Geography Lesson Plan

Grade: 4th
NCSS Standard:
People, Places, and Environments
Students are working with maps to see places beyond their
personal locations.
Students will be working on and acquiring skills to help them
navigate a map.
Content Standards:

Essential Concept and/or Skill: Understand the use of geographic tools to

locate and analyze information about people, places, and environments.
(SS.3-5.G.1)
Understand the concepts of title, legend, cardinal directions, distance,
grids.
Understand political, topographical and historical maps, aerial photos and
maps.
Understand the use of data sources, atlases, data bases, grid systems,
charts, graphs, and maps to generate, manipulate, and interpret
information.

Objectives:
After reading and discussing Got Geography!, fourth grade
students will be able to correctly identify and label different
features on a world map.
After reading and discussing Got Geography!, fourth grade
students will be able to verbally define latitude and longitude
with out mixing the two.
Fourth grade students will be able to use longitude and altitude
coordinates to find different locations on a world map within 5
degrees of the location.
Materials Needed:
World map
Lap Maps for each Student
Markers
Colored Pencils
Chart Paper
Access to the internet
Computers or iPads for each pair of students
Book: Got Geography!
Copies for students of different portions of the book

Procedures:
Have students gather on the class rug so you can orally read Got
Geography!.
o Prereading questions:
What do you think this book will be about?
What do you know about maps?
Where have you traveled?
How do you know how to get there?
o While reading point out the different features of a map
Latitude
Longitude
A compass
Equator
o After reading
ask the students if the remember the features of the
map you pointed out.
Ask students what they learned about the world or
maps
Draw the students attention to four of the poems we have read
from Go Geography!
o Latitude Longitude Dreams
o If I Were the Equator
o Compass
Ask the students what they think longitude, latitude, a compass,
and the equator are based off of the poems. (Wait time and allow
students to think before they answer). Have a large group
discussion about their ideas.
Then have the students go back to their tables. Each table pair
should choose one person to grab a laptop or iPad.
Assign each table one of the four elements (latitude, longitude,
compass, or equator) that you talked about as a class to do
further research on as a group. The students should find out what
a definition of the element is and should draw a picture of what
that feature actually looks like on a map.
o Each group will need the markers and chart paper to
complete this part of the lesson.
o Each pair of students has access to technology, so there
should be two iPads or computers between the students at
each table.
Allow the students 10-15 minutes to find the information and
translate it to the poster paper.
Then have the students complete a gallery walk so they can see
how each element looks on the map and a working definition.
Briefly talk about each of the elements as a whole group.

Then draw the students attention back to the latitude and

longitude poster. At this point students should all have a lap
map in front of them to follow along.
Go to the large class world map and identify the latitude and
longitude lines on the map. Students should do the same on their
lap map. Talk over what the definitions of each of these are and
talk about how they can help us easily locate points on any world
map.
Define what a coordinate is in regards to latitude and longitude.
Make sure students know which one comes first in the coordinate
and model how to find it on the world map. Try finding (40N,100
W,).
Have the students find the same point on their lap map with their
table partner. Have the students point to the spot on their map.
Do a quick glance to make sure the students are pointing to the
correct spot.
Then pass out the latitude and longitude world grid. Have
students find three coordinates on this map individually. Each
coordinate point (or where the latitude and longitude meet)
should be marked with a different instructed colored pencil (red,
purple, and green).
Have the students turn in their maps when they have marked all
three points and grade them according to the check list. As the
students hand in their maps thank them for giving latitude and
longitude their best try!

Grouping:
We will read the book as a whole class so each student can hear
all parts of the story.
Students will be split into partner groups to use technology. They
will research their map feature and definition.
Students will be in their table groups (hopefully groups of 4
depending on attendance that day) to write on the posters. They
will also be in these groups to present their map feature.
Students will complete their own latitude and longitude map
sheet to turn into for their assessment.
Differentiation:
Struggling Learners:
will receive extra time to complete their latitude and longitude
assignment
will be given more direct step-by-step instructions on how to
find the latitude and longitude on a map.

o The sheet will include a visual aid and definition of each

term.
Will have the teacher demonstrate (on their own map) how to
find
o Longitude
o Latitude
o and an alternate location
o how to mark the location with a colored pencil
Will have bolded/darkened or more noticeable latitude and
longitude lines so they re more visually stimulating.
Gifted Learners:
Can have additional locations to find on a map.
Can find out facts about the locations they are finding on the
map. For example the name of the capital of a state or
country.
Can label the other map features we talked about in Got
Geography!, on their maps they are turning in.
Can name/label all of the oceans and continents on the world
map.
Assessment:
Students will turn in their maps with the plotted out locations
from each longitude and latitude point. I will check the maps
against the following criteria checklist:

Student Name: _________________________________

__________________

Date:

Latitude and Longitude World Grid Checklist

______ Student competed the assignment
______ Student has a coordinate marked in RED pencil
______ Student has a coordinate marked in PURPLE pencil
______ Student has a coordinate marked in GREEN pencil
______ Student has correctly labeled (20N, 0)
______ Student has correctly labeled (80S, 80E)
______ Student has correctly labeled (40N, 120N)
References:
World Map for Latitude and Longitude Worksheet:
https://www.teachervision.com/maps/printable/48991.html
Common Core
https://www.educateiowa.gov/iowacore
Got Geography!

Hopkins, L. (2006). Got geography!: Poems. New York: Greenwillow

Books.