Google Earth lesson
Google Earth lesson
Objective: Each student will navigate google earth to find both their city (and possibly house) as well as cities in South Africa and Mali. They will compare the cities, describing similarities and differences of the topical view. They are introduced to latitude and longitude. They will look at lines of latitude and longitude on a United States map and discuss the reasons why these lines are helpful. Students will also discuss the ways that temperatures vary with latitude and will explain the clothes they might wear at specific latitudes.
Materials:
Inspiration software or compare/contrast worksheet (Venn Diagram)
Google earth on each computer ()
Local zip codes sheet
Computer with Internet access
Blank Xpeditions outline maps of the world, one for each student (or pair of students)
Blank Xpeditions outline maps of the United States, one for each student (or pair of students)
Time: one class
Procedure:
1. Ask the students to speculate about the type of area someone from South Africa would live compared to where they live. They will (most likely) describe tribal type of environments for SA and cities for themselves.
2. Without telling the students, use google earth to locate Durbin South Africa. Zoom into the city. Ask the students where you have located. They will think it is St. Louis. Let them know where you have located. They will be shocked.
3. Allow them to try to find their house using the zip codes and their addresses.
4. Give each student or pair of students an outline map of the world and an outline map of the United States that you have printed from the Xpeditions Atlas. Ask them to look at the maps and contribute words in a class discussion that describe the things they know or notice about the maps. For example, they might say that they know the shape of the United States or that they can point out their home state.
5. Ask students to look at the U.S. map and find the lines running across and up and down the page. Tell them that the lines across the page are lines of latitude, and the lines up and down the page are lines of longitude. Ask students to contribute their ideas as to why these lines might have been drawn on the map. Make sure they understand that they are not real lines on the ground; they were added to the map to help people locate places on the map more easily.
6. Have students find the location of their town, and help them figure out its latitude and longitude. Once they have done this, help them figure out the approximate latitude and longitude of a few other places in the country. Have them tell you which city is at approximately 30ºN, 90ºW (New Orleans) and which city is at approximately 40ºN, 105ºW (Denver).
7. Have students look at the world outline map, and go over the general climate patterns that occur as latitude increases. Also discuss the seasonal temperature variations. The main thing they should know is that areas further away from the equator tend to be cooler and that, except in places close to the equator, temperatures are cooler in the winter and warmer in the summer.
Closing:
Review the concepts students have learned in this activity, and ask them again to contribute their ideas as to why latitude and longitude are helpful map tools. Do they think they will ever use this new knowledge? If so, how might they use it?
Going further:
Have students point out lines of latitude on the outline map. Then make the following statements to the class, and ask them to tell you (or write down) what they think you might be wearing if you were really in these places:
• I am standing outside at 60ºN latitude, and it is January.
• I am standing outside at 10ºN latitude, and it is February.
• I am standing outside at 35ºN latitude, and it is July.
• I am standing outside at 40ºS latitude, and it is August (use this for more advanced students).
Links:
By: Jodi Kriebaum 2006 - Adapted from “An introduction to latitude and longitude”
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