concepts. |
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