Suggested Activities
Pre-planning
Locate ball
➤
In preparation for introducing the notion of geographic coordinates,
bring to class in Session One a large ball (e.g., basketball, volleyball or
beach ball).
Assemble
equipment
➤
In Session Two, students will play a coordinates plotting game requiring
that each group of approximately six students have three pieces of
equipment: an enlarged map of Canada, a method for determining
order of play (e.g., a dice, a deck of playing cards) and three different
coloured pencils. Enlarge the mapPlotting Canada (Blackline Master
#6) to fill ledger size paper (11 x 17) and duplicate sufficient copies so
that each group of six students has one enlarged copy. (Every student
is given a regular size version of Blackline Master #6 in Session One.)
Session One
Blackline Masters #6–7
Introduce problem
of global location
➤
Explain to the class that they will be looking to see what areas of
Canada provide the resources that we use. But before beginning this
study, the class is going to learn how to find its way around the
country. Hold up the large ball and invite students to imagine this as
the earth. Ask students, “If this was the earth how would we find the
spot where Canada is located?” Entertain their answers and explain
that when explorers were sailing around the world they asked similar
questions about how they could find places on the earth that others
before them had identified. Lead the class through an explanation of
the following key terms.
Explain Equator
➤
Offer the following explanation about the basis for the Equator:
The people who made maps decided to imagine a line drawn around
the middle of the earth. (Indicate this on the ball and, on the board,
draw a large circle, explaining that it represents the earth. Then
draw a horizontal line around the centre of the circle.) The imaginary line was exactly half way between the top end or North Pole
and the bottom end or South Pole. (Draw attention to these imaginary points on the ball and label them on the large circle on the
board.) Because the distance from the centre line to the North Pole
is equal to the distance to the South Pole, they called this line the
Equator. (Write “Equator” on the board and draw attention to the
common stem with “equal”.)
Explain Northern and
Southern Hemispheres
➤
Managing Our Natural Wealth
knowledge of
coordinate
terminology
Offer the following explanation for the hemispheres:
The imaginary line—the Equator—divided the world into two parts.
Because the shape of the earth was a ball—also called a sphere—
they called each part a “half-sphere” or hemisphere. The top half
was the northern “half-sphere” or hemisphere and the bottom half
was the southern “half-sphere” or hemisphere. (Print “Northern”
and “Southern” on the side of the circle and in the middle write
“Hemisphere” with arrows pointing to each half of the circle.)
10
The Critical Thinking Consortium
Explain the
designations
for latitude
➤
Offer the following explanation for lines of latitude:
Mapmakers could now give directions by saying that a country was
in the Northern Hemisphere or in the Southern Hemisphere. But
this was not helpful because each part is so large. Consequently,
mapmakers imaged more lines running the same way as the Equator.
(Indicate this on the ball and, on the board, draw four lines parallel
to the Equator in the Northern Hemisphere.) Rather than give these
lines specific names, they identified them by saying how far the
lines were from the Equator. (Label the lines 20 40, 60 and 80
degrees from the Equator.) They did this below the Equator as
well. (Draw and label four lines in the Southern Hemisphere.) The
problem was they would have two lines with the same name—for
example, “20 degrees from the Equator” could mean a line in the
Northern Hemisphere or the Southern Hemisphere. How might
mapmakers avoid having two lines with the same reference? If a
line was 20 degrees from the Equator (point to a line in the Northern
Hemisphere) how might they refer to it so that it would not be
confused with the line below the Equator?
Explain that mapmakers decided to mention which hemisphere the
lines were in. They referred to the line as “20 degrees North”.
Point to other lines and indicate a North or South designation.
Mapmakers would direct people to go 20, 40, 60, 80 degrees North
or South. Ask the class if anyone can identify what problem
mapmakers might still have in giving clear directions to explorers.
Trace a line around the ball suggesting that any spot on this line
would be “40 degrees North”. Invite students to offer a solution to
this problem.
Explain Eastern and
Western Hemispheres
➤
Offer the following explanation for the Eastern and Western
Hemispheres:
In order to be specific in their directions, mapmakers decided to
draw another imaginary line from top to bottom. The line was
called the Prime Meridian. (Indicate this on the ball and, on the
board, draw a vertical line from the North Pole to the South Pole
down the middle of the circle.) This divided the world into two
parts so they called each part a “half-sphere” or hemisphere. One
half was called the Eastern Hemisphere and the other half the
Western Hemisphere. (Print a large “Eastern” and “Western” on
the board.)
Discuss prime
meridian
➤
OPTIONAL: If students raise questions about the choice of the
dividing line, explain that it is a line from the North and South poles
that runs through the town of Greenwich (the site of a famous
observatory near London, England where mapmakers would observe
the stars to help them plot their maps).
Explain the
designations for
longitude
➤
Offer the following explanation for identifying lines of longitude:
Mapmakers imagined more lines running the same way as this new
dividing line. (Draw four lines in both the Eastern and Western
hemispheres). This time they identified the lines by saying how far
east or west the lines were from this dividing line. They referred to
a line as “10 degrees East” or “20 degrees West”. (Point to other
lines and label them as a certain number of degrees.)
Managing Our Natural Wealth
11
The Critical Thinking Consortium
➤
Ask students to decide if this system would solve the problem of how
to clearly indicate the location of any spot on the earth. Invite students
to explain how mapmakers might give directions. Illustrate by tracing
the appropriate lines, for example the coordinates or reference points
“20 degrees North and 30 degrees West” indicate a precise spot on the
earth.
Discuss
“degrees”
➤
OPTIONAL: If students raise questions about the idea of degrees,
explain that the ancient Greeks imagined every circle divided into 360
degrees. If someone does “a 360-degree turn” they would make a
complete circle. Using the ball to illustrate, show that there are 180
degrees in the Western Hemisphere and another 180 degrees in the
Eastern Hemisphere, thereby making 360 degrees around the entire
globe. So too, with the lines of latitude (90 degrees from the Equator
to the North Pole, another 90 degrees back down the other side to the
Equator, a further 90 degrees to the South Pole, and the final 90
degrees back to the Equator).
Introduce
map of Canada
➤
Ask students if they know in
what hemispheres Canada is
located. After students suggest their answers, point to
the ball indicating the
Northern and Western
Hemispheres. Distribute
a copy of Plotting
Canada (Blackline
Master #6) to each student and overlay a
copy of the map, first
on the ball and then
on the large circle on
the board indicating the
region of the earth represented by
this map. Explain that since Canada is in the
Northern and Western Hemispheres, our coordinates will be
in terms of degrees North and West. Draw students’ attention to the
degrees along the side and top of the map.
Introduce latitude
and longitude
terminology
➤
Explain to students the location points (coordinates) are always given
in a particular order: first, the (horizontal) lines running around the
side of the earth are given and then the (vertical) lines running
lengthwise. The sideways lines are called “lines of latitude” (in
football a “lateral pass” occurs when the ball is thrown sideways) and
the lines running lengthwise (up and down) are called “lines of
longitude.” Ask students to locate “Latitude 48 degrees North” (it will
be a line running sideways) and draw a pencil line along it. Ask them
to locate “Longitude 100 degrees West” (it will be a line running up
and down) and draw a pencil line along it. Now ask students to
identify the city that is located near the point where both these two
lines meet. Share the answer (Regina).
Managing Our Natural Wealth
12
Man
agin
g Our
Natu
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ealth
71
The
Criti
cal Th
inking
Coop
erativ
e
Black
line
Maste
r #6
Explain the notion
of coordinates
The Critical Thinking Consortium
Practice locating
coordinates
➤
Create an overhead transparency or
duplicate copies for each student of
Locating coordinates (Blackline Master
#7). Ask students to identify the city
nearest each of the coordinates in
questions #1–3, and then share the
answers:
1.
2.
3.
1.
Latitu
Long
4.
Winn
the ci
Latitu
Long
tify th
____
____
____
____
____
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Yello
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itude
de 5
itude
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Latitude 64 degrees North;
Longitude 120 degrees
West (Whitehorse)
otte
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105
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Natu
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Black
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Longitude 115 degrees West
(Victoria)
Latitude 52 degrees
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(Edmonton)
Nam
(city)
(city)
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itude
____
____
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72
Next, ask students to identify
the coordinates for the name of each city
listed in questions #4–6, and then share the answers:
The
Criti
cal Th
inking
Coop
erativ
e
4. Winnipeg
(Latitude 48 degrees North; Longitude 95 degrees West)
5. Yellowknife
(Latitude 64 degrees North; Longitude 105 degrees West)
6. Charlottetown
(Latitude 52 degrees North; Longitude 65 degrees West)
When completed, encourage students to find a partner to continue this
activity: one person provides coordinates in the proper format; the
other person identifies the province or territory in which the coordinates
are located.
Debrief the
value of coordinates
➤
In closing the lesson, ask students to share (in writing or orally) what
they have learned about the value of coordinates in locating sites on a
map.
Session Two
Identify key places
on the map
Introduce the
plotting game
➤
➤
Blackline Masters #6, 8–10
Invite students to look at their copy of the map (Blackline Master #6)
and to name a different province or territory until all 13 have been
mentioned. Do the same with capital cities, ending with the national
capital.
Ask the class if anyone has visited other provinces or territories.
Explain that the class is going to use this map to plan an imaginary trip
across Canada. Their challenge is as follows:
Plot a trip passing through as many Canadian provinces and
territories and passing by as many capital cities as possible.
Managing Our Natural Wealth
13
knowledge of
provinces /
territories
knowledge of
capital cities
The Critical Thinking Consortium
The problem will be that other teams will also be planning a trip and
no one is allowed to meet up with anyone else (the travel paths of two
teams cannot cross). A further obstacle is that everyone must travel by
car or boat—at the end of the game, only those locations that are
joined together in a single line will count for travel points.
➤
Create an overhead transparency
or duplicate copies for each student of Plotting Canada
instructions (Blackline MasPlott
ing s
heet
ter #8). In addition, duplicate
for each pair of students
Plotting sheet (Blackline
Master #9). Enlarge this
sheet to ledger size (11 x
17). Explain that students will work with a
partner(s) and compete
against two other
teams to see which
team can accumulate
the most travel points.
Walk students through the “Sequence of play” and “Winning the game” as
described on Blackline Master #8. Explain the role of
Blackline Master #9 in recording the proposed coordinates and the
province or territory indicated by the coordinates (if coordinates fall
outside a province or territory, students should leave the “Province/
Territory” space blank). Indicate to students that they can record
coordinates in several ways, either as “40
degrees North” or “40°N” or “40N”. Point
out that “Longitude 40°N” would be inScor
e car
correct since “40°N” is a line of latitude.
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Play the game
➤
When everyone is clear about the rules,
organize students into teams (two or
three students each) and allocate three
teams in each group. Give each group
an enlarged copy of the map
(Blackline Master #6), a dice and
three coloured pencils. Students
can use their small size map
during the game for individual
plotting of coordinates. When
each group has completed 10
turns of the game, distribute a
copy of Score card (Blackline
Master #10) and assist each
team in recording its score.
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14
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Criti
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Coop
perm
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The Critical Thinking Consortium
Debrief
the experience
Repeat the game
➤
➤
When all teams have tallied their scores, share the best results with the
class. Invite students to comment on the usefulness of using coordinates
and begin what could become a daily routine of asking students
questions about Canadian place names and locations (e.g., What is the
provincial capital of Saskatchewan? What are the three territories?
What province is immediately west of Manitoba?).
OPTIONAL: If students enjoy the game they will likely want to play
again. You may want to schedule a few class sessions as students
conduct research into different regions of Canada, or suggest that
students play the game in their free time. In subsequent playing of the
game, you may want students to play on their own (perhaps four
“teams” of one student each per game) and you might extend the game
to 12 turns. Ask students to share strategies that they found helpful.
The following strategies might be discussed:
•
Build for a continuous line. Throughout the game, look to join as
many circles as possible with one unbroken line.
•
Secure key coordinates. Although at the end of the game the
circles must be joined (travel points are awarded only for locations
joined in one line), it may be effective at times during the game to
plot coordinates in different places across the country.
•
Block other teams. Since no two teams’ travel paths can cross, it
may be effective at times during the game to try to block the path
of the other teams.
Evaluation
Assess knowledge
of terminology
Assess use of
coordinates
➤
➤
game tactics
Blackline Master #11
Assess each student’s knowledge of
coordinate terminology by assigning
Global vocabulary (Blackline Master
#11). Award one mark for each
correctly labeled feature for a total
of eight marks.
Assess each student’s ability to
use coordinates on Locating
coordinates (Blackline Master
#7) by assigning one mark for
each question for a total of
six marks.
Nam
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Man
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76
The
Managing Our Natural Wealth
15
Criti
cal Th
inking
Coop
erativ
e
The Critical Thinking Consortium
Blackline Master #6
Managing Our Natural Wealth
71
The Critical Thinking Consortium
Name:
Blackline Master #7
______________________________________________________
Locating coordinates
Find the city that is near the following points:
1.
Latitude 48 degrees North
Longitude 115 degrees West
2.
(city)
Latitude 64 degrees North
Longitude 120 degrees West
3.
(city)
Latitude 52 degrees North
Longitude 105 degrees West
(city)
Identify the coordinates nearest each city.
4.
5.
Winnipeg
Yellowknife
Latitude
_____________________________
degrees North
Longitude
_____________________________
degrees West
Latitude
_____________________________
degrees North
Longitude
6.
Charlottetown
Managing Our Natural Wealth
_____________________________
degrees West
Latitude
_____________________________
degrees North
Longitude
_____________________________
degrees West
72
The Critical Thinking Consortium
Blackline Master #8
“Plotting Canada” instructions
Sequence of play
1. Individual plotting
Each team individually writes on its Plotting Sheet the coordinates and the
names of the province/territory (if applicable) for 4 locations it intends to plot in
that turn.
2. Determine order
Each team rolls a die (or draws a card) to see who goes first for that turn. The
highest number goes first, the next highest goes second and so forth. In the case
of a tie, the teams who tied try again until one has a higher number.
3. Check coordinates
Each team hands its Plotting Sheet to the team to their left for checking. If
coordinates have an incorrect form (the latitude and longitude must be in correct
order and style) or incorrect location (name of applicable province/territory)
they are not approved and cannot be plotted.
4. Plot on map
Each team, proceeding in order, plots its “approved” coordinates on the large
map using its coloured pencil to fill in the small circle. Circles that are already
coloured, cannot be coloured by another team. Each team, in order, joins its
coloured circles provided (1) the circles are next to each other (they must be
horizontally, vertically or diagonally adjacent) and (2) joining the circles does
not require crossing an existing travel path.
5. Next turn
Repeat entire procedure until 10 complete turns have been played. After 10
turns, determine the winner.
Winning the game
At the end of the game, the winning team is the one with the most travel points. Travel points are earned by
connecting as much of Canada as possible, but not all locations have the same value. Since the trip must be
made by car or boat, only those circles that are joined in one continuous travel path will count for points. If
a team has two or more segments, it must determine which segment will earn the most travel points. Using the
Scoring Card, total the number of travel points based on the system indicated below.
Location
How to qualify
Travel points
pass through a province
or territory
at least one circle in the province or territory must
be on the travel path
2
pass by the capital city
of a province or territory
one of the four circles surrounding the city dot
must be on the travel path
1
pass by Ottawa
(national capital)
one of the four circles surrounding Ottawa
must be on the travel path
3
Plotting Canada © M. Woloshen, 2002. Reprinted with permission.
Managing Our Natural Wealth
73
The Critical Thinking Consortium
1. Latitude
Longitude
Longitude
Plotting sheet
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
6
7
8
9
10
2. Latitude
1. Latitude
Longitude
Longitude
Longitude
Longitude
Longitude
2. Latitude
Longitude
4. Latitude
3. Latitude
Longitude
Longitude
4. Latitude
Longitude
1. Latitude
1. Latitude
Longitude
Longitude
2. Latitude
Longitude
2. Latitude
3. Latitude
Longitude
Longitude
4. Latitude
Longitude
3. Latitude
1. Latitude
Longitude
Longitude
2. Latitude
Longitude
4. Latitude
3. Latitude
Longitude
Longitude
4. Latitude
1. Latitude
3. Latitude
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
(Province/Territory)
At each turn, use the proper format to plot the coordinates for four points on the map. If appropriate, write the province or
territory indicated by the coordinates.
2. Latitude
Longitude
Longitude
Longitude
4. Latitude
2. Latitude
Longitude
Longitude
3. Latitude
Longitude
1. Latitude
4. Latitude
Longitude
Longitude
1. Latitude
Longitude
2. Latitude
2. Latitude
Longitude
Longitude
3. Latitude
Longitude
3. Latitude
4. Latitude
Longitude
Longitude
1. Latitude
Longitude
4. Latitude
2. Latitude
Longitude
Longitude
3. Latitude
Longitude
1. Latitude
3. Latitude
Team colour
1
2
3
4
5
4. Latitude
Plotting Canada © M. Woloshen, 2002. Reprinted with permission.
The Critical Thinking Consortium
74
Managing Our Natural Wealth
Blackline Master #9
______________________________________________________
Names:
Names:
Blackline Master #10
______________________________________________________
Score card
At the end of the game, place a check mark for every location that your team has connected in a SINGLE CONTINUOUS
line. Add the number of travel points and write the total at the bottom of the column.
Location
Team colour:
Team colour:
Team colour:
Team colour:
Points
Points
Points
Points
Whitehorse
1
1
1
1
Yellowknife
1
1
1
1
Iqaluit
1
1
1
1
Victoria
1
1
1
1
Edmonton
1
1
1
1
Regina
1
1
1
1
Winnipeg
1
1
1
1
Toronto
1
1
1
1
Quebec City
1
1
1
1
Fredericton
1
1
1
1
Halifax
1
1
1
1
Charlottetown
1
1
1
1
St. John’s
1
1
1
1
OTTAWA
3
3
3
3
Yukon
2
2
2
2
Northwest Territories
2
2
2
2
Nunavut
2
2
2
2
British Columbia
2
2
2
2
Alberta
2
2
2
2
Saskatchewan
2
2
2
2
Manitoba
2
2
2
2
Ontario
2
2
2
2
Quebec
2
2
2
2
New Brunswick
2
2
2
2
Nova Scotia
2
2
2
2
Prince Edward Island
2
2
2
2
Newfoundland
2
2
2
2
Capital Cities
Territories
Provinces
Total points
Plotting Canada © M. Woloshen, 2002. Reprinted with permission.
Managing Our Natural Wealth
75
The Critical Thinking Consortium
Name:
Blackline Master #11
______________________________________________________
Global vocabulary
In the large circle below, draw and clearly label each of the following:
•
Equator,
•
Prime Meridian,
•
Northern Hemisphere,
•
Eastern Hemisphere,
•
two lines of latitude,
•
two lines of longitude.
N
W
E
S
Managing Our Natural Wealth
76
The Critical Thinking Consortium