SS 4 Standard 3 Combo
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Page 167
Standard Indicator
4.3.1
That’s the Latitude!
Purpose
Students will use latitude and longitude to locate places in Indiana
and other parts of the world.
Materials
For the teacher: graph paper, globe showing lines of latitude and
longitude, chalkboard, chalk, transparency of Black Line Master
(BLM) United States Map, overhead projector
For each student: pencil, copies of BLMs United States Map
and Using Latitude and Longitude
Activity
TECHNOLOGY
Have students use the
Internet to research
Greenwich, England.
Ask: “Why is this place
the location of the
prime meridian?
Do the people there
do anything special
because the prime
meridian is located
there? What time zone
is Greenwich in?”
connecting
across the
curriculum
Mathematics
Have students research
the distance between
each degree of
longitude and latitude
and then calculate the
size of Earth. Ask: “How
far is it from the North
Pole to the South Pole?
How far is Indiana from
the prime meridian?
How many miles an
hour is Earth rotating?”
(continued)
Standards Link
4.3.2
Standard 3 / Curriculum Framework / Activity 1
Indiana Social Studies Grade 4 Standards Resource, February 2003
page 167
Standard 3
A. What a Grid!
1. Tell students that the location of any place on Earth can
be pinpointed by using latitude and longitude. Explain that
these two sets of intersecting vertical and horizontal lines form
a grid, or series of squares, just like the lines on the sheet of
graph paper. Walk around the room holding up the graph paper
for students to see.
2. Say: “Earth is shaped like a sphere. At the top of the northern
half of the globe, which is called a hemisphere, is the North Pole.
At the bottom of the Southern Hemisphere is the South Pole.
There is an imaginary line that runs horizontally around Earth
exactly halfway between the two poles. This is known as the
equator.” Use the globe to illustrate these concepts.
3. Explain that lines of latitude go around the Earth horizontally,
parallel to the equator, and that they are labeled from zero
to 90° to the north and from zero to 90° to the south. Explain
that they run east to west but measure distance north to south.
Demonstrate this concept on the globe.
4. Say to students: “Longitude is formed by vertical lines running
north to south from pole to pole and is used to measure distances
east to west. Lines of longitude start at zero degrees on a line that
runs through Greenwich, England. This line is known as the
prime meridian. Lines of longitude start at the prime meridian
and run from zero to 180° east and from zero to 180° west.”
incorporating
SS 4 Standard 3 Combo
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2:09 PM
Page 168
Activity (continued)
Standard 3
B. Using Latitude and Longitude
1. Give each student one copy each of the BLMs Using Latitude and
Longitude and United States Map and display the transparency
of the BLM United States Map on the overhead projector.
2. Say to students: “We will practice using latitude and longitude
to locate places and then we will use what we have learned
to answer some questions.”
3. Say: “Let’s do the first two together. Look at question number 1.
It asks in which state is the point 30° north latitude and 95°
west longitude? First, we look for horizontal lines parallel to the
equator. Find the line that represents 30° north. Next, look for
vertical lines and find the one that represents 95° west. Where
do these two lines meet?” Demonstrate this process on the
transparency and clarify that these two lines meet in Texas.
Ask: “Does everyone understand how we found this location?”
4. Say: “Now let’s do number 2. In this one, we are given the place
and we have to find its latitude and longitude.” Point out
Chattanooga, Tennessee, on the wall map. Say: “Let’s look for
the nearest horizontal line. It appears to be 35° north latitude.
Now let’s look for the nearest vertical line. It appears to be 85°
west longitude. So the approximate location of Chattanooga,
Tennessee, is 35° north latitude and 85° west longitude.” Make
sure students understand how you arrived at this conclusion.
5. Tell students to answer the remaining questions on the BLM
Using Latitude and Longitude independently, using their BLM
United States Map.
Questions for Review
Basic Concepts and Processes
As students are completing their BLMs, ask them questions, such as:
How many degrees apart are the lines of latitude on these maps?
Why aren’t they one degree apart or twenty degrees apart?
Why do we need a system of latitude and longitude?
Who might use this system as part of their job?
page 168
Standard 3 / Curriculum Framework / Activity 1
Indiana Social Studies Grade 4 Standards Resource, February 2003
25°N
30°N
35°N
40°N
45°N
P a c i f i c
O c e a n
California
Nevada
Oregon
Washington
Utah
Arizona
Idaho
Denver
New Mexico
Colorado
Wyoming
Montana
105°W
Texas
Arkansas
Missouri
Iowa
90°W
Louisiana
80°W
Alabama
Chattanooga
Virginia
Pittsburgh
Pennsylvania
South
Carolina
Florida
New
Hampshire
Maine
A t l a n t i c
O c e a n
Delaware
Maryland
New Jersey
Rhode Island
Connecticut
Massachusetts
70°W
Vermont
New York
75°W
North Carolina
Georgia
Tennessee
Kentucky
Ohio
Michigan
85°W
Memphis
Illinois
Wisconsin
Minnesota
95°W
Oklahoma
Kansas
Nebraska
South
Dakota
North
Dakota
100°W
i
110°W
ip
s
ap
115°W
ss
ss
i
M
In
I
dia
n
120°W
United States Map
Name:
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Standard 3 / Curriculum Framework / Activity 1
Indiana Social Studies Grade 4 Standards Resource, February 2003
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2:09 PM
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12/30/02
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SS 4 Standard 3 Combo
Page 169
Black Line Master 1
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SS 4 Standard 3 Combo
12/30/02
2:09 PM
Page 170
United States Map
Teacher Directions
Hand out one copy each of the BLMs United States Map and Using Latitude and Longitude
to each student. Use the transparency of the BLM United States Map to guide students through
the first two questions on the BLM Using Latitude and Longitude. Instruct students to complete
the rest of the questions independently.
Answer Key
Not applicable.
Black Line Master 1
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Standard 3 / Curriculum Framework / Activity 1
Indiana Social Studies Grade 4 Standards Resource, February 2003
SS 4 Standard 3 Combo
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2:09 PM
Page 171
Name:
Using Latitude and Longitude
Directions: Answer the following questions:
1. In which state is the point 30º north latitude and 95º west longitude?
____________________________________________________________________
2. What is the approximate latitude and longitude of Chattanooga, Tennessee?
____________________________________________________________________
3. In which state is the point 40º north latitude and 86º west longitude located?
____________________________________________________________________
4. What is the approximate longitude of Denver, Colorado?
____________________________________________________________________
5. What city is located at approximately 35º north latitude and 90º west longitude?
____________________________________________________________________
6. What city is located at 80º west longitude?
____________________________________________________________________
7. What is the approximate latitude and longitude of Indianapolis, Indiana?
____________________________________________________________________
8. Which would use the higher number to describe its longitude: a city on the east
coast of the United States or a city on the west coast?
____________________________________________________________________
9. Which state is at the lower latitude, Washington or Florida?
____________________________________________________________________
10. If you wanted to describe how far west California is, would you use latitude or longitude?
_____________________________________________________________________
Standard 3 / Curriculum Framework / Activity 1
Indiana Social Studies Grade 4 Standards Resource, February 2003
Black Line Master 2
page 171
SS 4 Standard 3 Combo
12/30/02
2:09 PM
Page 172
Using Latitude and Longitude
Teacher Directions
Give each student one copy each of the BLMs Using Latitude and Longitude and United States
Map and display the transparency of the BLM United States Map on the overhead projector.
Say to students: “We will practice using latitude and longitude to locate places and then we will
use what we’ve learned to answer some questions.”
Say: “Let’s do the first two together. Look at question number 1. It asks in which state is the
point 30° north latitude and 95° west longitude? First, we look for horizontal lines parallel to
the equator. Find the line that represents 30° north. Next, look for vertical lines and find the
one that represents 95° west. Where do these two lines meet?” Demonstrate this process on the
transparency and clarify that these two lines meet in Texas. Ask: “Does everyone understand
how we found this location?”
Say: “Now let’s do number 2. In this one, we are given the place and we have to find its latitude
and longitude.” Point out Chattanooga, Tennessee, on the wall map. Say: “Let’s look for the
nearest horizontal line. It appears to be 35° north latitude. Now let’s look for the nearest vertical
line. It appears to be 85° west longitude. So the approximate location of Chattanooga, Tennessee,
is 35° north latitude and 85° west longitude.” Make sure students understand how you arrived
at this conclusion.
Tell students to answer the remaining questions on the BLM Using Latitude and Longitude
independently, using the BLM United States Map.
Answer Key
1. Texas
2. 35° north latitude, 85° west longitude
3. Indiana
4. 105° west longitude
5. Memphis, Tennessee
6. Pittsburgh, Pennsylvania
7. Approximately 39° north latitude, 86° west longitude (or any reasonably close answer)
8. a city on the west coast
9. Florida
10. longitude
Black Line Master 2
page 172
Standard 3 / Curriculum Framework / Activity 1
Indiana Social Studies Grade 4 Standards Resource, February 2003