Locate ball - The Critical Thinking Consortium · mapmakers imaged more lines running the same way...

Managing Our Natural Wealth 10 The Critical Thinking Consortium

Blackline Masters #6–7

Suggested Activities

Introduce problemof global location

Explain Equator

Explain Northern andSouthern Hemispheres

knowledge ofcoordinate

terminology

Pre-planning

➤ In preparation for introducing the notion of geographic coordinates,bring to class in Session One a large ball (e.g., basketball, volleyball orbeach ball).

➤ In Session Two, students will play a coordinates plotting game requiringthat each group of approximately six students have three pieces ofequipment: an enlarged map of Canada, a method for determiningorder of play (e.g., a dice, a deck of playing cards) and three differentcoloured pencils. Enlarge the map Plotting Canada (Blackline Master#6) to fill ledger size paper (11 x 17) and duplicate sufficient copies sothat each group of six students has one enlarged copy. (Every studentis given a regular size version of Blackline Master #6 in Session One.)

Session One

➤ Explain to the class that they will be looking to see what areas ofCanada provide the resources that we use. But before beginning thisstudy, the class is going to learn how to find its way around thecountry. Hold up the large ball and invite students to imagine this asthe earth. Ask students, “If this was the earth how would we find thespot where Canada is located?” Entertain their answers and explainthat when explorers were sailing around the world they asked similarquestions about how they could find places on the earth that othersbefore them had identified. Lead the class through an explanation ofthe following key terms.

➤ Offer the following explanation about the basis for the Equator:The people who made maps decided to imagine a line drawn aroundthe middle of the earth. (Indicate this on the ball and, on the board,draw a large circle, explaining that it represents the earth. Thendraw a horizontal line around the centre of the circle.) The imagi-nary line was exactly half way between the top end or North Poleand the bottom end or South Pole. (Draw attention to these imagi-nary points on the ball and label them on the large circle on theboard.) Because the distance from the centre line to the North Poleis equal to the distance to the South Pole, they called this line theEquator. (Write “Equator” on the board and draw attention to thecommon stem with “equal”.)

➤ 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 halfwas the northern “half-sphere” or hemisphere and the bottom halfwas 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.)

Locate ball

Assembleequipment


➤ Offer the following explanation for lines of latitude:Mapmakers could now give directions by saying that a country wasin the Northern Hemisphere or in the Southern Hemisphere. Butthis 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 parallelto the Equator in the Northern Hemisphere.) Rather than give theselines specific names, they identified them by saying how far thelines were from the Equator. (Label the lines 20 40, 60 and 80degrees from the Equator.) They did this below the Equator aswell. (Draw and label four lines in the Southern Hemisphere.) Theproblem was they would have two lines with the same name—forexample, “20 degrees from the Equator” could mean a line in theNorthern Hemisphere or the Southern Hemisphere. How mightmapmakers avoid having two lines with the same reference? If aline was 20 degrees from the Equator (point to a line in the NorthernHemisphere) how might they refer to it so that it would not beconfused with the line below the Equator?Explain that mapmakers decided to mention which hemisphere thelines 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 Northor South. Ask the class if anyone can identify what problemmapmakers might still have in giving clear directions to explorers.Trace a line around the ball suggesting that any spot on this linewould be “40 degrees North”. Invite students to offer a solution tothis problem.

➤ Offer the following explanation for the Eastern and WesternHemispheres:

In order to be specific in their directions, mapmakers decided todraw another imaginary line from top to bottom. The line wascalled the Prime Meridian. (Indicate this on the ball and, on theboard, draw a vertical line from the North Pole to the South Poledown the middle of the circle.) This divided the world into twoparts so they called each part a “half-sphere” or hemisphere. Onehalf was called the Eastern Hemisphere and the other half theWestern Hemisphere. (Print a large “Eastern” and “Western” onthe board.)

➤ OPTIONAL: If students raise questions about the choice of thedividing line, explain that it is a line from the North and South polesthat runs through the town of Greenwich (the site of a famousobservatory near London, England where mapmakers would observethe stars to help them plot their maps).

➤ Offer the following explanation for identifying lines of longitude:Mapmakers imagined more lines running the same way as this newdividing line. (Draw four lines in both the Eastern and Westernhemispheres). This time they identified the lines by saying how fareast or west the lines were from this dividing line. They referred toa line as “10 degrees East” or “20 degrees West”. (Point to otherlines and label them as a certain number of degrees.)

Explain thedesignationsfor latitude

Explain Eastern andWestern Hemispheres

Explain thedesignations for

longitude

Discuss primemeridian


➤ Ask students to decide if this system would solve the problem of howto clearly indicate the location of any spot on the earth. Invite studentsto explain how mapmakers might give directions. Illustrate by tracingthe appropriate lines, for example the coordinates or reference points“20 degrees North and 30 degrees West” indicate a precise spot on theearth.

➤ OPTIONAL: If students raise questions about the idea of degrees,explain that the ancient Greeks imagined every circle divided into 360degrees. If someone does “a 360-degree turn” they would make acomplete circle. Using the ball to illustrate, show that there are 180degrees in the Western Hemisphere and another 180 degrees in theEastern Hemisphere, thereby making 360 degrees around the entireglobe. So too, with the lines of latitude (90 degrees from the Equatorto the North Pole, another 90 degrees back down the other side to theEquator, a further 90 degrees to the South Pole, and the final 90degrees back to the Equator).

➤ Ask students if they know inwhat hemispheres Canada islocated. After students sug-gest their answers, point tothe ball indicating theNorthern and WesternHemispheres. Distributea copy of PlottingCanada (BlacklineMaster #6) to each stu-dent and overlay acopy of the map, firston the ball and thenon the large circle onthe board indicating theregion of the earth represented bythis map. Explain that since Canada is in theNorthern and Western Hemispheres, our coordinates will bein terms of degrees North and West. Draw students’ attention to thedegrees along the side and top of the map.

➤ Explain to students the location points (coordinates) are always givenin a particular order: first, the (horizontal) lines running around theside of the earth are given and then the (vertical) lines runninglengthwise. The sideways lines are called “lines of latitude” (infootball a “lateral pass” occurs when the ball is thrown sideways) andthe lines running lengthwise (up and down) are called “lines oflongitude.” Ask students to locate “Latitude 48 degrees North” (it willbe a line running sideways) and draw a pencil line along it. Ask themto locate “Longitude 100 degrees West” (it will be a line running upand down) and draw a pencil line along it. Now ask students toidentify the city that is located near the point where both these twolines meet. Share the answer (Regina).

Introduce latitudeand longitudeterminology

Introducemap of Canada

Explain the notionof coordinates

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Discuss“degrees”


Blackline Masters #6, 8–10

knowledge ofprovinces /territories

Identify key placeson the map

Introduce theplotting game

Practice locatingcoordinates

Debrief thevalue of coordinates

knowledge ofcapital cities

➤ Create an overhead transparency orduplicate copies for each student ofLocating coordinates (Blackline Master#7). Ask students to identify the citynearest each of the coordinates inquestions #1–3, and then share theanswers:

1. Latitude 48 degrees North;Longitude 115 degrees West(Victoria)

2. Latitude 64 degrees North;Longitude 120 degreesWest (Whitehorse)

3. Latitude 52 degreesNorth; Longitude 105degrees West(Edmonton)

Next, ask students to identifythe coordinates for the name of each citylisted in questions #4–6, and then share the answers:

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 thisactivity: one person provides coordinates in the proper format; theother person identifies the province or territory in which the coordinatesare located.

➤ In closing the lesson, ask students to share (in writing or orally) whatthey have learned about the value of coordinates in locating sites on amap.

Session Two

➤ 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 beenmentioned. Do the same with capital cities, ending with the nationalcapital.

➤ 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 tripacross Canada. Their challenge is as follows:

Plot a trip passing through as many Canadian provinces andterritories and passing by as many capital cities as possible.

Managing Our Natural Wealth

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The Critical Thinking Cooperative

Name: ______________________________________________________

Blackline Master #7

Locating coordinates

Find the city that is near the following points:

1. Latitude 48 degrees NorthLongitude 115 degrees West

(city)


(city)


(city)

Identify the coordinates nearest each city.

4. Winnipeg

Latitude_____________________________ degrees North

Longitude_____________________________ degrees West

5. Yellowknife


Longitude _____________________________ degrees West

6. Charlottetown


Longitude_____________________________ degrees West


The problem will be that other teams will also be planning a trip andno one is allowed to meet up with anyone else (the travel paths of twoteams cannot cross). A further obstacle is that everyone must travel bycar or boat—at the end of the game, only those locations that arejoined together in a single line will count for travel points.

➤ Create an overhead transparencyor duplicate copies for each stu-dent of Plotting Canadainstructions (Blackline Mas-ter #8). In addition, duplicatefor each pair of studentsPlotting sheet (BlacklineMaster #9). Enlarge thissheet to ledger size (11 x17). Explain that stu-dents will work with apartner(s) and competeagainst two otherteams to see whichteam can accumulatethe most travel points.Walk students through the “Se-quence of play” and “Winning the game” asdescribed on Blackline Master #8. Explain the role ofBlackline Master #9 in recording the proposed coordinates and theprovince or territory indicated by the coordinates (if coordinates falloutside a province or territory, students should leave the “Province/Territory” space blank). Indicate to students that they can recordcoordinates in several ways, either as “40degrees North” or “40°N” or “40N”. Pointout that “Longitude 40°N” would be in-correct since “40°N” is a line of latitude.

➤ When everyone is clear about the rules,organize students into teams (two orthree students each) and allocate threeteams in each group. Give each groupan enlarged copy of the map(Blackline Master #6), a dice andthree coloured pencils. Studentscan use their small size mapduring the game for individualplotting of coordinates. Wheneach group has completed 10turns of the game, distribute acopy of Score card (BlacklineMaster #10) and assist eachteam in recording its score.

Play the game

Explain the rules

criteria forsuccessful trip

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Plotting sheet

Team colour 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.

1 1. Latitude Longitude

(Province/Territory)

2. Latitude Longitude














































































Plotting Canada © M. Woloshen, 2002. Reprinted with permission.

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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:

Capital Cities

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

TerritoriesYukon

2

2

2

2

Northwest Territories

2

2

2

2

Nunavut

2

2

2

2

ProvincesBritish 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

Total points


Names: ______________________________________________________

Blackline Master #10



➤ When all teams have tallied their scores, share the best results with theclass. Invite students to comment on the usefulness of using coordinatesand begin what could become a daily routine of asking studentsquestions about Canadian place names and locations (e.g., What is theprovincial 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 playagain. You may want to schedule a few class sessions as studentsconduct research into different regions of Canada, or suggest thatstudents play the game in their free time. In subsequent playing of thegame, you may want students to play on their own (perhaps four“teams” of one student each per game) and you might extend the gameto 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 asmany circles as possible with one unbroken line.

• Secure key coordinates. Although at the end of the game thecircles must be joined (travel points are awarded only for locationsjoined in one line), it may be effective at times during the game toplot coordinates in different places across the country.

• Block other teams. Since no two teams’ travel paths can cross, itmay be effective at times during the game to try to block the pathof the other teams.

Evaluation

➤ Assess each student’s knowledge ofcoordinate terminology by assigningGlobal vocabulary (Blackline Master#11). Award one mark for eachcorrectly labeled feature for a totalof eight marks.

➤ Assess each student’s ability touse coordinates on Locatingcoordinates (Blackline Master#7) by assigning one mark foreach question for a total ofsix marks.

Debriefthe experience

Assess knowledgeof terminology

Assess use ofcoordinates

Repeat the game

game tactics


76


Name: ______________________________________________________


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

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Blackline Master #6


Name: ______________________________________________________ Blackline Master #7

Locating coordinatesFind the city that is near the following points:

1. Latitude 48 degrees North

Longitude 115 degrees West (city)





Identify the coordinates nearest each city.

4. Winnipeg Latitude _____________________________ degrees North


5. Yellowknife Latitude _____________________________ degrees North


6. Charlottetown Latitude _____________________________ degrees North



Blackline Master #8

“Plotting Canada” instructionsSequence of play

1. Individual plotting Each team individually writes on its Plotting Sheet the coordinates and thenames of the province/territory (if applicable) for 4 locations it intends to plot inthat turn.

2. Determine order Each team rolls a die (or draws a card) to see who goes first for that turn. Thehighest number goes first, the next highest goes second and so forth. In the caseof 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. Ifcoordinates have an incorrect form (the latitude and longitude must be in correctorder 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 largemap using its coloured pencil to fill in the small circle. Circles that are alreadycoloured, cannot be coloured by another team. Each team, in order, joins itscoloured circles provided (1) the circles are next to each other (they must behorizontally, vertically or diagonally adjacent) and (2) joining the circles doesnot require crossing an existing travel path.

5. Next turn Repeat entire procedure until 10 complete turns have been played. After 10turns, 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 byconnecting as much of Canada as possible, but not all locations have the same value. Since the trip must bemade by car or boat, only those circles that are joined in one continuous travel path will count for points. Ifa team has two or more segments, it must determine which segment will earn the most travel points. Using theScoring Card, total the number of travel points based on the system indicated below.

Location How to qualify Travel points

pass through a province at least one circle in the province or territory mustor territory be on the travel path 2pass by the capital city one of the four circles surrounding the city dotof a province or territory must be on the travel path 1pass by Ottawa one of the four circles surrounding Ottawa(national capital) must be on the travel path 3



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Names: ______________________________________________________ Blackline Master #9

Plotting sheet


At the end of the game, place a check mark for every location that your team has connected in a SINGLE CONTINUOUSline. 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:

Capital Cities 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

Territories

Yukon 2 2 2 2

Northwest Territories 2 2 2 2

Nunavut 2 2 2 2

Provinces

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

Total points


Names: ______________________________________________________ Blackline Master #10

Score card


Name: ______________________________________________________ Blackline Master #11

Global vocabularyIn 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

Locate ball - The Critical Thinking Consortium · mapmakers imaged more lines running the same way...

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