Жұлдыздардың көрінерлік қозғалысы, 9-сынып

1 Lesson plan

Long-term plan unit: School:

Date: Teacher name: Grade: Number present: absent : Theme of the lesson Visible movement of stars at different geographic latitudes

Learning objectives that are achieved at this lesson (Subject Programme reference)

Use the country names that match the latitude and longitude points to help you solve the riddle.

Lesson objectives Students will

 identify the difference between latitude and longitude.

 find on a world map the location identified by a pair of map coordinates.

Success criteria Students can

 identify the difference between latitude and longitude.

 find on a world map the location identified by a pair of map coordinates.

Language objectives Are defined for non-language subjects. Keywords

longitude, latitude, equator, meridian, Prime Meridian, geography, map

Subject-specific vocabulary & terminology:

Useful sets of phrases for dialogue and writing: The …… is the half of the Earth north of the equator, and the southern ……. is the half south of the equator Instead of 360°, a circle is broken into 24 hours of right ascension

Values instilled at the lesson

Specify the values of the Integrated Educational programme as well as national, universal values, which are aimed to be instilled at this lesson.

Values are instilled by/through ... (description of activities and / or content).

Cross-curricular links Mathematics --Measurement Social Studies --Geography

ICT skills Describe what kind of ICT skills the students will be able to develop at the lesson

Previous learning What have students already learned or what do they need to know before this lesson? (main concepts, facts, formula,theories) How will you activate their previous learning?

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson Resour

ces

Beginning At the beginning of the lesson it is important to focus on:

Grabbing learners’ attention

Determining the lesson objectives/LO together with students

Determining the "zone of proximal development" of students, expectations by the end of the lesson

Middle Write on a board or a sheet of chart paper the terms latitude and longitude. Let students share what they know about the terms. Write down information that students share. Correct any misconceptions they might share.

Explain that the lines of latitude and longitude (see sidebar for tricks to help students remember the difference) comprise an imaginary grid that has been placed over the globe.

 The lines that run across the grid -- the flat lines -- are lines of latitude. The Equator is an example of a line of latitude. The Equator is the latitude line that divides Earth into two hemispheres, the northern hemisphere and the southern hemisphere. The Equator is the 0 point of latitude. Latitude lines North of the Equator are referred to as North latitude; latitude lines South of the Equator are referred to as South latitude.

 The lines that run up and down on the grid -- the tall lines -- are lines of longitude. The lines of longitude are also called meridians. The Prime Meridian, which passes through Greenwich, England, is the longitude line that divides Earth into two hemispheres, the eastern hemisphere and the western hemisphere. The Prime Meridian is the 0 point of longitude. Longitude lines East of the Prime Meridian are referred to as East

longitude; longitude lines West of the Prime Meridian are referred to as West longitude.

Help students further understand the concepts by giving them some hands- on practice. First, determine the latitude and longitude coordinates for your students city and state.

If you are not sure of the coordinates, you can use this tool, the Latitude and Longitude Finder, to find your local coordinates. Just type in your City, State.

Write the latitude and longitude of your location on a board or chart. Help students use the Equator and Prime Meridian, and the lines of latitude and longitude, to find the location that matches the coordinates given. Students should land on their town!

Next, provide the following coordinates and have students use a map to identify the location that is identified by each set of coordinates:

 48 degrees () North latitude, 2 degrees () East longitude (France)

 19 degrees () North latitude, 154 degrees () West longitude (Hawaii)

 40 degrees () North latitude, 116 degrees () East longitude (China)

 12 degrees () South latitude, 77 degrees () West longitude (Peru)

 33 degrees () South latitude, 151 degrees () East longitude (Australia)

 43 degrees () North latitude, 79 degrees () West longitude (Canada)

 20 degrees () South latitude, 50 degrees () East longitude (Madagascar)

When most students seem to grasp the concepts of latitude and longitude, provide the Where in the World? work sheet as longitude and latitude practice. See the Assessmentsection below for work sheet answers.

Extend the Lesson

 Create a set of cards, one card per student. On each card write the coordinates of a location someplace in the world. (You might use this list as a source.) Pass a card to each student and have them find and indentify the location on a world map.

 Create a Coordinate BINGO game. Provide a list of 24 country names around the world for which you have coordinates (source). Have students write the name of each country in a block on their BINGO game card. Then call out the coordinates of one of the 24 countries. Players X the name of the country that matches those coordinates. The first player to get five Xs in a row is the winner.

2.4 Celestial Coordinates

 We describe the celestial sphere using a similar geographical notation:

o The North Celestial Pole is the point on the celestial sphere directly above the Earth's North Pole.

Similarly, the South Celestial Pole is directly above the Earth's South Pole.