U4C1L2
|ELECTIVE LET 2 |
|Unit 5: Geography, Map Skills, and Environmental Awareness |
|Chapter 1: Map Skills |
|Lesson 8: Converting the Grid-Magnetic Angle |
|Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 |
|Administrator Lesson Guide: |
|Lesson Competency: Use magnetic and grid azimuths to determine direction on a topographical map |
|Linked Math Common Core: NUMBERS – COMPLEX NUMBERS - N-CN., N-CN.5., N-CN.6., |
|Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.2., W.9-10. WRITING - W.9-10.3.b., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., |
|SL.9-10.1.a., L.9-10. LANGUAGE - L.9-10.4., L.9-10.4.a., L.9-10.4.d. |
|Linked JROTC Program Outcomes: Appreciate the role of the military and other service organizations in building a constitutional republic. |
|Thinking Processes |Core Abilities |
|Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) |Build your capacity for life-long learning |
|Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) |Communicate using verbal, non-verbal, visual, and |
|Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) |written techniques |
|Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) |Take responsibility for your actions and choices |
|Part-Whole - Brace Map* (Alt. = Pie Chart) |Do your share as a good citizen in your school, |
|Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) |community, country, and the world |
|Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) |Treat self and others with respect |
|Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) |Apply critical thinking techniques |
|* Thinking Map( | |
|Multiple Intelligences |Bloom’s Taxonomy |Authentic Assessment |Learning Objectives |
|Bodily/Kinesthetic |Remember |Observation Checklist |Use the declination diagram to convert grid azimuths |
|Visual/Spatial |Understand |Portfolio |to magnetic azimuths |
|Logical/Mathematical |Apply |Rubric |Use the declination diagram to convert magnetic |
|Verbal/Linguistic |Analyze |Test and Quizzes |azimuths to grid azimuths |
|Musical/Rhythmical |Evaluate |Thinking Map® |Convert a magnetic azimuth when the Grid-Magnetic |
|Naturalist |Create |Graphic Organizer |Angle is greater |
|Interpersonal |Structured Reflection |Notebook Entries |Define key words: arc, declination, grid convergence, |
|Intrapersonal |Metacognition |Logs |Grid-Magnetic (G-M) Angle |
| |What? |Performance | |
| |So What? |Project | |
| |Now What? | | |
| |Socratic Dialog | | |
| |E-I-A-G | | |
| | | |Legend: |
| | | |( Indicates item is not used in lesson |
| | | |( Indicates item is used in lesson |
|Lesson Preview: |
|Inquire Phase: Cadets preview the student learning plan. Cadet teams create a Double Bubble Map showing the correlation between magnetic north and |
|magnetic azimuth, and the correlation between grid north and grid azimuth. |
|Gather Phase: Brief Cadets about how to convert the Grid-Magnetic Angle. Cadets create a Flow Map or reference sheet on how to convert the Grid-Magnetic|
|Angle. |
|Process Phase: Cadets complete Exercise #1: Converting Azimuths and review the correct answers with the class. |
|Apply Phase: Provide topographic maps and problem sets for Cadets to use in the performance assessment task. Distribute the Converting the Grid-Magnetic|
|Angle Performance Assessment Task. |
|ELECTIVE LET 2 |
|Unit 5: Geography, Map Skills, and Environmental Awareness |
|Chapter 1: Map Skills |
|Lesson 8: Converting the Grid-Magnetic Angle |
|Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 |
|Instructor Lesson Plan: |
|Why is this lesson important? |
|Mapmakers place the declination diagram in the lower margin of most topographic maps. Declination is the angular difference between true north and either|
|magnetic or grid north. In this learning plan, you will learn how to use the declination diagram to convert grid azimuths to magnetic azimuths and vice |
|versa. |
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|Lesson Question |
|Why do you determine the Grid-Magnetic Angle? |
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|What will Cadets accomplish in this lesson? |
|Lesson Competency |
|Use magnetic and grid azimuths to determine direction on a topographical map |
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|What will Cadets learn in this lesson? |
|Learning Objectives |
|Use the declination diagram to convert grid azimuths to magnetic azimuths |
|Use the declination diagram to convert magnetic azimuths to grid azimuths |
|Convert a magnetic azimuth when the Grid-Magnetic Angle is greater |
|Define key words: arc, declination, grid convergence, Grid-Magnetic (G-M) Angle |
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|When will your Cadets have successfully met this lesson’s purpose? |
|Performance Standards |
|by converting the Grid-Magnetic Angle on a variety of topographical maps |
|when they locate the declination angle on a topographical map |
|when they correctly convert the magnetic azimuth to a grid azimuth |
|when they correctly convert the grid azimuth to a magnetic azimuth |
|when they summarize the method used to perform the conversion |
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|NOTES: |
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|Part 1: 45 minutes |
|Phase 1 -- Inquire: |
|Lesson Delivery Setup: |
|Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. |
|Ensure that Cadets have access to the Student Learning Plan. |
|Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. |
|Prepare to display the Learning Objectives. |
|Prepare to display a sample Double Bubble Map. |
|Provide chart paper and markers for team use. |
|Ensure Cadets have their Cadet Notebooks for use throughout this lesson. |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about how magnetic azimuth and grid azimuth are different. The Inquire Phase of the lesson is to set Cadets up to|
|begin thinking about what they already know about this subject area. |
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|THINK ABOUT what you know about the magnetic and grid azimuths. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you |
|will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose. |
|Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion. |
|Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What|
|you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose. |
|Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. |
|Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that |
|they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. |
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|Work with your team to CREATE Double Bubble Maps showing the correlation between magnetic north and a magnetic azimuth, and the correlation between grid |
|north and a grid azimuth. PRESENT your map for class review. |
|Divide Cadets into teams and distribute chart paper and markers. Instruct teams to create Double Bubble Maps showing the correlation between magnetic |
|north and magnetic azimuth, and the correlation between grid north and grid azimuth. Direct teams to post their maps at the front of the room for class |
|review. |
|Prompt Cadet reflection by asking: How would you proceed if your magnetic azimuth was 206 degrees and the grid azimuth was 229 degrees? |
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|REFLECT on problems that might arise from having two different “norths.” ANSWER the reflection questions presented by your instructor. |
|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|What problems can arise by having two different directions – a magnetic direction and a grid direction? |
|With what you know now, how would you deal with having two different directions? |
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|Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about the |
|Grid-Magnetic Angle. |
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|Total Time: 20 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as|
|necessary for your Cadet. |
|Phase 2 -- Gather: |
|Lesson Delivery Setup: |
|Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. |
|Provide access to a student text: Unit 5: Geography, Map Skills, and Environmental Awareness (hardbound). |
|Be prepared to brief Cadets about converting between grid and magnetic azimuths using the slides in the presentation. |
|Prepare to display a sample Flow Map. |
|Provide chart paper and markers for partner or team use. |
|Be prepared to launch Reinforcing Questions. |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about grid maps that show grid north and magnetic north in the legend. |
|The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to |
|build on any previous knowledge or experiences. |
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|LISTEN to a briefing on declinations and conversion of magnetic/grid azimuths. |
|Brief Cadets on how to convert between grid and magnetic azimuths. |
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|With your team, CREATE a Flow Map or reference sheet that explains the steps to convert the Grid-Magnetic Angle. Use your student text as needed. |
|Distribute chart paper and markers to the same Cadet teams. Direct them to create a Flow Map or some other reference guide to help them remember how to |
|convert the Grid-Magnetic Angle. Encourage them to use their student text as a resource. Review team maps/reference sheets and correct any errors. |
|Display the Reinforcing Question(s). |
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|REFLECT on the importance of the Grid-Magnetic Angle. ANSWER the reflection questions presented by your instructor. |
|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|Why don’t grid north and magnetic north match up? |
|What information does the declination diagram provide? |
|How can converting the Grid-Magnetic Angle assist you in navigating with a map? |
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|Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new |
|information or skill they were introduced to. |
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|Total Time: 25 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as|
|necessary for your Cadet. |
|Part 2: 45 minutes |
|Phase 3 -- Process: |
|Lesson Delivery Setup: |
|Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. |
|Prepare to distribute Exercise #1: Converting Azimuths. Be prepared to review the correct answers with the class using the Answer Key for Exercise #1: |
|Converting Azimuths. |
|Be prepared to launch Reinforcing Questions. |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about practicing what they learned about converting the Grid-Magnetic Angle. |
|This phase of the lesson allows Cadets to practice using the new skill or knowledge. |
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|On your own, complete Exercise #1: Converting Azimuths. Use your Flow Map or reference sheet as needed. Review the correct answers with your class. |
|Distribute Exercise #1: Converting Azimuths and direct Cadets to complete it. Review the correct answers with the class. |
|Display the Reinforcing Question(s). |
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|REFLECT on the steps used the convert the Grid-Magnetic Angle. ANSWER the reflection questions presented by your instructor. |
|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|Why is it important to construct the Grid-Magnetic Angle diagram when converting the Grid-Magnetic Angle? |
|Is it possible for grid north and magnetic north to be the same? |
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|Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill |
|through the assignment or activity outlined in the performance assessment task. |
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|Total Time: 25 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities |
|as necessary for your Cadet. |
|Phase 4 -- Apply: |
|Lesson Delivery Setup: |
|Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. |
|Distribute the Converting the Grid-Magnetic Angle Performance Assessment Task. |
|Prepare to distribute a topographic grid map along with various grid-magnetic angle problems for Cadets to solve in the performance assessment task. You |
|may use more than one map to vary the Grid-Magnetic Angle. |
|Determine how you will review the key words from this lesson. |
|Prepare to use the Digital Timer application in your Curriculum Manager. |
|Prepare to assign the performance assessment task as homework as time necessitates. |
|Student Learning Activity |
|Teaching Notes |
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|Direct Cadet Focus: Ask Cadets to think about what they’ve learned about converting Grid-Magnetic Angles. |
|This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. |
|Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. |
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|COMPLETE the Converting the Grid-Magnetic Angle Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for |
|feedback and a grade. |
|Distribute the Converting the Grid-Magnetic Angle Performance Assessment Task along with the grid maps and problem set you created. |
|The performance assessment task may be completed in class or assigned as homework, depending on the available time. |
|Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. The same criteria on the scoring guide can be |
|used as a grading checklist, too. |
|Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios. |
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|REVIEW the key words of this lesson. |
|Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to |
|complete a quick check on each word and define it properly. |
|Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them. |
|Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several |
|animated games. |
|Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. |
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|REFLECT on what you have learned in this lesson and how you might use it in the future. |
|Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet |
|population. |
|What kinds of thinking and problem-solving skills do you use in converting Grid-Magnetic Angles? |
|How can you apply what you’ve learned out in the field? |
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|Can Cadets answer the Lesson Question(s) now: Why do you determine the Grid-Magnetic Angle? |
|Allow some time for discussion. |
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|Total Time: 20 minutes |
|Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as |
|necessary for your Cadet. |
|Homework: |
|Allow Cadets to complete the Converting the Grid-Magnetic Angle Performance Assessment Task as homework if necessary. |
|Optional Activities: |
|The following activities are not used within the Student Learning Plan, but you may find them useful for enrichment, extra practice, or as homework |
|assignments. The optional activities for this lesson plan include: |
|Exercise #2: Crossword Puzzle may be used as a review of key words from this lesson and previous lessons in the Map Skills chapter. |
|Note on Cadet Portfolios: |
|As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic,|
|chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on |
|setting up and evaluating Cadet Portfolios. |
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