|Lesson Plan ID:
|| Compass Skills Scavenger Hunt|
During this lesson students take a reading with a compass and use the compass to reach multiple checkpoints. Students also demonstrate their knowledge by locating specific coordinates that spell out a phrase.
|SC(6) ||1. Identify global patterns of atmospheric movement, including El Niño, the Gulf Stream, the jet stream, the Coriolis effect, and global winds that influence local weather. |
|TC2(6-8) ||9. Practice responsible and legal use of technology systems and digital content. |
|TC2(6-8) ||11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
|Primary Learning Objective(s):
|| Students will identify parts of a compass and locate specific coordinates of different courses.|
|Additional Learning Objective(s):
|| Students will use a compass and create a problem situation to find locations.|
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Compasses (one for each student), one demonstration compass (either large or overhead), balloons, direction cards, overhead projector
|Technology Resources Needed:
Computer with Internet access, LCD projector
Students should be able to identify directions such as north, east, south, and west. The teacher will need to devise the phrases for the scavenger hunt and the coordinates.
1.)Inform students they are going to learn to use a compass. Ask students to share what they know about compasses. Then teach students how to use a compass.
First, hold the compass so the magnetic needle turns freely.
Rotate the compass dial to a desired bearing (so the sighting line falls directly on a bearing such as 90 degrees which is east).
Hold the compass so that the back of the compass (part of the compass base opposite the direction of travel arrow) is at the belly button.
Keeping the back of the compass at the belly button, turn in a circle until the red end of the magnetic needle lines up with zero degrees (north) on the compass dial.
The direction of travel arrow now points to the bearing set on the compass.
2.)Review the following sites with students to help them develop a better understanding of a compass.
(How to use a compass
)This site teaches specific information for using a compass.
4.)Walk students through cues and repeat the steps to face different directions and bearings.
Practice travelling at specific bearings by setting the compass to a bearing, picking a spot on the gym wall that the directional arrow points to, and walking toward that spot.
Write the following directions on different papers so that each course is on a different piece of paper:
120 degrees - 10 steps
240 degrees - 10 steps
0 degrees - 10 steps
300 degrees - 8 steps
60 degrees - 8 steps
180 degrees - 8 steps
90 degrees - 12 steps
180 degrees - 12 steps
270 degrees - 12 steps
0 degrees - 12 steps
90 degrees - 6 steps
180 degrees - 8 steps
330 degrees - 10 steps
130 degrees - 3 steps
220 degrees - 4 steps
310 degrees - 6 steps
100 degrees - 5 steps
110 degrees - 6 steps
200 degrees - 8 steps
290 degrees - 12 steps
80 degrees - 10 steps
Partner students and have them read their compass to follow the different courses.
6.)Set up the scavenger hunt by spreading a marker on the floor of the beginning area.
Fold the coordinate papers and parts of the phrase and insert these in each balloon.
Blow up the balloons and place them at the different coordinates.
Have students travel around the school using a compass to find the phrases in the balloons.
7.)When groups have their complete phrase have them bring it to the teacher. Ask each member to identify the parts of the compass as they turn in their phrases.
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Teacher observation will be used to check for completion of phrases. The teacher will evaluate each student's ability to identify the parts of the compass correctly.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: