|Lesson Plan ID:
Graphing the Real World
This cross-curricular lesson was designed to give students an understanding of the relationship between the coordinate grid in math and latitude and longitude in science.
This is a College- and Career-Ready Standards showcase lesson plan.
|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. |
|MA2013(6) ||11. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6-NS8] |
|MA2013(6) ||23. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. [6-G3] |
|LIT2010(6-8) Reading Standards for Literacy in Science and Technical Subjects||3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
|LIT2010(6-8) Reading Standards for Literacy in Science and Technical Subjects||7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). |
|Primary Learning Objective(s):
The students will interpret the relationship between an ordered pair on a coordinate grid (math) and their latitude and longitude location (science).
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Coordinate Grid (see attached- Coordplane.png)
Class set of maps of the world (see attached- latlong_globe.jpg)
Large Venn diagram on the wall
|Technology Resources Needed:
Computer access (if completing extension extension)
Students should have basic knowledge of ordered pairs as well as plotting them on a coordinate graph. They should have an understanding of continents and their locations.
The large Venn Diagram should be posted on the wall.
If using the extension, make sure Google Earth is downloaded to student computers.
Before: Students will go to the following link to view and interact with a world map. This will give them the opportunity to visualize the similarities between a world map and a coordinate grid.
1. Students will be given a copy of the coordinate grid and a copy of the map (see attachments). The map shows the equator and the prime meridian. The teacher will give the students 3 minutes to interpret the two grids. After 3 minutes, the students will be given 2 minutes to turn and talk with a partner on their thoughts about how the two grids are alike and different. Each pair will receive a paper plate that will represent their "Earth".
2. Students are required to draw and label the Equator/x axis and the Prime Meridian/ y axis. Students must draw the 7 continents on the paper plate.
3. Once continents are drawn, students must flip the plate over and write each continent's name and identify which quadrant on the coordinate grid the continent would be located.
Each pair will receive 3 post-it notes. They will write three different things they learned about coordinate grids and/or the world map. They will place their post-it notes in the correct section of the class-sized Venn diagram.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Students' Venn diagram will be assessed based on the accuracy of information and completion.
Post-it notes will serve as an exit ticket.
Students will create a digital presentation comparing and contrasting a coordinate grid to a map of the world.
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: