T A B L E
Continued
1 1 . 5
Objectives
Given a latitude and
longitude grid and
several locations,
students practice
locating places with
latitude and longitude,
circling the correct
locations on the grid.
Procedures
Assessments
Tell students: “When we used the grid system,
each square had an address or two names,
what did we use to label the coordinates
of the grid?”
Students reply that
letters and numbers
were used.
Ask: “Did you find any labels on the line on the
globe that we could use to name the lines?”
Help the students find the numbers and the
words equator and prime meridian. Students
should already know that the equator divides
the world into a northern and a southern half
while the prime meridian divides the world
into an eastern and western half. Review this
and give each small group a diagram to
reinforce the point. Ask review questions.
Students look carefully
at the globe finding
the words prime
meridian and equator
and numbers.
Provide students with a grid with a labeled
equator and prime meridian. Help students
label the other lines of latitude, also called
parallels, in intervals of 20 degrees. Label each
line with the number and an appropriate
direction. Repeat similarly for longitude lines
(also called meridians). Stress that each line
has an address. Make an analogy to each line
having a first and last name just as each student
does. (The first name is a number and the last,
a direction—north, south, east, or west.)
Students follow
directions, accurately
labeling lines and
circling locations
on the grid.
Have students note that any combination of a
vertical line and a horizontal line can cross, or
intersect, at only one place.
Provide practice locating several intersections
and circling them (0 and 20E, 30N and 40W,
50S and 0). After a few additional practice
numbers, have the groups give you the
locations of the green dot on the globe.
Follow these steps to locate places by latitude
and longitude:
1. Begin at the equator and locate the correct
latitude N or S.
2. Mark that line.