Lesson Organization: (Pollock, 2007)

(GO) Set the goal/benchmark/objective

(APK) Access Prior Knowledge
Lesson Planner (NI) Acquire New Information
(APP) Apply Knowledge
(GEN) Generalize or Summarize
(HW) Homework (if necessary)

Date: 4th Grade Idaho History

Unit 1 Geography – Lesson 3 Latitude and Longitude

Unit/Theme:
 Big Questions to display:
 How is our world organized in order to find exact locations?
 Why is it necessary to locate exact geographical locations?
 How does geography influence people?

GO

Content/Performance Objective(s):
 Given a United States map labeled with states and lines of latitude and longitude, students
will be able to locate states using coordinates of north latitude and west longitude.

 Given a map of Idaho with labeled lines of latitude and longitude, students will be able to use
a number/letter grid to find specific locations.

Social Studies Objective(s):

http://www.sde.idaho.gov/ContentStandards/docs/Social%20Studies%20Standards/SocStudies4th.doc

Goal 2.1: Analyze the spatial organizations of people, places and environment on the earth’s
surface.

 4.SS.2.1.1 Use geographic skills to collect, analyze, interpret, and communicate data.

 4.SS.2.1.3 Use a number/letter grid to find specific locations on a map of Idaho.

Language Objective(s):
http://www.sde.idaho.gov/ContentStandards/docs/Language%20Arts/Reading%20Standards/ICSGrade4readingprocess.doc
http://www.sde.idaho.gov/ContentStandards/docs/Language%20Arts/Language%20Usage/ICSGrade4languagearts.doc

Goal 1.2: Acquire Concepts About Text

4.LA.1.2.1 Apply knowledge of text types and formats of various kinds of text. (716.05.c)
4.LA.1.2.2 Use text features (e.g., heading, captions) to comprehend various print formats (e.g., news papers, reference text).
4.LA.1.2.3 Identify and use graphic features that support text meaning (e.g., diagrams, maps, charts, illustrations). (707.05.b)

Goal 1.8: Vocabulary and Concept Development

4.LA.1.8.3 Use words and concepts necessary for comprehending math, science, social studies, literature and other Grade 4
content area text.

Goal 2.1: Acquire Strategies and Skills for Comprehending Text

4.LA.2.1.2 Identify cause and effect relationships in text by responding to “why”, “how”, and “what if” questions.
4.LA.2.1.3 Draw conclusions based on information gathered from text. (707.01.o)

Goal 2.2: Acquire Skills to Comprehend Expository Text

1.3.1
4.LA.2.2.1 Distinguish between facts and opinions in expository text to support comprehension
4.LA.2.2.2 Generate how, why, and what-if questions for interpreting expository texts.

Goal 4.4: Acquire Skills for Literary Response

4.LA.4.4.1 Write a response that identifies a text to self, text to world, and/or text to text connection

Goal 5.1: Acquire Handwriting Skills

4.LA.5.1.1 Write fluently and legibly in cursive. (708.01.b)

Goal 5.3: Acquire Skills for Sentence Structure

4.LA.5.3.1 Use simple and complex sentences. (708.02.b)

Math Objective(s):
http://www.sde.idaho.gov/ContentStandards/docs/Math%20Standards/ICSGrade4math.doc

4.1: Apply concepts of size, shape, and spatial relationships

4.M.4.1.1 Identify, compare, and analyze attributes of two- and three- dimensional shapes, including
parallel, intersecting, and perpendicular lines, and develop vocabulary to describe the attributes.
(301.01.a)
4.3: Apply graphing in two dimensions
4.M.4.3.1 Use ordered pairs to identify the position of a point in the first quadrant on a coordinate
grid.

Key Vocabulary Supplementary Materials

continent United Streaming DVD

ocean
poles Internet
hemispheres
equator Globe
Prime Meridian World map - wall
International Date Line World and US - desk map
longitude Atlas (Saxon) – 1 per student
latitude Idaho Official Highway Map, Idaho DOT (208) 334-8000 – 1 per student
horizontal Response Journal (optional) – 1 per student
vertical Blank ½ sheet of paper, - 8 ½ x 11 cut in half for each student – grid activity
Blank sheet of paper, 8 ½ x 11 - 1 per student – vocabulary activity #2
intersection String or yarn – approximately 12 feet
coordinates White board and marker – for teacher
degrees
compass rose Attached Resources Electronic Format

Vocabulary graphic organizer – 1 per student – vocabulary activity #1

Vocabulary Foldable Cards and Games
“Longitude Latitude” Song
“Longitude Dude Rap”
Using Latitude and Longitude – activity (for transparency) and key
Latitude and Longitude - lesson
 Transparency of map of the United States that contain longitude and latitude
lines
 Large United States map
 Hand out of the United States map containing longitude and latitude grids and
names of the states – 1 per student
Crack the Code – Activity and Key
I Spy in Idaho activity – 1 per student and transparency, Key
Map Races – lesson and game
 Idaho Highway map – 1 per student
 Grid map worksheet – 1 per student

1.3.2
  Whiteboard and marker – for teacher
Geography Benchmark Assessment (and Rubric)
Leveled Readers, Scott Foresman, see information prints and hotlink to site
http://www.pearsonsuccessnet.com/snpapp/login/login.jsp
Home Note

Maps and Map Outlines

http://geography.about.com/gi/dynamic/offsite.htm?
zi=1/XJ/Ya&sdn=geography&cdn=education&tm=12&gps=265_387_1276_844&f=10&tt
=14&bt=0&bts=1&zu=http
%3A//www.lib.utexas.edu/maps/united_states/united_states_pol02.jpg

Idaho Maps http://www.netstate.com/states/geography/id_geography.htm

Attached Resources Hard Copy

SIOP® Features
Preparation Scaffolding Grouping Options
___ Adaptation of Content ___ Modeling ___ Whole Class
___ Links to Background ___ Guided Practice ___ Small Groups
___ Links to Past Learning ___ Independent Practice ___ Partners
___ Strategies Incorporated ___ Comprehensible Input ___ Independent

Integration of Processes Application Assessment

___ Reading ___ Hands-on ___ Individual
___ Writing ___ Meaningful ___ Group
___ Speaking ___ Linked to objectives ___ Written
___ Listening ___ Promotes Engagement ___ Oral

Lesson Sequence

APK:
 Revisit the Big Questions.
 Provide students with the following imaginary scenario. Students are lost at sea, in a small
life boat, in the Pacific Ocean, during a horrific storm. Students (whole group or small group),
brainstorm a list of items needed for survival on a lifeboat until rescued. Which items would
be the most valuable? Why? Students narrow the list to five items then discuss/share
rationale for items selected by whole group/small groups. Modify list as desired/needed. If
not mentioned by students, ask – What tool(s) should be taken to assist them in being found?
Examples: A Global Positioning System (GPS) and a two-way radio. Continue the
discussion until the students grasp the importance of being able to describe their exact
location.
 Concept and vocabulary review and introduction: Choose one of the following activities.
1) Teacher uses overhead transparency of vocabulary graphic organizer to model its use.
Using the Vocabulary graphic organizer, students write the word meanings and draw a
representation for the vocabulary words while the teacher, with student assistance,
completes the organizer on the overhead.
2) Hyperlink to Vocabulary foldable cards and games.

NI:
 Give students a piece of paper and direct them to draw horizontal/latitudinal lines and then
vertical/longitudinal lines to form a grid
1.3.3
  What have you drawn? A grid
 There is an imaginary grid that covers the Earth so that any point can be located using
the grid.
 The lines of the grid are lines of latitude and longitude.
 Students use flat wall map of the world, world desk map, or atlas to view the grid.
 A specific location where lines of latitude and longitude cross or intersect is called an
absolute location.
 Given a continent, country, state, city; a relative location can be found and the general
position of latitude and longitude.
 With a specific address and specialized equipment and tools the precise or absolute
location can be found. This can be demonstrated using the following hotlinks.
http://www.worldatlas.com/aatlas/imageg.htm Check several links from this page, many do
not require an account. Find the latitude and longitude of most USA cities
HERE use this link or this link at the page above.
http://www.lat-long.com/ alternate/additional link

 A compass rose is a figure displaying the orientation of the cardinal directions, north, south,
east and west on a map or nautical chart.
 Identify the compass rose on the Big Question poster and locate cardinal directions on
the wall map.

 The lines that circle the globe from east to west (horizontal lines on a flat map) are called lines
of latitude.
 What do you notice about the lines of latitude?
 Do lines of latitude ever touch each other? No. Why or why not? Where?
o Lines of latitude are parallel to each other.
o What does this mean? They are the same distance apart at all the times just like
railroad tracks. They never intersect with each other.
 Are all lines of latitude the same length? Why or why not?
o Lines of latitude appear horizontal on a flat map but are actually circular with
different radii, diameters, circumferences. All locations with a given latitude are
collectively referred to as a circle of latitude. Relate to circumference. This can
be illustrated using a string and a globe.
o Which circle of latitude is the longest? Why? Relate to circumference.
o Which circle of latitude is the shortest? Why? Relate to circumference.
 Each line of latitude is measured in degrees from the equator (degree symbol - ° , 20°).
o The equator is the circle that is equidistant from both the North Pole and South
Pole.
o The equator divides the planet into a Northern Hemisphere and a
Southern Hemisphere, and has a latitude of 0°.
 How many degrees there are in a circle? 360°
o Using the globe and beginning at the equator run a finger around the globe going
through the south and north pole before returning to the equator.
 How many degrees would there be if we went half way around the globe? 180°
o Using the globe and beginning at the equator run a finger around the globe going
through the south pole and stopping half way around the globe on the equator on
the other side.
 How many degrees are there from the south pole to the equator? 90°
1.3.4
 o Using the globe and beginning at the south pole run a finger to the equator
 How many degrees are there from the equator to the north pole? 90°
o Using the globe and beginning at the equator run a finger to the north pole.

 How many degrees are there from the north pole to the equator? 90°
o Using the globe and beginning at the north pole run a finger to the equator.
 How many degrees are there from the equator to the south pole? 90°
o Using the globe and beginning at the equator, run a finger to the south pole.
 Add and multiply the degrees to demonstrate the 360° circumference.
 Using a wall map and desk maps or atlas, students locate/identify degrees of north and
south latitude.
o What is the line of latitude that is halfway between the equator and North Pole?
 How many degrees of north latitude is this? 45° north latitude
 What countries are at the 45° north latitude?
o What is the line of latitude that is halfway between the equator and South Pole?
 How many degrees of south latitude is this? 45° south latitude
 What countries are at the 45° south latitude?

Extension Information

The five major circles of latitude are, from north to south:

 The Arctic Circle (66° 33′ 38″ N)

 The Tropic of Cancer (23° 26′ 22″ N)
 The Equator (0° latitude)
 The Tropic of Capricorn (23° 26′ 22″ S)
 The Antarctic Circle (66° 33′ 38″ S)

These circles of latitude (excluding the equator) mark the divisions between the
five principal geographical zones.

http://www.worldatlas.com/aatlas/imagee.htm map displaying zones

 The lines that circle the globe from the north pole to the south pole (vertical lines on a flat
map) are called lines of longitude.
 What do you notice about the lines of longitude?
 Do lines of longitude ever touch each other? Yes. Why or why not? Where? The poles
o Longitudinal lines touch each other as they converge at the poles.
o Lines of longitude appear curved and are actually halves of great circles.
o Lines of longitude are appear to be vertical lines on a flat map.
 Before 1884, there was no special place to begin numbering the lines of longitude; so in
1884 people from about 25 countries got together and decided that they should start with
the line of longitude that runs through Greenwich, England, near London, England.
England, being the super power of the world at that time was the chosen location for this
special line of longitude that would divide the eastern and western hemispheres.
o What is the name of the line of longitude that runs through Greenwich, England?
1.3.5
 The Prime Meridian is 0 ° longitude.
o Moving away from the Prime Meridian, the lines of longitude are labeled in degrees
east or west.
 How many degrees are there in a circle? 360°
o Using the globe and beginning at the Prime Meridian run a finger around the globe
and back to the Prime Meridian.
 How many degrees would there be if we went half way around the globe? 180°
o Using the globe and beginning at the Prime Meridian, run a finger around the globe
(following the equator) stopping half way around the globe.
 The longitude line that runs through the Pacific Ocean and up through the
Aleutian Islands near Alaska is the 180° line of longitude.
 What is the name of the 180° line of longitude? The International Date Line

http://www.worldatlas.com/aatlas/infopage/dateline.htm map displaying International Date Line

http://www.worldatlas.com/aatlas/imageg.htm map displaying lines of latitude and longitude
with Equator and Prime Meridian labeled
http://www.socialstudiesforkids.com/articles/geography/equatorprimemeridian.htm latitude and
longitude information, location finder (absolute location), maps, etc.

 Students can use hands to demonstrate the directions of the lines of latitude and
longitude.
o Using a wall map and desk maps or atlas, students locate/identify :
lines of longitude,
Prime Meridian,
International Date Line,
90° east longitude,
oceans, continents, or countries on this line of longitude,
90° west longitude, and
oceans, continents, or countries on this line of longitude.

Optional Extension Activities

http://www.lakelandsd.com/tutorial/lesson1.html
Hotlink to latitude and longitude activities
Pretest (click on Home link to access) the class can take this pretest as a group
or individually in the computer lab or classroom center.
Lessons
Practice activity for finding a location using degrees of latitude and longitude.

 Leveled Readers, Scott Foresman, information prints – books for read aloud, paired reading,
small group reading, or in a classroom center.
Hotlink to site http://www.pearsonsuccessnet.com/snpapp/login/login.jsp

 Students listen and sing the song about latitude and longitude at the following hotlink.
http://www.kidsknowit.com/educational-songs/play-educational- song.php?song=Longitude
%20and%20Latitude

Alternate song: “Longitude Dude” rap

1.3.6
 http://www.learner.org/jnorth/tm/tips/Tip0012.html

APP:
 Given a United States desk map labeled with states and lines of latitude and longitude,
students will be able to locate states using coordinates of north latitude and west longitude.
 Teacher modeling and guided practice on how to find the intersection of lines of latitude
and longitude (absolute location) using the Using Latitude and Longitude activity
sheet/transparency.

 Guided and independent practice: Latitude and Longitude lesson (hard copy or
hotlink)
http://www.eduref.org/Virtual/Lessons/Social_Studies/Geography/GGR0060.html

 Additional/optional guided and independent practice activity :

Crack the Code latitude and longitude activity (hard copy or hotlink).
http://www.nationalgeographic.com/xpeditions/lessons/01/gk2/longlat.html

 The internet site at the following hotlinks can be used to locate absolute locations in degrees
of latitude and longitude. http://www.worldatlas.com/aatlas/imageg.htm Check several links
from this page, many do not require an account.
Find the latitude and longitude of most USA cities HERE - use this link or this link at the
page above.
http://www.lat-long.com/
 Teacher models use of the web sites. In computer lab or classroom center, students use
desk map or atlas as a reference while exploring the site and finding absolute locations.

 Given the Idaho Official Highway Map, with labeled lines of latitude and longitude, students
will be able to use a number/letter grid to find specific location.
 Teacher models how to use a letter/number grid to locate/identify Idaho landmarks using
the Idaho Official Highway Map and I Spy in Idaho activity sheet (hard copy).
o Student guided practice with a specified number of items.
o Student independent practice with specified number of items. Students work with
a partner or in a small group.
o Extension – students develop I Spy locations or coordinates for a partner or other
group.
o The activity sheet can be kept for use in the next lesson for locating landforms if
desired.
o Independent practice activity locating cities on an Idaho highway map: Map Races
(hard copy).

GEN:
 Questions to discuss or write in a response journal.
 What is the importance of the lines of latitude and longitude on the globe/map?
 How would a Global Positioning System (GPS) and a two-way radio be helpful to
someone stranded in the middle of the Pacific Ocean.?
 How would a GPS be helpful if lost in Idaho Falls or if stranded out on the highway?
 How else would they be helpful?
 How do you use location information every day?

1.3.7
HW: Worksheet - Using Latitude and Longitude
Homework Note

Assessment
 Formative: Assessment of content, language, and math objectives using teacher’s grading
procedures on each of the activities to include: Student participation, contribution, products,
and presentations.
 Summative/Performance Indicator(s):
 Given a United States map labeled with states and lines of latitude and longitude,
students will be able to locate states using coordinates of north latitude and west
longitude.

 Given a map of Idaho with labeled lines of latitude and longitude, students will be able to
use a number/letter grid to find specific locations.

 Optional assessment of content, language, and math objectives using teacher’s grading
procedures on one or more of the skills/activities to include: Student participation,
contribution, products, and presentations.

Geography Benchmark Assessment (and Rubric)

SWBA to define latitude and longitude.

SWBA to find a location using latitude and longitude.
SWBA to write the appropriate coordinates of a given location
SWBA to explain the importance of using latitude and longitude
SWBA to use the Internet to find the latitude and longitude of different locations.
Reflections:

1.3.8
 Vocabulary Name______________________

Word Meaning Representation

1.3.9
7

Vocabulary Foldable Cards and Games

Return to plan

Vocabulary foldable cards can be used many ways. Three ideas are below.

Materials: 8 ½ X 11 sheet of paper

Pencil and other drawing materials as desired
Scissors

Procedure: Fold the sheet of paper in half two times (hamburger folds). Then fold the
folded paper in half two more times (hamburger folds). Crease folds and open. The
result is the paper divided into sixteen rectangles of equal size.

Teacher models procedure on the overhead. Students can come to overhead to assist
with pictures, or give the teacher ideas. This provides an example for each vocabulary
word. Students write a vocabulary word in one square and draw a picture in another
square.

continent

Use as many rectangles as needed. Cut rectangles apart.

Cards can be kept in an envelope for future play. Cards can be added as lessons
progress.

Activities:
1. Use cards to play memory with a partner. Partners can combine cards for a
more interesting game.
2. Use cards to play Old Maid with a partner or small group. Partners can combine
cards for a more interesting game.
3. Use cards to play Bingo. Students take out a designated number of cards and
arrange them on their desk in a designated column and row format. Teacher
uses a set of cards as calling cards.
1.3.10
 Longitude Dude
Rap
Return to plan

Allison Bailey
Grade 3
Citrus Elementary School
Vero Beach, FL

Here's a "rap" I made up to help my third graders understand longitude and latitude while
they're doing Mystery Class. They had a blast reading it together, then they drew pictures of
"Longitude Dude". Boy! Was he tall and skinny! Maybe next time we'll do fat Latitude Cat or
something. It would be neat to have the kids make up their own rhymes.

Enjoy!
Allison

That big tall dude called Longitude

Had an attitude about Latitude
He said, "See ya later!" to that old Equator
"I dig that Prime Meridian!"

Prime Meridian is the best

He splits the east up from the west.
People say my hero is just a zero,
But the Equator's a zero too!

The Equator thought he was so hot

to split hemispheres north and south,
But Prime Meridian goes to the north and south poles
While Equator hangs around!

That big tall dude called Longitude

Had an attitude about Latitude
He said, "See ya later!" to that old Equator
"I dig that Prime Meridian!"

1.3.11
1.3.12
1.3.13
1.3.14
 Lesson Plan #: AELP-GGR0060

http://www.eduref.org/Virtual/Lessons/Social_Studies/Geography/GGR0060.html

Latitude and Longitude

An Educator's Reference Desk Lesson Plan

Submitted by: Jennifer Otto

Email: jaost30@pitt.edu
School/University/Affiliation: University of Pittsburgh at Johnstown, Johnstown PA 15907-
1200

Date: January 27, 2000

Grade Level(s): 5, 6

Subject(s):

 Social Studies/Geography

Duration: A 40-minute class session

Description: This lesson helps fifth graders learn how to find locations using longitude and
latitude.

Goals: Students will demonstrate an understanding of the concepts of longitude and latitude.

Objectives: Students will be able to:

 give definitions for latitude and longitude.

 find a location using longitude and latitude.
 write the appropriate coordinates of a given location.
 explain the importance of using longitude and latitude.
 become more aware of locations in the United States.
 use the Internet to find the longitude and latitude of different cities in the United States.

Materials:
 Transparencies of maps of the United States that contain longitude and latitude lines.
 Large United States map.
 Hand out of the United States map containing longitude and latitude grids and names of
the states.

Procedure:

1.3.15
1. Tell the students that they will be learning how to locate different states and cities by using
longitude and latitude.
2. Explain to the students that the latitude lines they will be working with will be expressed as
north, because the U.S. is located north of the equator. Explain that the longitude lines they will
be working with will be expressed as west, because the U.S. is located west of the Prime
Meridian.
3. Have the students write the north west and directions in front of the correct latitude and
longitude lines on their maps (this way they won't be confused easily)
4. Show the children how to find the latitude and longitude of Pennsylvania on the large map and
have them follow along on their own map (show them that the latitude is 40 degrees north and
that the longitude is 80 degrees west)
5. Work along with the students using your overhead and show them how to locate a state by
starting with the latitude and longitude coordinates (for example: start with the latitude of 35
degrees and the longitude of 120 degrees and figure out that the answer is California.)
6. Use one more example that you can do with the class. Find what state is located at 45 degrees
north and 100 degrees west. The correct answer is South Dakota.
7. Have the students find a partner. Give the class three states and have them find their latitudes
and longitudes, and give them three longitudes and latitudes and have them find the states (give
the students 5 minutes maximum to complete this)
a. Arizona (answer: 35 degrees north and 110 degrees west)
b. Wisconsin (answer: 45 degrees north and 90 degrees west)
c. North Carolina (answer: 35 degrees north and 80 degrees west)
d. 45 degrees north, and 70 degrees west (answer: Maine)
e. 40 degrees north and 90 degrees west (answer: Illinois)
f. 30 degrees north and 100 degrees west (answer: Texas)

8. Have the class go over the answers with the teacher. Have one group give its answer for the
first question, and then show the students how to do this on the transparency. Repeat this until all
six answers are given.

9. Have the students go to the website Elementary Education Resources-Social Studies-

Geography.
Have the students look up latitudes and longitudes of cities around where they live.

Assessment:

1. Hand out the worksheets to each student. One worksheet will be a map and the other will
contain 2 questions each with 5 parts.

2. Make sure the students complete this for homework and turn it in the next day.

3. Grade the paper and hand it back to each student so that they can see how well they caught on
to the concept of latitude and longitude.

4. I also assessed the children throughout the lesson by having them do the partner work. I
walked around the room and saw how well everyone was catching on to the topic that I was
teaching them.

1.3.16
Useful Internet Resource:
* Elementary Education Resources-Social Studies-Geography
http://www.pitt.edu/~poole/eledGeography.html

http://www.nationalgeographic.com/xpeditions/lessons/01/gk2/longlat.html

CRACK THE CODE

<< Cleaners tend the Mapparium, a stained glass

dome at the Christian Scientists' headquarters in
Boston, Massachusetts.
Photograph by Bob Sacha

Your Mission

Crack the code to find out where the thieves are taking the loot.

Briefing

Crafty robbers broke into the Royal Geographical Society in London and stole armfuls of
priceless maps. Finding them would be hopeless, except that they dropped a scrap of paper with
some odd scribbles on it.

At the top is a rhyme that seems to be an instruction from the thieves' boss:

First letters from each place-name read.

Spell out the town and come with speed.

But the note doesn't mention any places! All you see are weird combinations of letters and
numbers. Luckily, a sharp-eyed geographer peers over your shoulder and says, "Coordinates.
How fascinating!" She refreshes your memory on latitude and longitude, those imaginary lines
that help us locate places.

The numbers, you realize, are the coordinates for cities all over the planet. (1) Find those places
in an atlas or on a map. (2) As you find each place, write its name next to the coordinates. (3)
Circle the first letter of each name. (4) Read the letters from top to bottom, and they should spell
the name of a city. Now you know where to nab those cartographic crooks.

(Once you think you've cracked the case, you may want to check your answer.)

FAMI LY-X F ILES

1.3.17
Younger Xpeditioners: Find the latitude and longitude of the place where you live. You may
need the help from your parents, a teacher, or a librarian.

Older Xpeditioners: Find your birthday coordinates. Use the month for latitude and day for
longitude. For example, if your birthday is November 26, your coordinates could be 11°N, 26°E.
(You can actually make four sets of coordinates for your birthday, depending on whether you use
north or south latitude, or east or west longitude.) Print a world map from the Xpeditions atlas
and plot your birthday coordinates. What would it be like to have a party there?

Parents: Depending on how much your children have already learned about latitude and
longitude, you may need to brief them a bit. If the concept seems hopelessly complex, you might
start with a simple map of a familiar place. Show how the map's grid helps you locate what
you're looking for. Then use a globe to help the kids find the Equator and prime meridian.

E-Mail This Page to a Friend

© 1998-2008 National Geographic Society. All rights reserved.

1.3.18
1.3.19
Name __________________________________

Crack the Code

The thieves who broke into the Royal Geographical Society left
behind this code. (As a bonus clue, we’ve added the number of
letters in each city’s name.)

 First letters from each place-name read.

 Spell out the town and come with speed.

LATITUDELONGITUDE LETTERS CITY NAME

40° 58’ N 5° 39’ W 9
21° 18’ N 157° 51’ W 8
36° 52’ S 174° 46’ E 8
1° 17’ S 36° 49’ E 7
6° 48’ N 58° 10’ W 10 ______________________
21° 2’ N 105° 51’ E 5 ______________________
16° 51’ N 99° 55’ W 8 ______________________
______________________
41° 1’ N 28° 58’ E 8

° represents degrees of latitude or

KEY:
longitude.
’ represents minutes (out of 60) within
a degree.
Top

Close Window
© 1999 National Geographic Society. All rights reserved.

1.3.20
 Check Your Answer

Those dastardly crooks are heading to . . .

SHANGHAI, China.
LAT. LONG. CITY
40º 58' N 5º 39' W Salamanca, Spain
21º 18' N 157º 51' W Honolulu, U.S.A.
36º 52' S 174º 46' E Auckland, New Zealand
1º 17' S 36º 49' E Nairobi, Kenya
6º 48' N 58º 10' W Georgetown, Guyana
21º 2' N 105º 51' E Hanoi, Vietnam
16º 51' N 99° 55' W Acapulco, Mexico
41º 1' N 28º 58' E Istanbul, Turkey

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© 1999 National Geographic Society. All rights reserved.

I Spy in Idaho
1.3.21
Name ________________________

Use letter/number grid to locate/identify the following landmarks on an Idaho state map.

Letter Number Landmark

1 L 4 Twin Falls
2 K 7
3 J 4
4 C 1
5 M 8
6 I 2
7 F 4
8 K 5
9 Moscow
10 Salmon
11 Naples
12 Lewiston
13 Bear Lake
14 Borah Peak
15 Craters of the Moon National Monument
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I Spy in Idaho
1.3.22
Name ________________________ Key

Use letter/number grid to locate/identify the following landmarks on an Idaho state map.

Letter Number Landmark

1 L 4 Twin Falls
2 K 7 Answers vary
3 J 4 Answers vary
4 C 1 Answers vary
5 M 8 Answers vary
6 I 2 Answers vary
7 F 4 Answers vary
8 K 5 Answers vary
9 E 1 Moscow
10 H 5 Salmon
11 B 2 Naples
12 F 1 Lewiston
13 M 8 Bear Lake
14 J 5 Borah Peak
15 K 5 Craters of the Moon National Monument
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1.3.23
1.3.24
1.3.25
1.3.26
 Leveled Reader Database
Title It's a World of Time Zones
Author Adam McClellan
ISBN 0-328-13390-6
Discipline Reading Leveled Readers
Level Grade: 3
Comprehension Skill(s) Sequence/Put Things In Order
Content Area Social Studies
Genre Expository Nonfiction
Keyword(s) Daily, Economics, Geography, Its, Life, Our, Skills,
Time, Today, Travel, World, Zones
Language English
Strand Economics/Geography
Text Feature(s) Glossary, Map/Globe
Theme(s) Daily Life and Life Skills, Our World Today

 Instructional Materials
 Teacher's Guide
 Student Practice Page

Leveled Reader Database

Title Pins in the Map

1.3.27
 Author Nancy Day
ISBN 0-328-13186-5
Discipline Reading Leveled Readers
Level Grade: 1
Comprehension Skill(s) Literary Elements (Character, Plot, Setting,
Theme)
Content Area Social Studies
Genre Realistic Fiction
Keyword(s) America, Challenges, Change, Community, Daily,
Economics, Geography, Life, Map, Moving, Our,
Pins, Regions, Relocating, Skills, States, Today,
United, World
Language English
Strand Economics/Geography
Text Feature(s) Map/Globe
Theme(s) Challenges, Change, Community, Daily Life and
Life Skills, Our World Today, U.S. Regions

 Instructional Materials
 Teacher's Guide
 Student Practice Page

Date ______________

Dear (teacher name),

1.3.28
 I am so proud of my child, __________________________!
He/She told me about __________________________________
____________________________________________________
Sincerely,
________________________

____________________________________________________________

Date ______________

Dear (teacher name),

I am so proud of my child, __________________________!

He/She told me about __________________________________
____________________________________________________
Sincerely,
________________________

____________________________________________________________

1.3.29