Where is That?

Lesson Overview

Grade Level: Year 4 (Grade 4 in the US)
Subject: Social Studies
Duration: 60 minutes
Key Concept: Locating places using maps with a focus on cardinal directions and introducing lines of latitude and longitude (as a light touch).
Standards Addressed: National Curriculum Standards for Social Studies (NCSS):

• Theme 3: People, Places, and Environments – Use geographic tools to locate and describe places on Earth.

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Lesson Objectives

By the end of this lesson, students will:

1. Use a map and a compass rose to locate places by cardinal directions.
2. Identify and explain the purpose of lines of latitude and longitude (introduced as “invisible map lines”).
3. Locate a place using map coordinates (latitude and longitude), with hands-on activities.

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Materials Needed

• Printable world maps with visible latitude and longitude lines
• A large poster-sized map displayed at the front of the room
• Student compasses (one per table group)
• “Find the Treasure” activity cards with map coordinates
• Laminated labels for latitude/longitude key terms
• Lyrics for the "Invisible Map Lines" song (tune: Row, Row, Row Your Boat)
• Whiteboard/chart and markers

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Lesson Structure

Engage (10 minutes)

Objective: Spark interest and assess prior knowledge about maps.

1. Begin with an upbeat question:
   “Have you ever wanted to find buried treasure? How would you know where to look?”

2. Show a treasure chest image on the large map and place it at random map coordinates. Say:
   “Maps are magical because they can take us anywhere. Today, we’ll be treasure hunters using maps!”

3. Play the "Invisible Map Lines" song to the tune of Row, Row, Row Your Boat:

   “Lines of latitude,
   Lines of longitude,
   Show us how to locate spots—
   Invisible map lines!”

   (Sing it once together, then twice with accompanying clapping.)

4. Recap students' prior knowledge: "Remember, last time we learned how to use the compass rose and map symbols. Today, you’ll learn a new way to pinpoint locations—using invisible map lines!"

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Explore (15 minutes)

Objective: Introduce the concept of latitude and longitude using hands-on discovery.

1. Project a large map onto the board. Use gestures and demonstration:

   • “These horizontal lines are called latitude—they go across, like climbing a ladder!”
   • “These vertical lines are longitude—they’re long and go up and down!”

2. Ask guiding questions to promote discovery:

   • “Can anyone guess how these lines could help us find places on the map?”
   • “What do you notice about the lines—how are they spaced?”

3. Give small groups their world maps. Ask them to work together to locate:

   • A city that is closest to 0° latitude (the Equator).
   • A city within the United States near 40°N and 90°W.

Teacher circulates to support and ensure groups understand the map grid.

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Explain (10 minutes)

Objective: Discuss findings, clarify concepts, and relate latitude/longitude to real-world use.

1. Debrief group results: “Great! You’ve found how the invisible lines work. Latitude tells us how far north or south we are, and longitude shows east or west.”

2. Write terms on the board and label map points:

   • Latitude = “Flatitude” (links to flat lines to help them remember)
   • Longitude = “Long” lines

3. Discuss how these lines help locate countries, cities, and even ships at sea. Keep explanations concrete and age-appropriate.

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Elaborate (20 minutes)

Objective: Apply map-reading and problem-solving skills to a treasure hunt game.

1. Distribute “Find the Treasure” activity cards. Each card includes:

   • Coordinates (e.g., 25°N, 90°W)
   • Clues or riddles leading to the treasure spot

2. In table groups, students use their compasses and world maps to decode their coordinates and locate treasures. For scaffolded support:

   • Teacher stations can provide additional hints for struggling groups.

3. Once they find their treasure location, groups share how they used latitude and longitude to succeed.

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Evaluate (5 minutes)

Objective: Reflect on what has been learned.

1. Conduct a quick review using a whole-class question session:

   • “What did you learn about the invisible map lines today?”
   • “What’s the difference between latitude and longitude?”
   • “Why is it helpful to use these lines?”

2. Finish with one last sing-along of the "Invisible Map Lines" song for reinforcement.

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Differentiation Strategies

• For Struggling Learners: Pair students to work together with a peer tutor during the treasure hunt. Offer simplified maps with fewer gridlines.
• For Advanced Learners: Add an extension activity where students calculate how far their treasure is from the Equator or the Prime Meridian.
• Kinesthetic Learners: Use masking tape to create a giant latitude and longitude grid on the classroom floor where students can stand and "be" the coordinates.

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Assessment

1. Formative: Observe how students work in groups during the treasure hunt and how well they navigate coordinates.
2. Summative: Use an exit slip: “Write or draw how you would use latitude and longitude to help find something on a map.”

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Reflection

• Did students enjoy the hands-on activities?
• Were they able to connect prior knowledge of maps to latitude/longitude concepts?
• Did the song/music component support engagement and retention?

Teacher notes: Adjust the use of "treasures" or lines if students express difficulty during exploration.