# Latitude and Longitude By Brenda Anderson Oceana Middle School 1.Divide the class into groups of two. Pass out a balloon and two permanent markers of two.

## Presentation on theme: "Latitude and Longitude By Brenda Anderson Oceana Middle School 1.Divide the class into groups of two. Pass out a balloon and two permanent markers of two."— Presentation transcript:

Latitude and Longitude By Brenda Anderson Oceana Middle School 1.Divide the class into groups of two. Pass out a balloon and two permanent markers of two different colors to each group. (Use permanent markers so lines will not wipe off immediately.) 2.Have students blow up the balloon and tie it off. Use the tied part as the North Pole and the other as the South Pole. Working with these two points, draw a ring around the center of the balloon for the Equator and mark with “0” and “Equator.” 3.Draw a line halfway between the Equator and each pole. Have students identify this as the 45E north and south latitude lines. Draw another line between the pole and each 45E latitude line. Have students calculate this to be the 45E/2 or 221/2E north and south latitude lines. What is the value of the latitude line between 45E and each pole? [(90E - 45E)/2 = 22.5E + 45E = 67.5E]. Continue this until a sufficient number of lines are on the balloon. Make sure each latitude is labeled with “North” or “South” and value in degrees. 4.Draw a line from the North Pole to the South Pole. Mark this with “0” and the “Prime Meridian.” Then mark a half circle on the other side of the balloon directly behind the Prime Meridian. Label this “180E” and the “International Date Line.” Repeat the halfing process and then create additional longitude lines. Mark off these longitude lines on the balloon using care to keep the lines as straight as possible. Do this on both sides of the Prime Meridian. 5.Students have now gridded their balloon just as a globe of the earth is gridded. They are now ready to work with these lines to place specific towns on the globe. Using an atlas, look up the longitude and latitude of well-known cities of the world and mark them on the balloon globe. 1.Divide the class into groups of two. Pass out a balloon and two permanent markers of two different colors to each group. (Use permanent markers so lines will not wipe off immediately.) 2.Have students blow up the balloon and tie it off. Use the tied part as the North Pole and the other as the South Pole. Working with these two points, draw a ring around the center of the balloon for the Equator and mark with “0” and “Equator.” 3.Draw a line halfway between the Equator and each pole. Have students identify this as the 45E north and south latitude lines. Draw another line between the pole and each 45E latitude line. Have students calculate this to be the 45E/2 or 221/2E north and south latitude lines. What is the value of the latitude line between 45E and each pole? [(90E - 45E)/2 = 22.5E + 45E = 67.5E]. Continue this until a sufficient number of lines are on the balloon. Make sure each latitude is labeled with “North” or “South” and value in degrees. 4.Draw a line from the North Pole to the South Pole. Mark this with “0” and the “Prime Meridian.” Then mark a half circle on the other side of the balloon directly behind the Prime Meridian. Label this “180E” and the “International Date Line.” Repeat the halfing process and then create additional longitude lines. Mark off these longitude lines on the balloon using care to keep the lines as straight as possible. Do this on both sides of the Prime Meridian. 5.Students have now gridded their balloon just as a globe of the earth is gridded. They are now ready to work with these lines to place specific towns on the globe. Using an atlas, look up the longitude and latitude of well-known cities of the world and mark them on the balloon globe. Using a short verbal exchange, determine if the students have distinguished the difference between latitude and longitude lines. Deflate one of the balloons. Lay it out as flat as possible. Compare and contrast the appearance of the flat balloon grid with the spherical balloon grid. Have students describe the geometric shape made by longitude lines at the Equator and poles. Why does this occur? Can they explain why a map of a polar region might show a different-sized area than a map of the equatorial region? Using a short verbal exchange, determine if the students have distinguished the difference between latitude and longitude lines. Deflate one of the balloons. Lay it out as flat as possible. Compare and contrast the appearance of the flat balloon grid with the spherical balloon grid. Have students describe the geometric shape made by longitude lines at the Equator and poles. Why does this occur? Can they explain why a map of a polar region might show a different-sized area than a map of the equatorial region? Large round balloons or balls (plain, no writing) Permanent markers Atlases Worksheet of places to identify Large round balloons or balls (plain, no writing) Permanent markers Atlases Worksheet of places to identify 2 to 3 class periods of 40 minutes each None listed Create latitude and longitude lines on a balloon, determine measurements in degrees, and use the lines to locate places as well as learn to use time zones. Understand imaginary lines of longitude and latitude and understand how these lines help in locating places on a round surface. Create latitude and longitude lines on a balloon, determine measurements in degrees, and use the lines to locate places as well as learn to use time zones. Understand imaginary lines of longitude and latitude and understand how these lines help in locating places on a round surface. None listed Objective Materials and Equipment Materials and Equipment Time Procedures Assessment Further Challenges Further Challenges Overview Teaching Suggestions Safety Note

Download ppt "Latitude and Longitude By Brenda Anderson Oceana Middle School 1.Divide the class into groups of two. Pass out a balloon and two permanent markers of two."

Similar presentations